Responsibility for equity and learning Sample Clauses

Responsibility for equity and learning. National level, responsible for societal frames and aims, like social justice in access and effects of education.  Local level, responsible for community frames and social justice.  School level, responsible for treating everybody fairly, equitable and for education and teaching. We see in diverse types of autonomy: Decentralisation of governance from state to local authorities and further on to individual schools. This leaves school with more self-determination on how to spend funding (provided totally by the state), how to manage staff and their terms of work and wages and the day-to-day operations. The couplings to local, municipal and national authorities have been loosened on these parameters, but the aim and curriculum of education has been tightened at the same time: standards are being detailed more and there are more control and accountability. This autonomy has been established according to bureaucratic and market place logics, using new social technologies like tests and quality reporting or inspection. Following those trends is a trend to empower school leaders more in the style of private sector top down management and leadership. It is up to the power-relations in each individual school to find appropriate ways of planning and making decisions: more is left to the leader, but she/he can choose to negotiate and give professionals room for deliberation in several stages of decision making. The self-governed type of autonomous schools was described above: they have a governing board of it’s own that is accountable to the state for finances and quality of education. These schools are even more than the decentralised schools subject to competition and less regulations on finances – even if 70-80 per cent of their incomes stem from the state. When it comes to the room for manoeuvre, it is difficult to give a clear picture: on one hand more room is left to schools (e.g.: school leaders) to plan and act on finances (within tight frames), staff management and operations. At the same time it seems that there is less room when it comes to teaching and learning because more issues in curriculum are described and tested in great detail. The national governance is tight and aligned to international trends (comparisons and competitions through international tests).
Sample 1
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Related to Responsibility for equity and learning

  • Responsibility for Evaluation Within each school the Principal will be responsible for the evaluation of employees assigned to that school. Evaluation will be made by the Principal or a qualified administrator. An employee assigned to more than one school will be evaluated by the Principal of the school in which the employee is assigned for the greater amount of time, with input provided by the Principal of the other school. Any Principal or person charged with the responsibility of evaluation of employees may involve other staff and students in the process if acceptable to the certificated teacher being evaluated.

  • Responsibility for Errors Consultant shall be responsible for its work and results under this Agreement. Consultant, when requested, shall furnish clarification and/or explanation as may be required by the City’s representative, regarding any services rendered under this Agreement at no additional cost to City. In the event that an error or omission attributable to Consultant occurs, then Consultant shall, at no cost to City, provide all necessary design drawings, estimates and other Consultant professional services necessary to rectify and correct the matter to the sole satisfaction of City and to participate in any meeting required with regard to the correction.

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