Performance Indicators as a Strategy for Counter-Reformist Change in Educational Policy

It is essential, in analyzing the significance of Spain's Organic Law of Education (2006), as well as its associated measures, to be conscious of the lines of broad, hegemonic ideology that pervade Spanish society and the European Union. The market reforms to which the education system is curre...

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Bibliographic Details
Published inJournal for critical education policy studies Vol. 5; no. 2
Main Author Santome, Jurjo Torres
Format Journal Article
LanguageEnglish
Published The Institute for Education Policy Studies 01.11.2007
Subjects
Administrative Principles
Critical Theory
Democratic Values
Educational Administration
Educational Assessment
Educational Change
Educational Indicators
Educational Legislation
Educational Philosophy
Educational Policy
Educational Principles
Educational Strategies
Europe
Foreign Countries
Governance
Hidden Curriculum
Ideology
Measurement Techniques
Performance Indicators
Political Attitudes
Politics of Education
Role of Education
Social Justice
Social Systems
Spain
Standardization
Spain
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Summary:It is essential, in analyzing the significance of Spain's Organic Law of Education (2006), as well as its associated measures, to be conscious of the lines of broad, hegemonic ideology that pervade Spanish society and the European Union. The market reforms to which the education system is currently subject leads it to incorporate in an unquestioning way a series of concepts and models of analysis the consequences of which are a greater presence of the techniques of measurement and control of everything that goes on inside the classroom. Standardized performance indicators are claimed to be purely neutral and technical in nature, yet they illustrate how new technocratic concepts are intended to manage and control the education system. The language of standardization adopts an assumed concern for issues of equality and social justice, whereas beneath this kind of rhetoric there resides another, utterly different, philosophy. This ideology in fact believes in a higher degree of control and hierarchization of the education system which, moreover, gives rise to a displacement in the decision-making structure. Experts and technical advisors from the State Educational Administration usurp functions from schools and effectively reduce the scope for democratic governance in these. (Contains 4 notes. Contains a bibliography.)
ISSN:1740-2743