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Nov 10, 2023 β€’155 likes β€’565 views

@EQI_DCU Title of Presentation: Inspections of area-based learning communities in Northern Ireland Conference: Accountability of educational networks; Findings from a comparative EU-study on inspections in polycentric education systems

  1. @EQI_DCU Title of Presentation: Inspections of area-based learning communities in Northern Ireland Conference: Accountability of educational networks; Findings from a comparative EU-study on inspections in polycentric education systems Presenting: Dr. Martin Brown, Professor Joe O'Hara

  2. Inspections of area-based learning communities in Northern Ireland π‘·π’—π’–π’Žπ’‹π’π’‡ 1. Introduction 2. Towards a framework for Polycentric Evaluation in Education 3. Polycentric Evaluation – The case of West Belfast 4. Moving Forward 5. Conclusion and a Global message

  3. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ Who we are β€’ EQI is a research centre specialising in the evaluation of educational policies, programmes and personnel. Evaluation involves research to make data informed judgments about organisational and professional performance. β€’ Our work encompasses schools, other learning centres and the wider public service. It is primarily concerned with governance and accountability mechanisms including quality assurance processes, school inspection and organisational self evaluation. We also undertake evaluations of educational programmes and projects. β€’ EQI is a multidisciplinary research group with a diverse membership drawn from within DCU, from schools and other educational institutions within Ireland and abroad and from a range of other organisations.

  4. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ What we do

  5. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ What we do

  6. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ πΆπ‘π‘‘π‘™π‘•π‘ π‘π‘£π‘œπ‘’ β€’ Core Theory of Polycentric evaluation: When schools reach a certain evaluation threshold, they can only further improvement not merely through a combination of school self-evaluation and pressure from external inspection but rather, through collaboration between clusters of schools, communities and the inspectorate. β€’ Northern Ireland: many schools are in the process of asking the question, β€˜How do we as practitioner researchers improve the quality of education not only in our schools but also in our communities’? (Brown, 2011) β€’ Along with other countries: This requires research into polycentric network evaluations (Although there is a plethora of research on evaluation and inspection, this is not the case with polycentric networks)

  7. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ πΆπ‘π‘‘π‘™π‘•π‘ π‘π‘£π‘œπ‘’ β€’ Professed benefits to being part of an educational network: improved learning; the efficient use of resources; increased innovation capacity; and system-wide improvement, etc. (Chapman and Hadfield, 2010; Provan and Kenis, 2008) β€’ However, in comparison to single unit inspections, there is very little, if any research relating to the impact or for that matter, potential impact of inspection on networks of schools in Northern Ireland. Research on the effects of school inspection on the island of Ireland have primarily focussed on evaluation of individual schools. (McNamara and O’Hara, 2012, 2013, Brown, et al, 2014, Brown, 2013)

  8. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 - Why the lack of research in the field? β€’ Difficult to isolate β€˜the causal effect of network structure’ (Siciliano, 2012. p.2) in comparison to single unit inspections. β€’ Reluctance among many who study networks to discuss formal mechanisms of control. A common assumption is that, since networks are collaborative arrangements; governance, which implies hierarchy and control, is inappropriate.. (Provan and Kenis 2008, p.230).

  9. Inspections of area-based learning communities in Northern Ireland 𝑱𝒐𝒖𝒔𝒑𝒆𝒗𝒅𝒖𝒋𝒑𝒐 βˆ’ Why the lack of research in the field? β€’ There are no studies of the failure rate of networks, either in education or in any other sector (de Lima, 2010, p.17); and yet, there is constant drive to establish school to school networking becoming an integral part of educational practice. β€’ There is nothing inherently positive or negative about a network: it can be flexible and organic , or rigid and bureaucratic ; it can be liberating and empowering , or stifling and inhibiting ; it can be democratic, but it may also be dominated by particular interests. (de Lima 2010)

