Abstract
<p class="apa">This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student’s parents along with the boards motivate their endeavor toward cooperative issues.</p><p class="apa">The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent -teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.</p>
Highlights
Today the rise of the authority of educational centers and institutions including the schools in different policy-making levels and performing programs related to effectiveness is the definite principle accepted globally.School-based management (SBM), is counted as of the new systems and of the evident evolutions of the educational systems during the last two decades
As this table shows some developed countries or the countries under crisis or the countries involved in natural disasters and the countries with successful government have been able to consider SBM reforms as a national priority and reached some aims of this system including the increase in the sense of responsibility, the cooperation between parents and associations in decision making process, raisins the improvement in educational process and making more schools which are financially independent
SBM rooting from theoretical basics of contribution, lack of concentration, devolution and competitiveness believes the school manager and its pillars must be involved in school management
Summary
Today the rise of the authority of educational centers and institutions including the schools in different policy-making levels and performing programs related to effectiveness is the definite principle accepted globally. As the history of education shows the early 1970s is the period when experts and the advanced education reform advocates focused on teaching units including learning-teaching process more than ever, and that is the reason why decentralization, devolution, autonomy, accountability and responsibility is the basis of reform programs in education (Adam & Miran, 2012). This shift in the approach and the focus on scientific areas prepares management evolutions in administrative areas of educational systems in developed countries as during the decades, we observe more accountability and authority conceding from staff area to schools. Realizing the issue of how SBM can be beneficial needs to specify the required conditions to inspire and empower the schools for taking use of their decision making power and adopting proper and developing innovations in school’s operation (Vali & Dutad, 2015)
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