Decentralization Of Education Research Articles

Discourses of international actors in the construction of the decentralisation policy: the case of Benin

ABSTRACT Decentralising education is a much-debated topic among policy researchers and practitioners though not often from a Foucauldian-influenced CDA perspective. This article’s specific focus is education decentralisation in Benin, arguing that the policy is framed by a modernist development understanding and reflects the country’s (neo-) colonial legacy and the influence of the development agencies and consulting firms involved in writing the policy. The policy can be viewed as a bricolage that pays scant attention to the rich social and cultural capital of Benin’s. The article concludes by advocating systems of education governance to overcome the historically produced, uneven and asymmetrical power relations between the global North and South.

Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

In todays globalised and knowledge-based society, countries across the world are increasingly adopting different models to structure and organise their education systems. More subtly, countries are transitioning from centralised education systems to decentralised ones to create more local stakeholder influence on schools. England, which is known for self-managing schools, is a case in point. Striking an appropriate balance between centralisation and decentralisation remains a challenge, however. In this regard, this study sought to explore the innovative approaches of educational decentralisation in British local educational authorities and the challenges facing them, as well as the strategies adopted by British local educational authorities to overcome these challenges so as to provide reference to other countries. Desk-based research was used for data collection. The findings suggest that although a centralised education system is praised for reducing inequalities and standardisation, it often fails to reflect the specific needs of learners because the system is not school-led. On the other hand, a decentralised educational system is preferred in England for many reasons, including better information and targeting, greater voice and participation, innovative and creative approaches, and improved efficiency and strengthened accountability relationships. Despite this, however, it may encourage social inequalities, in addition to being captive of some elite groups or special interest groups. England adopts devolution as its approach to educational decentralisation. In addition to this general approach, school-based management is particularly used to empower local educators, students, and parents. However, the countrys education system is littered with educational inequalities. The system can also be captive of elite groups.

Local education expenditures and educational inequality in China

AbstractWe investigate the relationship between education funding and educational inequality across Chinese prefectures. The decentralisation of education in China has created substantial variations in government educational expenditures, both over time and across regions. We propose that these variations relate to the budget preferences of local governors. These are age dependent with younger officials more inclined to invest in large and quantifiable infrastructure projects rather than public service provision. This provides a source of exogenous variation in local fiscal efforts to provide public education and thus permits quasi‐experimental evaluation through instrumental variable identification. Our results suggest that increased education spending is linked with lower educational inequality. Moreover, we find strong evidence of heterogeneity ‐ the magnitude of the effect is diminishing with the degree of local fiscal autonomy.

G. G. Antonescu anticipates the management of the school organization

The pedagogue George G. Antonescu remained consistent with the university ideal of the fundamental research of education, pursued throughout his life from a philosophical and psychological perspective, being anchored in the life of society. His writings have survived to this day and address important topics in the field of education policy, with openness to school management and the issue of Romanian education reform in the interwar period. The studied problem is oriented towards the development of a policy of culture, necessary in education, supported institutionally in order to be able to solve an existing and present management problem - the relationship between "pedagogical science and school administration", between „pedagogical centralization" (scientific) and "decentralization of education" (administrative).

Public to private: Narratives of change in the wake of European higher education decentralisation

Public to private: Narratives of change in the wake of European higher education decentralisation

ЗАРУБІЖНИЙ ДОСВІД АДМІНІСТРУВАННЯ У СФЕРІ ОСВІТИ

The experience of foreign countries is valuable in terms of achieving a certain balance between state regulation of the education sphere and achieving a certain financial and other autonomy of educational institutions. Thus, over the last decade, the increase in the autonomy of educational institutions has gained global momentum. We believe that Ukraine should move in such a way that the majority of state educational institutions are transformed from ordinary state institutions into state corporations. In particular, these changes should be aimed at optimizing the distribution and spending of funds aimed at the functioning of educational institutions. Also, Ukraine needs, by analogy with Poland, Great Britain, and Switzerland: to implement the principles of decentralization of education (delegating the Ministry of Education and Science of Ukraine its powers to local bodies); create mechanisms for involving the local community in decision-making regarding further directions in the field of education; to give more powers to educational institutions in solving issues related to their development; to give educational institutions more financial autonomy. We believe that in the process of decentralization of education in Poland, the introduction of the opportunity to involve the local community in the development of local educational policy directions for solving local problems in the field of education was successful. Yes, this is consistent with the trends introduced in all highly developed countries. Yes, the indicated trends are that if it is necessary to involve the so-called "consumers of education" in the development of the relevant directions of education development. It was noted that the general state bodies in the field of education abroad, although they have a certain role in the implementation of education administration in the state, but the main functions of the administration of the field of education are entrusted to the relevant bodies in the field of education in individual states and to local education bodies. It should be emphasized that in recent years, the US government has also begun to provide significant support in the field of education development, as well as to participate in the management of such a field by providing certain financial support to individual programs on education in the respective states, as well as by financing new programs developed by by the government.

