School Autonomy Toolset
for equity and learning

An enabling school leadership environment is reflected in the room for flexibility and autonomy granted to school leaders for making important decisions that aim to identify and respond to concrete school needs in relation equity and learning challenges.




Indicators on school autonomy

Indicators on school autonomy and related data that allow for cross-country comparisons can be a valuable tool for policy makers across Europe who plan to introduce reforms affecting the decision-making powers of schools. Currently, such indicators and data are provided by OECD (through PISA, INES and TALIS surveys) and the European Commission (through Eurydice).

What we mean by School Autonomy?

School autonomy is a term used to indicate that schools and school-level actors have been given some room for manoeuvre to take their own decisions in managing schools and dealing with everyday equity, teaching and learning challenges, and that constrains from the outside - and inside - are reduced to the necessary and legitimate frames, values and norms.

Who Makes Key Decisions in Education Systems?

Who Makes Key Decisions in Education Systems?

(OECD, Education at a Glance 2012, Indicator D6)
This composite indicator is aimed to show where key decisions are made in public institutions at the lower secondary education level (2011 OECD-INES Survey on Locus of Decision Making, experts' panels). The data focus on 46 types of key decisions.
Decision-makers on teaching and on human resource matters

Decision-makers on teaching and on human resource matters in primary and general (lower and upper) secondary education (ISCED 1, 2 and 3), 2011/12

(Eurydice 2013, Key Data on Teachers and School Leaders in Europe)
Decision-making levels for setting salaries, allowances and supplementary payments

Decision-making levels for setting salaries, allowances and supplementary payments

(Eurydice 2014, Teachers' and School Heads' Salaries and Allowances in Europe, 2013/14)
curricula and assessments

Simple indexes and composite on school responsibility over curricula and assessments

(OECD 2013, PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV)
School principals were asked to report whether "principals", "teachers", "school governing board", "regional or local education authority" or "national education authority" have a considerable responsibility for the following tasks: resource allocation

Simple indexes and composite on school responsibility for resource allocation

(OECD 2013, PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV)
School principals were asked to report whether "principals", "teachers", "school governing board", "regional or local education authority" or "national education authority" have a considerable responsibility for the following tasks:
Responsibility for leadership activities

Responsibility for leadership activities

(OECD, Teaching and Learning International Survey 2013 -TALIS)
The percentage of lower secondary education principals who report that the following individuals or entities (Principal, Other members of the school management team, Teachers, School Governing Boards, or Local municipality/regional, state, or national/federal authority) have significant responsibility for the following tasks:

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© 2014 EPNoSL Project