ERIC Number: ED439517
Record Type: RIE
Publication Date: 1999-Oct-29
Contradictions in Accountability: Planning and Target Setting in Schools. Doing Things Right or Doing the Right Things?
This paper examines the issues that accountability-driven planning has generated for those attempting to retain ownership of their school-improvement process. It outlines five sets of contradictions, broadly relating to assumptions about planning, that become evident from a study of the planning literature: (1) short time-lines and multiple innovation will defeat rational planning; (2) long-term planning is not the same as strategic planning; (3) planning is conceived and operationalized differently by the school-improvement and school-effectiveness movements; (4) planning is part of the change process; and (5) there is not a clear view of what planning should look like in practice when faced with multiple innovations in unstable planning contexts. The paper claims that more reflection on the tension between empowerment versus control is needed in the site-based planning literature, and it attempts to identify the factors that contribute to ineffective planning. The paper analyzes why accountability in education is failing at a time when specific types of planning and planning targets are mandated as part and parcel of restructuring and reform initiatives. It also discusses rational planning, long-term planning versus strategic planning, school improvement versus school effectiveness, planning and the change process, planning in practice, and planning as an emotional experience. (Contains 29 references.) (RJM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Minneapolis, MN, October 29-31, 1999).