Governing education through data in England: from regulation to self‐evaluation

Abstract

This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England – a context that can be described as the most ‘advanced’ in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Department for Education and Skills [DfES] and the Department for Children, Schools and Families [DCSF]), the local education authorities and the schools to the growth and development of data‐based systems of inspection and performance management, and suggests that the massive growth of data has unbalanced the relations of governing and created highly centralised system steering. Recent attempts to ‘rebalance’ steering through ‘intelligent accountability’ invoke network principles and self‐regulation through self‐evaluation, and thus give the appearance of deregulation, but the centre maintains control through its management and use of data, and local government remains peripheral.

Keywords:

• accountability
• data
• governance
• regulation
• self‐evaluation
• local

Notes

1. This paper draws on research in progress on the ESRC funded project ‘Governing by numbers: Data and education governance in Scotland and England’ RES‐‐00‐23‐1385, which is part of the Eurocores ‘Fabricating Quality in European Education’ project of the European Science Foundation.