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Decentralization of Education

Author: Edward B. Fiske

Publisher: World Bank Publications

Published: 1996-01-01

Total Pages: 52

ISBN-13: 9780821337233

This book identifies and examines the political dimensions of decentralization. Decentralization programs vary from country to country, but there are common threads and fundamental questions in all situations. The book covers the following themes and topics: (1) a case study of school decentralization in Colombia over a period of more than two decades; (2) why decentralization is political; (3) why countries decentralize; (4) what decentralization accomplishes; (5) the importance of developing consensus; and (6) how to begin building consensus. (Contains 32 references.) (EH)

Educational Decentralization

Author: Christopher Bjork

Publisher: Springer Science & Business Media

Published: 2007-03-23

Total Pages: 253

ISBN-13: 1402043589

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Decentralization and Education: Asian Experiences and Conceptual Contributions examines the specific ways in which decentralization policies have affected the structure and delivery of education in eleven Asian nations. Written by top scholars in the field, the case studies provide detailed and rich empirical evidence documenting the tensions as well as synchronisms between the ideas that form the basis of decentralization policy and the contexts into which they are introduced. The high quality of this collection of essays and the careful attention to local contexts for implementation will make this book a must read for academics, policy planners, practitioners, and students of Asia.

Decentralisation, School-Based Management, and Quality

Author: Joseph Zajda

Publisher: Springer Science & Business Media

Published: 2009-08-21

Total Pages: 251

ISBN-13: 9048127033

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This book, which is the eighth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in decentralisation, school-based management (SBM) and quality in education globally. This book, which focuses on decentralisation and SBM as a governance strategy in education, presents theoretical aspects of the phenomenon of decentralisation/privatisation and contextualises them within the education research literature. It provides an easily accessible, practical yet scholarly source of information concerning the dynamics of decentralisation and SBM that normally take place when reforms are instituted to decentralize authority and power. Above all, the authors offering the latest findings regarding major discourses in dec- tralisation, SBM and quality in educational systems in the global culture emphasise aspects of that dynamic interactive process (see also Geo-JaJa 2006a; Gamage and Sooksomchitra 2006, Zajda 2009). This dynamic interaction in the process that is implicit in the title of the book is reified by calls for restructuring of schools f- lowing the idea that schools are not promoting human rights, social cohesion and sustainable development. The chapters as a source book of ideas for researchers, practitioners and policy makers in decentralisation and SBM in education contr- ute to the educational literature while enhancing the understanding of the larger dynamics involved in educational reform. It offers a timely overview of current issues affecting decentralisation in education in the global culture.

Decentralization of Education

Author: Ketleen Florestal

Publisher: World Bank Publications

Published: 1997-01-01

Total Pages: 52

ISBN-13: 9780821339336

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In practice, most education systems have both centralized and decentralized elements. Planners involved in a decentralizing reform must identify which components of the system are more appropriately managed at the central level and which at the local level. This book is intended to inform education policymakers, planners, and practitioners about international experience in the legal aspects of decentralizing basic education. It also provides a basic understanding of how laws and regulations can be used for education reform. For purposes of the discussion, decentralization is used to describe efforts to transfer decision making power in basic education from the administrative center of a country to authorities closer to users. The term is also used in a more technical sense to describe one of the many forms this type of reform can take, and in this sense it is contrasted with deconcentration and devolution as educational reforms. The first section examines the general legal aspects of decentralization, and the second looks more closely at decentralization laws and regulations. The third section is, in effect, a checklist of items that should be included in decentralization laws, and the fourth section provides a road map to help the planner prepare and implement the laws required for reform. Although an effort has been made to keep the discussion general enough for use in many countries, the analysis is based on the legal systems of the Western world or those that they inspired. (Contains 35 references.) (SLD)

