Umeå universitets logga

The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a ‘Thick’ accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a ‘Thin’ regime, in which most accountability tools are largely absent. We also find indications of convergence across countries over time. We conclude that while accountability in education is indeed widespread, and increasingly so, it is not a universally dominant regime.

经合组织国家中结果导向的问责制度：一种全球政策模式？

结果导向的教育问责制在全球范围内的扩散备受争议，其有关趋同化的论述被强调国家或地区间多样性的观点所挑战。本研究利用国际学生能力测试（PISA）的数据，首先从空间和时间维度探究问责制在经合组织国家教育系统中的扩散情况; 其次探讨问责制是否作为一项单独、统一的机制来实施。利用聚类分析方法，我们发现大多数国家属于“厚”问责机制，即广泛应用多种形式的问责手段。但该机制并未呈现统一形态，有些国家更多依赖横向形式的问责制，而其他则倾向于纵向形式的问责制。一小部分国家属于“薄”问责机制，即缺乏大部分的问责手段。我们也发现，随着时间的推移，各国表现出趋同的迹象。我们的结论是，尽管教育中的问责制广泛存在，且日益普及，但并非一种普遍主导的机制。我们的结论是，尽管教育中的问责制广泛存在，且日益普及，但并非是一种普遍主导的机制。