Full metadata record
DC FieldValueLanguage
dc.contributor.editorVIDONI DANIELEen_GB
dc.contributor.editorPALETTA ANGELOen_GB
dc.description.abstractFor Western economies, success in the global market is strictly tied to their ability to innovate, which - more than on financial or physical capital - depends on the availability of human capital. Moreover, developing knowledge, skills, and social competences is itself a value because of the impact that knowledge has on individual freedom and freedom of choice. The result is a multiplicity of approaches to the study of human capital, and the consciousness that only a synthesis of these approaches may trace the path to a sustainable development for individuals, organizations, and nations. The conference intends to follow up on this line of thought and sets the school at the crossroads of any argument, policy, or program that aims to the development of human capital. The interventions are organized in three thematic sessions on the mission, governance, and accountability of educational institutions respectively. The school mission is subject to radical changes that depend on how knowledge and competences are produced, transferred, and used. As competences become rapidly obsolete, the school should not limit itself to transferring "knowledge" and "know how," but it should give all children a mind-frame and the motivations to be willing to learn for the entire course of their life. Being authors of each one's own life recalls the ancient and fundamental responsibility the school has in shaping the child's character, and in safeguarding the learning processes that can give children the ethical and relational tools necessary for the human development. The changes on mission are parallel to the changes on how the school systems and the individual institutions are governed. In Western countries, openings to the new public management philosophy have led to a new conceptualization of the role of the State that tends to reduce its direct intervention (principles of vertical and horizontal subsidiarity) and use accountability and financing as tools for creating public value. Such new model of "distance-government" underlines the schools institutional autonomy, and the increasing margins of responsibility that the local actors have in the decision-making and the strategic planning processes. Autonomous schools can guarantee higher entrepreneurship, more focused respondance to needs, and operational efficiency. Most of the advantages of autonomy, however, rely on the school management ability to use them. Mission, governance, and accountability are three complementary analytical perspectives that must be tied together so that the school can continue to be a key-player in creating human capital.en_GB
dc.description.sponsorshipJRC.G.9-Econometrics and statistical support to antifrauden_GB
dc.publisherArmando Editoreen_GB
dc.titleScuola e Creazione di Valore Pubblico Problemi di Governance, Accountability e Managementen_GB
JRC Directorate:Space, Security and Migration

Files in This Item:
There are no files associated with this item.

Items in repository are protected by copyright, with all rights reserved, unless otherwise indicated.