Trust, capacity and accountability: A triptych for improving learning outcomes

Melanie Ehren*, Jacqueline Baxter

*Corresponding author for this work

Research output: Chapter in Book / Report / Conference proceedingChapterAcademicpeer-review

Abstract

This chapter examines the implications of three elements: trust, accountability and system capacity within the different contexts and cultures throughout this book, exploring how each influences learning outcomes at three levels throughout education systems: system level, organizational level and through interpersonal relations. Taking examples from three perspectives: the complementary perspective, the substitution perspective and the inverse perspective as a lens, the chapter illustrates, via examples from research which appears throughout the book, the ways in which a complementary perspective of trust and accountability can be established, and in so doing, capacitate to improve learning outcomes. We note, and refer to evidence throughout the book, that culture and context are important factors to consider when thinking of how to go about this, and that institutional embeddedness, political, social, legal and economic factors influence the extent to which this can be achieved. Finally, the chapter investigates the temporal and dynamic nature of accountability and trust and how changes over time influence the three variables. Concluding that, like a triptych, these factors must be considered together when planning any type of educational system reform.
Original languageEnglish
Title of host publicationTrust, Accountability and Capacity in Education System Reform
Subtitle of host publicationGlobal Perspectives in Comparative Education
EditorsMelanie Ehren, Jacqueline Baxter
PublisherRoutledge
Chapter14
Pages288-304
Number of pages17
ISBN (Electronic)9781000330823
ISBN (Print)9780367362478, 9780367362492
DOIs
Publication statusPublished - Dec 2020

Bibliographical note

Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.

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