91 THREE Accountability I repeat that all power is a trust; that we are accountable for its exercise; that from the people, and for the people all springs, and all must exist. (Disraeli, B. (1826), Vivian Grey, Book VI, Chapter 7, London: Henry Colburn) Most strategic police leaders accept being held to account for what they do as an integral part of living in a pluralist, liberal Europe (Marshall, 1978; Loader, 2000); but it is not always apparent to the public in how many complex ways and in what respects that accountability is manifested: ‘I am
The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities, quasi-market mechanisms, and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship.
Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the ‘fairness’ of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book adopts an interdisciplinary approach which makes it relevant and accessible to a wide readership in education, social policy and socio-legal studies.
235 ELEVEN Accountability John Rouse and George Smith Introduction This chapter explores the changing nature of public accountability in the welfare state since 1979. The particular emphasis is on the position of the Labour Party in opposition as the radical agenda of public sector reforms progressed through the four terms of Conservative governments to its current position following its election victory in May 1997. Although this is a complex journey, the key theme of this chapter will be to identify and explain the shift from the traditional forms of public
403 Voluntary Sector Review • vol 9 • no 4 • 403–13 • © Policy Press 2013 • #VSR Print ISSN 2040 8056 • Online ISSN 2040 8064 • http://dx.doi.org/10.1332/204080513X13808065558251 Foundations: accountability and legitimacy Anthony Tomei1 atomei@blueyonder.co.uk Many charitable foundations seek to influence social change. As independent endowed bodies with their own funds, foundations are, on the face of it, not accountable so there are questions about the legitimacy of their actions. This article draws on contemporary examples and practitioner experience to
83 SIX Auditing and accountability Anders Hanberger, Lena Lindgren and Lennart Nygren This chapter consists of two parts. First, two accountability dilemmas are identified, key concepts are defined, and a framework for exploring the interplay among democratic governance, audit systems and accountability is presented. Second, two different but dominant audit systems used in Swedish eldercare are described and analysed in light of this framework, and consequences of auditing and accountability for key actors involved are discussed, as well as possible ways
143 NINE Standards and accountability in teacher education Aileen Kennedy Introduction An increased international focus on teacher quality has brought with it an increased focus on the use of standards as a means of encapsulating expressions of what it means to be a good (or satisfactory) teacher. Sahlberg (2011b, p 177) suggests that ‘a widely accepted – and generally unquestioned – belief among policymakers and education reformers is that setting clear and sufficiently high performance standards for schools, teachers, and students will necessarily
, it is essential to understand how it is already implicated in configuring infrastructures so badly exposed by COVID-19 ( Byrd et al, 2021 ; Comas-Herrera et al, 2021 ). This knowledge is critical for better structuring accountability in social care so that people who most need care are not neglected before, during or after future crises. COVID-19 recovery policies have little to say on these matters. However, if they go unaddressed, future innovation policy risks repeating the mistakes of the past precisely when new perspectives on social care are urgently
, it is essential to understand how it is already implicated in configuring infrastructures so badly exposed by COVID-19 ( Byrd et al, 2021 ; Comas-Herrera et al, 2021 ). This knowledge is critical for better structuring accountability in social care so that people who most need care are not neglected before, during or after future crises. COVID-19 recovery policies have little to say on these matters. However, if they go unaddressed, future innovation policy risks repeating the mistakes of the past precisely when new perspectives on social care are urgently
187 Policy & Politics • vol 47 • no 1 • 187–206 • © Policy Press 2019 Print ISSN 0305 5736 • Online ISSN 1470 8442 • https://doi.org/10.1332/030557318X15296526490810 Accepted for publication 10 April 2018 • First published online 10 July 2018 research provocations Governance, accountability and the role of public sector boards Thomas Schillemans, t.schillemans@uu.nl Mark Bovens, m.bovens@uu.nl Utrecht University, Netherlands For many public organisations, boards are the primary accountability mechanisms for management. Boards have a multipronged
23 Policy & Politics vol 38 no 1 • 23-39 (2010) • 10.1332/030557309X445591 © The Policy Press, 2010 • ISSN 0305 5736 Key words: high stakes testing • indicators • market reforms • accountability Final submission January 2009 • Acceptance March 2009 High stakes testing, accountability, incentives and consequences in English schools Anne West This article is concerned with high stakes testing in England, where system-wide market- oriented reforms have been introduced into the school-based education system. It focuses in particular on the consequences of such
