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| Version | Summary | Created by | Modification | Content Size | Created at | Operation |
|---|---|---|---|---|---|---|
| 1 | Catherine Yang | -- | 131 | 2026-09-15 07:58:46 | | | |
| 2 | Catherine Yang | -9 word(s) | 122 | 2026-09-15 08:09:33 | | |
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Educational governance is the set of formal and informal structures, rules, processes, and actors through which education systems are directed, coordinated, regulated, and held accountable across different levels (school, local, regional, and national) [1][2][3]. It refers to how authority and responsibility are distributed among governments, education agencies, school leaders, teachers, communities, and other stakeholders for decisions on policy, funding, curriculum, quality assurance, and system performance [1]. Educational governance is characterized by multi-level decision-making, institutional accountability, stakeholder participation, and policy coherence mechanisms that shape implementation and outcomes [2][3]. In research and policy, the term denotes the organizational and political architecture of steering education systems, distinct from classroom pedagogy, while directly influencing equity, efficiency, quality, and responsiveness of education provision [1][2][3].
References
- Tracey Burns; Florian Köster; Marc Fuster. Education Governance in Action; Organisation for Economic Co-Operation and Development (OECD): Paris, France, 2016. [CrossRef]
- Philip Hallinger; Ronald H. Heck; Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. Sch. Leadersh. Manag. 2010, 30, 95-110. [CrossRef]
- Antoni Verger; Clara Fontdevila; Lluís Parcerisa; Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide. Discourse Stud. Cult. Polit. Educ. 2019, 40, 248-270. [CrossRef]
