Elements and Perspectives of Educational Accountability in China and Denmark

Different types of accountability systems may be found in education. For instance Anderson (2005) distinguishes between the following three main types, namely (1) detailed institutional regulation of educational activities and compliance to this; (2) acknowledgement of professional norms and adherence to these and (3) specification of expected results and evaluation of performance. For all three types a range of instruments to evaluate and to improve may be used. Accountability through performance has become more widespread in many contexts during recent years, but that does not mean that institutional regulation or even professional norms have disappeared. The three types coexist in different combinations. In this paper we will discuss the evolution and current status of educational accountability in two nations, China and Denmark. In size, history and culture these are two very different nations, but both are influenced by global trends in educational thought and policy, including the focus on accountability