Obsah souboru
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<div class=Section1>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'>ARION scheme of study visits<o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'>for education specialists and decision makers<o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=right style='text-align:right'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'>Study visit no. 16,11 <o:p></o:p></span></p>
<h1><span lang=EN-US>Quality, School Leadership and School Autonomy</span></h1>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'>Brno, Czech Republic<o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'>21/04/03 25/04/03<o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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<h2><span lang=EN-US>GROUP REPORT</span></h2>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:11.0pt;mso-ansi-language:EN-US'>This report is a product of
team effort.<o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'>Group rapporteur: Francesca
Brotto <o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal align=center style='text-align:center'><span lang=EN-US
style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Hosting organization:<span style="mso-spacerun: yes"> </span>Assoc.
Prof. Milan Pol<o:p></o:p></span></p>
<p class=MsoNormal style='text-indent:108.0pt'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><span style="mso-spacerun:
yes"></span>Ùstav pedagogickch vd Filozofickà Fakulta
Masarykova Univerzita<o:p></o:p></span></p>
<p class=MsoNormal style='text-indent:108.0pt'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><span style="mso-spacerun:
yes"></span></span><span lang=IT style='font-size:12.0pt'>A. Novaka 1<o:p></o:p></span></p>
<p class=MsoNormal style='text-indent:108.0pt'><span lang=IT style='font-size:
12.0pt'><span style="mso-spacerun: yes"></span>CZ <span style="mso-spacerun:
yes"> </span>Brno<o:p></o:p></span></p>
<p class=MsoNormal><span lang=IT style='font-size:12.0pt'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='text-indent:108.0pt'><span lang=IT><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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<p class=MsoNormal style='text-indent:108.0pt'><span lang=IT><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<h3><span lang=DE style='mso-ansi-language:DE'>PARTICIPANTS<o:p></o:p></span></h3>
<p class=MsoNormal align=center style='text-align:center'><b><u><span lang=DE
style='mso-ansi-language:DE'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><u><span lang=DE
style='mso-ansi-language:DE'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></b></p>
<p class=MsoNormal><span lang=DE style='mso-ansi-language:DE'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=DE style='font-size:
12.0pt;mso-ansi-language:DE'>1)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=DE style='font-size:12.0pt;mso-ansi-language:
DE'>Jrgen Strder, Eichendorfstr. 17,<span style="mso-spacerun: yes"> </span>57501
Betzdorf (DE)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=DE style='font-size:
12.0pt;mso-ansi-language:DE'>2)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=DE style='font-size:12.0pt;mso-ansi-language:
DE'>Thorsten Schneider, Schwedengrabstr.11a,<span style="mso-spacerun: yes">
</span>57520 Steinebach/Sieg (DE)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=DE style='font-size:
12.0pt;mso-ansi-language:DE'>3)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=DE style='font-size:12.0pt;mso-ansi-language:
DE'>Gabriele Holz, Wendehalsweg 32,<span style="mso-spacerun: yes">
</span>12351 Berlin (DE)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=EN-US style='font-size:
12.0pt;mso-ansi-language:EN-US'>4)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Konstandinos Tsentikopoulos, 29-33 Adrianoupoleos, 67100 Xanthi (GR)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=IT style='font-size:
12.0pt'>5)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=IT style='font-size:12.0pt'>Francesca
Brotto, CSA Massa Carrara, Via Pascoli 45, 54100 Massa (IT)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=IT style='font-size:
12.0pt'>6)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=IT style='font-size:12.0pt'>Isabella
Ferruda, Via Marconi 78, 35046 Saletto, Padova (IT)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=IT style='font-size:
12.0pt'>7)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=IT style='font-size:12.0pt'>Anne-Grethe
Skjaerseth, Martin Døvingsvei 10, 6017 Alesund (NO)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=IT style='font-size:
