Can the global trend toward accountability be reconciled with ideals of teacher empowerment?: Theory and practice in Guinea

Between 1994 and 2002, Guinea implemented an ambitious program designed to enable teams of primary school teachers to become full partners in the mobilization of the educational system by initiating and carrying out their own professional development and school improvement projects. Known by its French acronym PPSE, this program was not originally framed in accountability language. But upon closer reflection, the authors of this article discuss the ways in which accountability was built into the program.