School Boards in a challenging transition process

Abstract

The role and composition of school boards and their contribution to enhancing school governance and the development of compulsory schools have been questioned. The aim of this research was twofold. First, to analyse the structure and function of school boards and their meaning for compulsory school operation internationally. Second, in international comparison, to understand the role and function of Icelandic school boards. This research is based on an analysis of policy papers, such as laws and regulations, research findings and theoretical papers from ten countries across the globe. Findings indicate two dimensions of school board function. The first dimension includes school boards at one end having a high degree of authority playing an active role in policy- and decision-making processes, and at the other end are school boards with advisory functions and restricted influence on compulsory schools. The second dimension includes whether school board members are elected or appointed. Also, finding indicate that there seems to be a relation between how centralised the education system is and the authority the school boards can apply. Then, there are nuanced differences in delegated authority, autonomy, and function of the school boards between countries. In Iceland school boards seem to have a restricted decision-making authority and their tasks are aimed at supervision function, having some influence in policy- making processes. In Iceland school board members are elected by the local council and can be seen as part of enhanced local democracy. It is important to understand the Icelandic local educational governance and who has real authority to influence how schools work and develop.

The role and composition of school boards and their contribution to enhancing school governance and the development of compulsory schools have been questioned. The aim of this research was twofold. First, to analyse the structure and function of school boards and their meaning for compulsory school operation internationally. Second, in international comparison, to understand the role and function of Icelandic school boards. This research is based on an analysis of policy papers, such as laws and regulations, research findings and theoretical papers from ten countries across the globe. Findings indicate two dimensions of school board function. The first dimension includes school boards at one end having a high degree of authority playing an active role in policy- and decision-making processes, and at the other end are school boards with advisory functions and restricted influence on compulsory schools. The second dimension includes whether school board members are elected or appointed. Also, finding indicate that there seems to be a relation between how centralised the education system is and the authority the school boards can apply. Then, there are nuanced differences in delegated authority, autonomy, and function of the school boards between countries. In Iceland school boards seem to have a restricted decision-making authority and their tasks are aimed at supervision function, having some influence in policy- making processes. In Iceland school board members are elected by the local council and can be seen as part of enhanced local democracy. It is important to understand the Icelandic local educational governance and who has real authority to influence how schools work and develop.