12.0pt'>8)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=IT style='font-size:12.0pt'>Leocàdia
Maria Agostinho Santos Guerriero, Cabeo Velhinho, lote 29, 29503 Palmela (PT)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo2;
tab-stops:list 36.0pt'><![if !supportLists]><span lang=FR style='font-size:
12.0pt;mso-ansi-language:FR'>9)<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=FR style='font-size:12.0pt;mso-ansi-language:
FR'>Edio Luis Martins, Rua Capitães de Abril, 6 3 Esq Alfornelos,
27001 Amadora (PT)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=FR style='font-size:
12.0pt;mso-ansi-language:FR'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=FR style='mso-ansi-language:
FR'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=FR style='mso-ansi-language:
FR'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=FR style='mso-ansi-language:
FR'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=FR style='mso-ansi-language:
FR'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<h5><span lang=EN-US style='mso-ansi-language:EN-US'>CONTENTS<o:p></o:p></span></h5>
<p class=MsoNormal align=center style='margin-left:18.0pt;text-align:center'><i><span
lang=EN-US style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<p class=MsoNormal align=center style='margin-left:18.0pt;text-align:center'><i><span
lang=EN-US style='mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<h4 style='margin-left:27.0pt;text-indent:-27.0pt;mso-list:l0 level2 lfo2;
tab-stops:18.0pt list 27.0pt 90.0pt'><![if !supportLists]><span lang=EN-US
style='text-decoration:none;text-underline:none'>I.<span style='font:7.0pt "Times New Roman"'>
</span></span><![endif]><span lang=EN-US>THE TOPIC : common issues,
different processes and outcomes</span></h4>
<p class=MsoNormal style='margin-left:54.0pt'><u><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>A.<span style="mso-spacerun: yes"> </span>A common period of changes
and reforms <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>B.<span style="mso-spacerun: yes"> </span>The approach to school
autonomy: a common event, different stages<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>C.<span style="mso-spacerun: yes"> </span>A common need to prioritize
the use of limited financial resources<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>D.<span style="mso-spacerun: yes"> </span>A common redistribution of
power: whose decisions and responsibilities?<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>E.<span style="mso-spacerun: yes"> </span>A common challenge and
target: achieving quality, evaluating it<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>F.<span style="mso-spacerun: yes"> </span>A common role of negotiation<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>G.<span style="mso-spacerun: yes"> </span>Common questions: what
schools for tomorrow? whose leadership?<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>II.<span style="mso-spacerun: yes"> </span><u>THE PROGRAMME AND THE
ORGANIZATION: strengths and suggestions for improvement<o:p></o:p></u></span></p>
<p class=MsoNormal align=center style='margin-left:18.0pt;text-align:center'><i><span
lang=EN-US style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<p class=MsoNormal align=center style='margin-left:18.0pt;text-align:center'><i><span
lang=EN-US style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>III.<span style="mso-spacerun: yes"> </span><u>THE EUROPEAN DIMENSION:
European dynamics<o:p></o:p></u></span></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>IV.<span style="mso-spacerun: yes"> </span><u>THE EUROPEAN DIMENSION:
European contacts and cooperation<o:p></o:p></u></span></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>V.<span style="mso-spacerun: yes"> </span><u>APPENDICES: examples of
models produced<o:p></o:p></u></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><i><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<p class=MsoNormal align=center style='margin-left:18.0pt;text-align:center'><i><span
lang=EN-US style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></i></p>
<h6><span lang=EN-US><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></h6>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Foreword<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>A 5-day study visit on<span style="mso-spacerun: yes"> </span>topics of
such complexity as school autonomy, leadership and quality can only give
participants from differing national settings a glimpse of the issues entailed
both on a global, international level and on the more specific national ones.
