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The study traces reform proposals from the 1993 Royal Commission on Learning through Bill 177 in 2009, highlighting shifts from cost-reduction and outcomes accountability toward more collaborative stewardship and stakeholder partnerships.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2009?",{"text":72,"@type":64},"It describes a shift from an aggressive agenda focused on expenditure reductions and outcomes-based accountability toward a more collaborative orientation emphasizing financial stewardship, stakeholder partnerships, and accountability for student success.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597530,1792210657,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Western Ontario  \nThis paper explores the relationship between neoliberal ideology and the  \ndiscourse and practice of education governance reform in Ontario over the last  \ntwo decades. It focuses on changes in education governance introduced by  \nsuccessive Ontario governments: the NDP government from 1990 to 1995, the  \nProgressive Conservative government from 1995 to 2003, and the Liberal  \ngovernment from 2003 until the present. The analytical approach deploys the three models of education governance identified by Bedard and Lawton (2000)– policy interdependence, administrative agency and policy tutelage – to describe differences in the policy content of the neoliberal governance reform projects undertaken by each government. The paper uses the work and recommendations of three government-appointed bodies – the Royal Commission on Learning  \n(RCOL), the Education Improvement Commission (EIC) and the Governance Review Committee (GRC)– to capture critical shifts and tensions in governance reform strategies. Three interrelated points are offered to further the understanding of education governance dynamics in neoliberal paradigms in Ontario: first, the influence of political ideologies on approaches to governance and accountability;  \nsecond, the mediating role played by government-appointed bodies; and third, the incrementalism of neoliberal reforms in education governance policy.  \nOver the past two decades, education governance in Ontario has undergone a significant transformation in ideas, institutions, and practices. This paper describes the changes in education governance that began in 1993 with the establishment of the Royal Commission on Learning, and follows reform proposals through to the December 2009 passage of Bill 177, the Student Achievement and School Board Governance Act. I argue that education governance reforms  \n1 I am grateful to the three anonymous reviewers for their helpful comments on this paper, and to the insights of Dr. Neil Bradford.  \nintroduced in Ontario between 1993 and 2009 reflect the influence of neoliberal values that have characterized school board restructuring across Canada since the 1990s. Similar to most Canadian provinces, this 20-year period of education change in Ontario saw the introduction of measures to reduce education expenditures by amalgamating school boards and centralizing funding, and to increase accountability through new provincial curriculum, outcomes-based education, standardized testing, and greater parental/community involvement in governance (Ben Jafaar & Anderson, 2007; Chan, Fisher, & Rubenson, 2007; Lessard & Brassard, 2009; Ungerleider & Levin, 2007) . However, the paper also reveals important differences in the specific policy content of Ontario‟s neoliberal governance reform project. I describe the transition from an aggressive neoliberal agenda focused on expenditure reductions, financial accountability, and accountability for outcomes, to a more collaborative orientation informed by academic ideas about financial stewardship, stakeholder partnerships, and accountability for student success.  \nTo explain this variation within the roll-out of neoliberal education governance reform in Ontario, the paper adopts three analytical strategies. First, I draw on the conceptual framework of Bedard and Lawton (2000), which identifies three models of education governance: “policy interdependence,” “administrative agency,” and “policy tutelage”. Second, I provide a detailed empirical analysis of the dynamics of policy change, identifying three rounds of governance reform in which the models of administrative agency and policy tutelage structured the implementation of neoliberal ideas. Third, to capture the critical ideas and shifts in governance reform strategies, I focus on the work and recommendations of three government-appointed bodies: the Royal Commission on Learning","cbCaibcyVTr0WaX0","https://ap.wps.com/l/cbCaibcyVTr0WaX0","pdf",264246,28,"English","# Education Governance, Neoliberalism and School Boards\n## Multilevel governance structure in Canada and Ontario\n## Neoliberal accountability paradigm and school board roles\n# Three governance reform periods across governments\n## Rae New Democrats, Harris Progressive Conservatives, McGuinty Liberals\n# Policy lessons and mediation by governance actors","[{\"question\":\"What is the central relationship the paper investigates?\",\"answer\":\"The paper explores how neoliberal ideology connects to the discourse and practice of education governance reform in Ontario over the last two decades.\"},{\"question\":\"Which analytical models does the paper use to compare governance reforms?\",\"answer\":\"It uses three education governance models identified by Bedard and Lawton: policy interdependence, administrative agency, and policy tutelage.\"},{\"question\":\"How does the paper characterize changes in reform priorities between 1993 and 2009?\",\"answer\":\"It describes a shift from an aggressive agenda focused on expenditure reductions and outcomes-based accountability toward a more collaborative orientation emphasizing financial stewardship, stakeholder partnerships, and accountability for student success.\"}]","EDUCATION GOVERNANCE REFORM IN ONTARIO - NEOLIBERALISM IN CONTEXT - Policy and governance reform analysis | PDF",1792085186,71]