  10. Inspections of area-based learning communities in Northern Ireland Towards a framework for Polycentric Evaluation in Education Serendipitous networks Interactions among group members (that is, β€˜networks evolve haphazardly from the interactions of individual actors, without guidance from any central network agent (de Lima, 2010, p. 11). Goal directed networks All relations between network members are structured in order to achieve network-level goals; an administrative entity plans and coordinates the activities of the network as a whole Polycentric inspection networks You’re really asking schools don’t forget here to move from a culture of competition to a culture of cooperation. My own view of it is that you don’t move from competition to cooperation. You have to evolve a new construct (Inspector participant in Brown, 2013, p.124)

  11. Inspections of area-based learning communities in Northern Ireland School Inspection – The case of Northern Ireland Inspections conducted by the ETI, whose mission statement is β€˜promoting improvement’, utilise a number of inspection modes across the different phases/sectors of the education system of Northern Ireland. Although different inspection frameworks exist, in most cases inspection is focused on individual schools. As stated in ETI (2014: 1), β€˜the work of ETI focuses mostly on the inspection of, and reporting on, the overall effectiveness of single organisations such as schools, colleges, training and other providers’ . However, in the case of networks in the form of ALC’s a different inspection model (area based inspection) has been tested by the ETI.

  12. Inspections of area-based learning communities in Northern Ireland Area Inspection – The case of West Belfast Data collection, dissemination and analysis (2014 – 2016) Document Analysis Single unit, Full area and youth inspections since 2005 Parametric / non Parametric Analysis Data relating to terminal examination results, Free Schools Meals entitlement, the number of individuals claiming benefits and also, the destination of students following GCE and A Level education. Interviews and Focus Groups lead inspector who carried out the Area inspection; the education manager for the West-Belfast partnership board; the education officer in the Belfast Education Library Board, School Principals and Teachers.

  13. Inspections of area-based learning communities in Northern Ireland Background information βˆ’ West Belfast β€’ One of the highest levels of people claiming unemployment benefit in Northern Ireland (NI) β€’ The highest proportion of people (76%) living in the most deprived Super Output Areas of NI β€’ Ranks first on the NI Multiple Deprivation Measure (WBP, 2014, p.6) β€’ A significant number of the student population are entitled to Free school meals. 35% at Post-primary level and 60% at primary level.

  14. Inspections of area-based learning communities in Northern Ireland Background information βˆ’ West Belfast An important question of course is whether it can be shown that activities such as polycentric inspection of networks which improve cooperation and provide professional development opportunities for teachers do, in fact, lead to, for many - improved student performance. WBALC PERFORMANCE 2009/10 TO 2013/14 DE FIGURES 2010 2011 2012 2013 2014 2015 GCSE 79.2 80.8 84.5 85.7 91.9 91.1 Percentage achieving 5 or more at grades A*-C 60.0 63.6 69.5 70.5 80.2 79.7 Percentage achieving 7 or more at grades A*-C 2010 2011 2012 2013 2014 A Level 92.3 89.9 93.3 91.1 93.8 94.0 Percentage achieving 2 or more at grades A*-E 50.2 51.1 55.0 58.1 66.8 66.8 Percentage achieving 3 or more at grades A*-C

  15. Inspections of area-based learning communities in Northern Ireland Centrality of the Inspectorate The centrality of regular contact with and follow-up by the Inspectorate was emphasised by all parties. I’m not sure without the ETI and the District Inspector that we would have gotten as far as we had gotten in any shape or form because the District Inspector has moulded and put in shape and direction for how we have taken ownership of the findings’ .

  16. Inspections of area-based learning communities in Northern Ireland Centrality of the Inspectorate β€’ It was widely noted by respondents that the ETI places great emphasis on self- evaluation and in response, the network and the individual schools within it have sought to develop self-evaluation capacity. β€’ The appropriate role of external inspection then becomes the quality assurance of the self-evaluation and data generation processes within a network.

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