The considerations expressed in this report are in no way to be perceived as
value judgments regarding the ways in which individual schools and national
contexts are relating to these issues. Rather, in recording a summary of our
reflections and observations, our intention is merely to share with others some
of the rich intellectual and cultural interchange that has taken place amongst
us.<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:18.0pt'><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<h4 style='margin-left:0cm'><span lang=EN-US>I.<span style="mso-spacerun:
yes"> </span>THE TOPIC : common issues, different processes and outcomes</span></h4>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:54.0pt'><u><span lang=EN-US
style='font-size:12.0pt;mso-ansi-language:EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>A</span></b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>.<span style="mso-spacerun: yes"> </span><b>A common period of changes
and reforms <o:p></o:p></b></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>During the week of observation and reflection, the group members could
not help remarking the global background of change and reform that the reforms
of their own education systems need to be considered against. Some of the
systems of the six countries involved in the study visit have been tackling the
issues for at least ten years; others are only at the initial stages of pilot
project experimentation. Varying degrees and forms of decentralization have
taken place or are in the making, granting regional and local administrative
authorities a greater say in educational matters, meaning also that schools
themselves are getting more of a chance, as John MacBeath says, to speak for
themselves.<a style='mso-footnote-id:ftn1' href="#_ftn1" name="_ftnref1"
title=""><span class=MsoFootnoteReference><span style='mso-special-character:
footnote'><![if !supportFootnotes]>[1]<![endif]></span></span></a> To what
extent schools in their countries (and their own schools) may actually speak
for themselves, meaning also the extent to which their heads, their teachers,
their students, families and other stakeholders may be involved in the process,
has been constant ground for comparison and discussion among the participants.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><span style="mso-spacerun: yes"></span><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>B.<span style="mso-spacerun: yes"> </span>The approach to school
autonomy: a common event, different stages<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>However, if the issue of school autonomy is a common concern across the
board so to speak, the ways to approach it, the stages reached and the
scenarios in the making are quite diverse.<span style="mso-spacerun: yes">
</span>There are situations such as the Norwegian or the rather young Italian
one, already in their second series of reforms involving varying degrees and
models of school autonomy related to the new political priorities of their
governments, even though the first were never completely implemented. Policy
churning and conflicting political agendas have been seen as a source of great
turbulence for schools trying to grapple with their new and fluid identities,
especially when the autonomy measures have come about as top-down impositions. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Other systems, such as the Czech and that of some of the German Lnder,
are implementing gradual approaches to greater self-management. In the Czech
Republic, a comprehensive framework of needed instruments and measures seems to
be still in the recommendation stages, but steps ahead have been taken,
especially in new headship roles and the possibilities given to schools to
profile themselves to a certain extent against the specifications of a mandated
curriculum. Although the German schools represented in the group still cannot
make a flexible use of centrally-allocated money, there is a greater move
towards team involvement in decision-making and a greater emphasis on school
improvement from within, also through self-evaluation.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>In needing to render the extremely fragmented situation of Portuguese
schools a manageable series of clusters that can function as learning organizations,
a matrix has been developed in this country, which is intended to foster
autonomy as bottom-up self-determination. Within this view, newly clustered
schools can negotiate with regional authorities for the degrees and varieties
of autonomy that they feel ready to take upon themselves and be accountable
for. Autonomy is thus not mandated, but applied for through an administrative
and educational pact.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>In the Greek situation (as in the Czech), the upgrading of
infrastructures and facilities seems to be a major government quality priority
and, as far as school autonomy is concerned, in Greece certain pilot projects
related to extracurricular initiatives and alternative education programmes are
underway at the moment. <o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>C.<span style="mso-spacerun: yes"> </span>A common need to prioritize the
use of limited financial resources<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Greater decentralization, as a mega-trend observed in many national
contexts, stems not so much from educational considerations as from financial,
and thus political, imperatives closely related to the globalization of world
markets and more aggressive forms of economic competition.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Greater social mobility not only within a countrys borders, but also
across borders, is commonplace. There is the need to integrate foreign or Rom
children into school systems. Children with special needs have the right to
develop to their full potential. There is the need to provide second chances to
those who fail to meet standards. There is the need to cater to adult
education, especially in a world that turns todays know-how quickly into
yesterdays. There is greater fragmentation in family and social life to
contrast. These are just a few of the challenges facing schools. And there is
the need to train and support teachers and heads to meet these challenges. This
costs money. In the face of increasing and more demanding tasks for schools,
the money available in all the countries represented in the visit, however,
seems to diminish. Whether this is true on a national scale or simply on the
scale of the money actually reaching the schools is perhaps open to debate.
