Public Management Reform. A Comparative Analysis

Offers a comprehensive critique of the spread of auditing in both the public and private sectors and shows how to achieve a better balance between audits and other forms of accountability. Michael Power is Professor of Accounting at the LSE. ‘A rare attempt to stand back and question the very notion of auditing and the place it has assumed in our society.’ Financial Times

The Audit Explosion

International Encyclopedia of the Social and Behavioral Sciences (vol. 10)

We have come a long way from the heady days of the Great Society, when most people seemed to believe that education would solve all of our problems, both intellectual and social The Coleman Report in 1966 cast the first doubts, and Jencks ( Inequality ) and Averch ( How Effective is Schooling? ) in 1972 seemed to make it official: nothing that schools do really makes any difference Considering that we spend more on schools than most other state and local governmental functions combined, this is indeed a dreary state of affairs Fifteen Thousand Hours has the temerity to question our present conventional wisdom It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools In many ways, it is a substantial improvement, methodologically, over previous studies First, it studies not just one output (which has usually been the score on some standardized test),

Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

Teaching in the knowledge society: education in the age of insecurity

La multiplication de reformes, au sein des administrations, mobilisant des principes et des instruments inspires de la doctrine du New Public Management (NPM), a provoque protestations et mobilisations collectives de la part de nombreux groupes professionnels dans de nombreux secteurs (sante, education, justice, travail social, recherche…). Ces phenomenes font surgir des interrogations sur le devenir des groupes professionnels inscrits dans les services publics en particulier sur la remise en cause de leur autonomie par les reformes NPM. L’opposition entre NPM et professions, pour heuristique qu’elle soit, n’epuise pas l’analyse. Faut-il penser ces changements en termes de declin des professions, de retrecissement des autonomies professionnelles, de mutations des modeles professionnels, de recomposition du professionnalisme, etc. ? Ces questions se situent au carrefour d’une actualite vive — en France et en Europe — et de reflexions sociologiques continues. Elles sont developpees et traitees ici a partir de terrains empiriques, d’echelles d’analyse et d’experiences de recherche variees. Les contributions a ce dossier explorent ainsi les declinaisons des tensions entre NPM et professions.

https://spire.sciencespo.fr/hdl:/2441/c6t1fl36hv9s7q89j6sh929hh/resources/2011-benamouzig-et-alii-new-public-management-v-auteur.pdf

New Public Management et professions dans l’État : au-delà des oppositions, quelles recompositions ?

En las ultimas decadas, la Nueva Gestion Publica (NGP) ha penetrado con fuerza en la agenda educativa global. Muchos gobiernos, tanto de paises industrializados como en vias de desarrollo, han introducido medidas de NGP en uno o mas sectores, incluyendo el educativo. En aquellos lugares donde la NGP ha influido de forma mas marcada los procesos de reforma educativa, principios como la autonomia escolar, la rendicion de cuentas, la gestion basada en resultados o la libertad de eleccion de escuela han condicionado como se regulan, proveen y financian los servicios educativos. 
En este articulo reflexionamos sobre la relacion entre la NGP y la politica educativa y, en concreto, aportamos elementos teoricos y conceptuales para el estudio de dicha tematica desde la perspectiva de la difusion internacional y la re-contextualizacion. Concretamente, las preguntas que estructuran y orientan los contenidos de este articulo son: ?Por que los gobiernos y los policy-makers de diferentes paises adoptan politicas de NGP en el marco de procesos de reforma educativa? ?Que elementos institucionales y politicos median en la transposicion y la re-contextualizacion de las politicas de NGP en el sector educativo? ?Que obstaculos y otras dificultades se asocian a la promulgacion y aplicacion de las ideas de NGP en realidades educativas concretas?
 Parte de los argumentos presentados en este articulo se basan en los estudios de caso que conforman este monografico sobre NGP y politica educativa y que cubren paises y territorios tan diversos como son la provincia de Buenos Aires, Brasil, Cataluna, Chile, Inglaterra, Francia, Italia, Noruega y Quebec.

/pdf/nueva-gestion-publica-y-educacion-elementos-teoricos-y-322abwasae.pdf

Nueva gestión pública y educación: Elementos teóricos y conceptuales para el estudio de un modelo de reforma educativa global

The proliferation of reforms in public administration based on the principles and instruments of the “New Public Management” (NPM) have triggered protest from and collective action by many professional groups in various sectors (healthcare, education, justice, social work, research…) and raised questions about the future of professionals working in the public service, particularly as concerns their autonomy. However, after analyzing the situation, it seems that the opposition between NPM and certain professional groups is not the last word in the debate. Should changes be seen as the decline of professional groups and of their autonomy or as a transformation of professional models, an overhaul of professionalism, etc.? Such questions, which current events in France and Europe have brought to the fore, are food for ongoing sociological thought. They are broached here empirically, from the field, applying varied levels of analysis and research. The contributors to this dossier explore the different forms of tension existing between professional groups and NPM.

New public management and professionals in the public sector. What new patterns beyond opposition

This article describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise, it explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level. Our hypothesis is that science and policy are not in a discontinuing relationship but represent, through the building of instruments and methodologies of measurement, a corpus of scientific knowledge and normative principles held by representatives of supra-national organizations and States.

https://journals.sagepub.com/doi/pdf/10.2304/eerj.2010.9.3.407

Romuald Normand

Papers

New Public Management et professions dans l’État : au-delà des oppositions, quelles recompositions ?

Nueva gestión pública y educación: Elementos teóricos y conceptuales para el estudio de un modelo de reforma educativa global

New public management and professionals in the public sector. What new patterns beyond opposition

Expertise, Networks and Indicators: the construction of the European strategy in education

The Changing Epistemic Governance of European Education