Decentralization of Education

Author: Cathy Gaynor

Publisher: World Bank Publications

Published: 1998-01-01

Total Pages: 92

ISBN-13: 9780821338100

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This book is based on a review of the literature on decentralization and teacher management. The focus is on basic formal education, mainly the primary and junior secondary levels of schooling, and on presenting a rationale for decentralizing teacher management. The book presents three models of decentralized teacher management, explores the different functions of teacher management and how these functions are handled in centralized and decentralized systems, examines the design of decentralization reforms in various countries, and discusses the political feasibility and legal implications of decentralizing teacher management. Since reliable data on decentralizing teacher management are limited, the changes that are described--changes that will affect the quality of teaching or learning--are tentative. Although recommendations for planners and policymakers are included, the book emphasizes the viability of the approaches taken so far and the available evidence regarding their efficacy. (Contains 70 references.) (RJM)

Centralization and Decentralization

Author: Ka-Ho Mok

Publisher: Springer Science & Business Media

Published: 2013-03-11

Total Pages: 331

ISBN-13: 9400709560

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Globalization has brought dramatic changes to the character and functions of education in most countries around the world. However, the impact of globalization on schools and universities is not uniform. One public-policy strategy that has been widely adopted is decentralization; but there is no consensus on whether centralization or decentralization is more effective to improve organization and management in education. This book is contextualized in the literature on globalization, and examines how policies of decentralization have affected the running of education in Hong Kong, Taiwan, Shanghai, Singapore, Macau and Mainland China. It analyzes the strategies that the governments of the selected societies have adopted in reforming the structure of education systems, mobilizing different forces to create more educational opportunities, and devising new measures to assure quality in the education sector.

School Decentralization in the Context of Globalizing Governance

Author: Holger Daun

Publisher: Springer Science & Business Media

Published: 2006-11-23

Total Pages: 238

ISBN-13: 1402047002

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Here is a review of worldwide economic, political, cultural and educational changes since the beginning of the 1980s, examining new trends in educational governance. It describes the processes of globalization and shows how national education systems have responded. The book explains how world education models have emerged in international agencies and traces the ways these models are borrowed, imitated, imposed and adapted as different countries reform primary and secondary education.

Decentralization in Education

Author: Donald R. Winkler

Publisher: World Bank Publications

Published: 1989

Total Pages: 36

ISBN-13:

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Some decisionmaking (about educational finance and teacher recruitment) should be handled at the local level and some (about school organization and curriculum) at the regional level. Problems of equity can be addressed through a system of central government grants.

Decentralization for high-quality education

Author: F. Henry Healey

Publisher: RTI Press

Published: 2012-08-29

Total Pages: 30

ISBN-13:

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As developing countries seek to improve the quality of their education systems, one approach they are considering is decentralization. But transforming a centralized system into one that is decentralized, and high quality is a complex undertaking, one that requires, among other things, a coherent design. This report details an approach for creating a viable design for a high-quality decentralized education system—an approach that is premised on sound principles such as economies of scale, speed of transaction, and customer satisfaction, and which has "effective schools" as the focal point of the method.

Decentralization and decentralized education finance in Egypt (2007-2013)

Author: F. Henry Healey

Publisher: RTI Press

Published: 2016-01-07

Total Pages: 36

ISBN-13:

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Over the period 2007–2013, a series of undertakings were made to introduce fundamental elements of decentralized education finance to Egypt. In 2009, 8.4M Egyptian pounds (EGP) of the Government of Egypt’s (GOE) budget was decentralized to every primary school in three pilot governorates. By 2013, EGP 1.2B of the GOE’s money had been decentralized nationwide. This paper describes what these undertakings strived to achieve, what specifically was done to achieve these objectives, the degree to which these objectives were achieved, the reasons why they were achieved to the degree they were with particular attention paid to the institutional and political context within which these undertakings unfolded. The account of the technical work that was undertaken to decentralize these funds is important, but more important is the account of the interplay between the technical work, the fact that this work supported a GOE-led initiative, and the volatile political environment—pre-revolution, revolution, and post-revolution Egypt—in which the work was done for it is here where important lessons about reform emerge.