Whatever the case, there is thus the need also for priorities in spending
whatever is available and the right, through autonomy, to be able to establish
those priorities.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>During the study visit, particular attention was drawn to the issue of
how the work of education professionals is valued and recompensed. Although in
some countries teachers wages are perceived to be low, this problem seems to
be particularly acute in the Czech Republic, as many practitioners have
reported. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><span style="mso-spacerun: yes"></span><o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>D.<span style="mso-spacerun: yes"> </span>A common redistribution of
power: whose decisions and responsibilities?<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Decentralization means more levels of decision-making, both outside and
inside schools. During the study visit, the participants continually asked each
other about external and internal governance bodies, about steering and
decision-making processes, about the accountability and responsibility that
comes with distributed power, when it actually <i>is</i> distributed. The
participants and hosts of the visited schools and organizations exchanged views
regarding who can decide what, when and how, and whether he/she/they are
effectively empowered to do so (= have the means to do so). The group
experienced, within its own contexts and in the host context, the narration of
experiences where people are now held accountable for the results of situations
they have little control over. A question heard over and over again might be
summarized as such: how do you deal with a bad teacher when teachers have
civil servant status?<span style="mso-spacerun: yes"> </span><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Other debated issues, closely related to the issue of whose
leadership?, focused not only on the changing role of the school head, but
also on the role of student and teacher voice in decision-making and
responsibility-sharing.<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>E.<span style="mso-spacerun: yes"> </span>A common challenge and
target: achieving quality, evaluating it<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Control in most of the countries represented is still centrally
exercised on some of the inputs (according to the country, it may be mainly
focused on school structure and organization and/or on curriculum and/or on
human and financial resource allocation possibilities). However, in all the
six countries there is a growing awareness of the need to implement quality
in the best of cases to promote better learning opportunities for all those
involved, in other cases as a response to the sense of growing competition
amongst schools (both in the public and private sectors). <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>During the very interesting<span style="mso-spacerun: yes">
</span>Friday morning seminar organized with leader-practitioners from Czech
schools of the area, some of them spoke of their work as a struggle to help
their schools survive. In reflecting upon this statement together, we have
understood that just aiming to survive as organizations will not necessarily
guarantee a long and fruitful life to those organizations. The great challenge
is, like in Hamlets <i>to be or not to be</i>, the challenge of being, as
participating and acting to change, helping to shape the change by joining it,
in that we are living in a far from stagnant world. In order to understand <i>how
</i>to change and <i>what </i>to change, the question of how good is our
school? needs to be asked. This is the case for evaluation.<span
style="mso-spacerun: yes"> </span><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>In devolving power, governments themselves are placing more emphasis on
the monitoring and control of output, although none of the countries present in
the study visit can claim to have an over-arching and organically developed
system of external evaluation. As far as the Czech Republic goes, on the
external evaluation side, full inspections and annual reports seem to be
significant means of control.<span style="mso-spacerun: yes"> </span><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Self-evaluation is perceived by all to be essential to achieving
quality. The measures explained to the group members by the heads of the Czech
schools and organizations involved in the visit are based mainly on observation
of practice, on questionnaires and on reporting. In countries such as Norway
and Germany, quality development teams using self-evaluation are being worked
into the mainstream organization of schools. Many Norwegian heads have even
gone abroad to gather ideas on self-evaluation from other more developed
models, like the Scottish one. In Italy, less than half the schools are at
present involved in some form of self-evaluation, but the concern is growing,
as it is in Portugal with the implementation of the autonomy pacts between
newly clustered schools and regional authorities. <b><o:p></o:p></b></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>F.<span style="mso-spacerun: yes"> </span>A common role of negotiation<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoFooter style='tab-stops:35.4pt center 249.3pt right 498.6pt'><span
lang=EN-US style='mso-ansi-language:EN-US'>Negotiation within the school level
and between the school and outside partners or political and governance bodies
is playing more and more of a strategic role and the ability to negotiate is to
be considered a cornerstone leadership quality, at whatever level. During the
visit, we witnessed accounts of successful negotiations for funds on the part
of some Czech heads. Italian heads now find themselves in the predicament of
having to negotiate the work policies of their teaching and non-teaching staff
with internal trade union representatives. Internal negotiations with Pupil
Parliaments seem to be carried out in many (mainly secondary) schools in both
countries. Greek heads can negotiate the sponsorship of projects and in Greek
school committees, representatives of the municipality, the parents and
students negotiate budgetary matters together with the school head. The very
basis upon which a Portuguese school obtains its autonomy stems from a
negotiating process with regional authorities. Its internal governance
structure reflects the outcomes of this process, and is itself made up of a
number of negotiatory bodies representing different stakeholder groups. The Norwegian
head present in the group described the delicate balance it is necessary to
achieve between the teachers autonomy and the schools so that quality is
assured. Negotiation is definitely part of the picture here, too. The broader
basis of decision-making coming about in German vocational schools can only
rest on internal negotiations. Networking with firms and the wider community in
this national context, as in others, relies on the powers of negotiation of
anyone undertaking leadership roles. Even motivating demotivated students may
involve this delicate art.<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>G.<span style="mso-spacerun: yes"> </span>Common questions: what
schools for tomorrow? whose leadership?<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoFooter style='tab-stops:35.4pt center 249.3pt right 498.6pt'><span
lang=EN-US style='mso-ansi-language:EN-US'>There is a common quest for a better
school for children and young people to enjoy learning in. There is a common
quest for a better school for all staff to enjoy working in and to grow
professionally in. There is a common quest for significant learning experiences
for all and for the <i>respect</i><b> </b>that teaching and learning deserve.
There is a common quest for the support to make all this possible.<o:p></o:p></span></p>
<p class=MsoFooter style='tab-stops:35.4pt center 249.3pt right 498.6pt'><span
lang=EN-US style='mso-ansi-language:EN-US'>The participants in the study visit
are themselves leaders or trainees in leadership roles from a wide range of
backgrounds, as can be seen in section III below. All have converged, however,
on the concept of the interdependence of their roles with those of others. We
are all leaders and followers at some stage. And as leaders or prospective
leaders, it is also our duty to help develop the voice or self-efficacy of
those we need to collaborate with, in all directionsvertically, horizontally,
diagonally. This leads us again to a concluding remark regarding the need and
power of negotiation and participation. Only if the respective leadership of
all those involved in the education process, from the pupils onwards, is
nurtured so that decision-making becomes a natural process of everyday living
and learning can we hope to fulfil our quest. We need our schools to become
leaderful communities (D. Green).<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>II.<span style="mso-spacerun: yes"> </span><u>THE PROGRAMME AND THE
ORGANIZATION: strengths and suggestions for improvement<o:p></o:p></u></span></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>The draft programme and the background materials were sent to all the
group members in ample time for them to reflect upon them and prepare
themselves for the visit. There was a good balance in the types of activities
proposed, relating to both professional and more broadly cultural interests.
There was also variety in the schools and organizations visited (including a
basic school, two secondary schools and a Higher Vocational Institute, the
premises of a comprehensive leisure center for children and adults, the
Municipal Education Department and the Department of Educational Science of the
Faculty of Arts of Masaryk University), fostering the analysis of the issues
from different angles and perspectives. The sites selected were in the
vicinity, allowing for the best use of time. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>From the very first moment, the organizers were happy to allow the
participants to suggest certain changes to the programme to suit the groups
needs and pace, also in relation to extra time to meet and work. In every
school/organization visited, preparations had been made and the group was
expected and warmly welcomed. The organizing team showed care and interest and
was generous in dedicating time to the group during the whole week: in the
planned activities, the extra meetings and the evening moments of social
exchange.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>A piece of general advice for the improvement of the ARION study visit
programme as a measure might be the following: it would be helpful for the
ARION catalogue to contain more specific information to guide participants in
better orientating themselves as to which offer to apply for. It would also be
helpful to indicate in the catalogue which sub-groups of eligible participants
each study visit would be best suited to. While appreciating the exchange and
input that this particular study visit was able to provide for each member of
the group,<span style="mso-spacerun: yes"> </span>a few participants mentioned
they might have benefited more directly from other visits tailored more to
their specific needs if they had been able to identify them.<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>III.<span style="mso-spacerun: yes"> </span><span style="mso-spacerun:
yes"></span><u>THE EUROPEAN DIMENSION: European dynamics<o:p></o:p></u></span></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>In the group there were participants from six different countries,
including the host country: Czech Republic, Germany, Greece, Italy, Norway and
Portugal. Not only was there an interesting mix of countries representing
widely varying geographical contexts of the continent (Northern, Southern,
Western, Eastern and Central Europe), but the group members also came from an
array of professional backgrounds: a head teacher of an adult and second-chance
school, a headmaster of a lyce-type secondary school, a deputy head acting as
head of a comprehensive secondary school, an administrative director of a
comprehensive secondary school, a teacher-member of the quality management
group of a vocational school, a teacher training as department head in a
vocational school,<span style="mso-spacerun: yes"> </span>a teacher in a
secondary school with experience as a ministry curriculum advisor, a
teacher-trainer and innovations advisor working for a provincial education
authority, a university professor acting as head of strategic planning at a
Ministry of Education, the hosting university professor and department head,
two doctoral students in education. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Although one or two of the participants expressed the desire to have
been able to take part in a more homogeneous group so as to face common
problems from concretely common perspectives, thus focusing on solutions to
everyday practical things, the majority of the group felt the different
professional backgrounds to be a storehouse of experience and knowledge to share
in tackling the issues of school autonomy, leadership and quality assurance.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>The principle of subsidiarity, which is a cornerstone of much EU policy,
finds its worthy counterpart in the need to converge that such diverse people,
with only apparently diverging agendas, have embodied. Such a need to converge
within the group so as to garner ideas for development at whatever level was
represented the school level, the district level, the ministry level, the
research level can only mark one of its strengths. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>This need to converge is highlighted by another consideration. All the
group members showed high motivation in reconfirming their participation, as
neither the participants nor the organizers were aware in 2002 of the fact that
the dates selected for the study visit coincided with Easter itself and the
Easter break. They thus knowingly decided to participate, give up their holiday
and family time and to come to learn, notwithstanding.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>In evaluating its own performance, a group interested in quality assurance
could not fail to analyze its<span style="mso-spacerun: yes"> </span>group
dynamics. The group members acted sensitively towards each other and the work
atmosphere created was felt to be focused and empowering for all. There were no
negative pressures and everyone felt there was enough room for exchange on the <i>foci</i>
each session was centered around. Having given themselves guidelines in the
discussions helped maintain a sense of direction. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Besides growing professionally, these same dynamics have helped us grow
as people. It is not easy to communicate across cultures and in a foreign
language. It is even more difficult to do so on such linguistically demanding
issues, as the ones appearing in the study visit topic. These issues are widely
debated the world over and a vast body of literature is available, most of all
in English, but it is not accessible to all. The study visit has thus made the
participants feel more comfortable in expressing themselves not only in English
itself, as the common foreign language, but also in English as a technical
language related to school autonomy, leadership and quality.<span
style="mso-spacerun: yes"> </span><o:p></o:p></span></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><u><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></u></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>IV.<span style="mso-spacerun: yes"> </span><u>THE EUROPEAN DIMENSION:
European contacts and cooperation<o:p></o:p></u></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>For some of the participants, this study visit has constituted their
first personal contact with the Socrates programme and it may well be the
starting point for future initiatives, especially in the Comenius 1 range.
Other participants are not new to EU opportunities for education and some have
even wide experience of projects involving EU cooperation in this field.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>Whatever their past experience may be in the European dimension, all of
the participants are willing to disseminate the requests made by the schools
represented in the group or visited in the host country for partners in
international exchanges. They may even act themselves as intermediaries in
building up a partnership with their or other schools in their respective
countries.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>An interest has been expressed among some of the participants to
continue exchanging information and maybe even to set up a joint research or
development project. Collaboration between the Italian and Portuguese
representatives may also take place in the dissemination in their respective
languages of a book with the methodology and tools of a recent EU key Pilot
Project on self-evaluation in European schools.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><span style="mso-spacerun: yes"></span><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>V.<span style="mso-spacerun: yes"> </span><u>APPENDICES: examples of
models produced<o:p></o:p></u></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>The study visit has produced a relative wealth of thinking. Here
attached on the next two pages are two examples of a visual-graphic approach to
the topic examined. The first model (A) organizes the results of a
brainstorming activity the group participated in as regards the common issues
it had been discussing all week (produced by our German colleagues). The second
model (B) is a re-processing of a previous conceptual organizing tool developed
by our Norwegian colleague.<o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>MODEL A:<o:p></o:p></span></b></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>The objective of all educational innovations is the improvement of
quality in the learning process. This process is embedded in a network of interrelations.
The actors in these processes are students, teachers, headmasters, local
governments as well as the Ministry of Education.<o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;mso-ansi-language:
EN-US'>The interaction between the participants of the learning process takes
place on different levels as it is underpinned by various influences. The chart
only shows a selection of those influences we regard as being important, e.g.
the curriculum, finances or ways of evaluation. We are aware of the fact that
there are still more influences not mentioned in the chart and that the impact
of the different influences on the learning situation varies not only in
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<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
EN-GB'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
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<br style='mso-ignore:vglayout' clear=ALL>
<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
EN-GB'>Quality could be understood as a matter of what is happening between a
pupil and her teacher. Thus this meeting should be, not on top of, neither at
the bottom of a pyramid, but merely <b>a centre of concern</b> for all those
who care about education or make decisions; from politicians who deliver the
premises, from specialists, advisers, authorities<span style="mso-spacerun:
yes"> </span>-<span style="mso-spacerun: yes"> </span>to heads. <o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
EN-GB'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
EN-GB'>Whenever or whatever leadership is practised; the aim ought to be
to<span style="mso-spacerun: yes"> </span>secure quality in this meeting, and
when evaluation is taking place one should focus on each level to see in what
way they promote or hinder quality. <b><o:p></o:p></b></span></p>
<p class=MsoNormal><span lang=EN-GB style='font-size:12.0pt;mso-ansi-language:
EN-GB'><![if !supportEmptyParas]> <![endif]><o:p></o:p></span></p>
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<div style='mso-element:footnote-list'><![if !supportFootnotes]><br clear=all>
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<![endif]>
<div style='mso-element:footnote' id=ftn1>
<p class=MsoFootnoteText><a style='mso-footnote-id:ftn1' href="#_ftnref1"
name="_ftn1" title=""><span class=MsoFootnoteReference><span lang=IT><span
style='mso-special-character:footnote'><![if !supportFootnotes]>[1]<![endif]></span></span></span></a><span
lang=EN-US style='mso-ansi-language:EN-US'> J. MacBeath (1999), <i>Schools Must
Speak for Themselves</i>, London: Routledge.</span></p>
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