Sejarah Lokal dan Desentralisasi Pendidikan di Indonesia

The diversity of the Indonesian is not just aspects of culture, language, ethnicity, but also the process of social change of society and history in each region has differences. History is not a blank and rigid space, departing from an autocritic of the History Education curriculum which has some weakness, this paper focuses on the study of the lack of local historical content in the curriculum of historical education and attempts to initiated discourses to be an alternative to enrich the content of history education with local history without ruling out Indonesia's national history. The local history can be a consideration, in addition to touching the localities and being closer to the students, local history learning can also be a means to preserve local wisdom and indigenous cultures in each region. Decentralization of education as a delegation of authority to local authorities provides opportunities for the application of local history in the curriculum of history subjects. Education policy and design of local history education curriculum can be devolved by regional authorities, cultural and historical communities, and Musyawarah Guru Mata Pelajaran dan Kelompok Kerja Guru (MGMP / KKG).

The Bauru Basin in São Paulo and its tetrapods

The Bauru Basin bears one of the best sampled tetrapod paleofaunas of Brazil, with about 70% of this diversity collected from its deposits in São Paulo. Its fossils are known since the beginning of the 20th century, coming from all stratigraphic units of the Basin cropping-out in the state, i.e., Santo Anastácio, Araçatuba, Adamantina (alternatively divided into Vale do Rio do Peixe, Presidente Prudente, and São José do Rio Preto formations), and Marília formations. Identified taxa include rare anurans, mammals, and squamates, an important set of testudines, theropods (including birds), and sauropods, in addition to one of the most diverse crocodyliform faunas known worldwide. This congregates more than fifty unique taxonomic entities, including 42 formally described species. Based on biostratigraphic correlations (including tetrapods), on few absolute ages, and other sources of evidence, the Bauru Basin deposits in São Paulo seem to be chronologically restricted to the Late Cretaceous, but further investigation is much needed. Finally, the history of research with such fossils highlights the importance of public funding for research and decentralization of university education for the advancement of science.

Decentralized School Management in Government Schools in Nepal: Policy for Quality Improvement

This research article gives a holistic view of the status of school management committee in our country. Education is one of the basic needs of human beings which has brought changes all over the world. Today, we are around the formal schooling system for which school level is the first step. We are also in the hold of globalization of education and social structure for which we have to compete globally for employment. In such situation, the system and management of education should be of global standard. School management has been a kind of burning issue at the present situation in education system. The state has to follow the trends of decentralization of education. But in Nepal, there is fully centralized education system. Due to this reason, it is thought that the state is the only responsible body for overall education sector. The SMC members are not fully authentic bodies in Nepalese schools. They have no more interest about the problems related to school. They are mostly politically related and also there is absence of true guardianship of SMC members. Most of the SMC members' children do not study in public schools but they are selected with political sources. As a whole school management committee has not supported for the improvement of teaching learning activities. They have no any plan to raise funds and support the school. Most of the children in public schools are also from lower class people. The guardians also cannot support their children by providing necessary things. As a consequence, the SLC result of public schools is very poor except some rare cases. SMC members are not found capable of taking management responsibility of schools. The state also has not fixed any criteria to become SMC members. This research study has found clear obstacle in education system of the politicalized group in management sector. Political interference should not be given emphasis and priority in education sector. Moreover, politics in education sector should be strongly discouraged to make public sector responsible towards school management in public schools in Nepal. This research study tries to reply the research question “What type of management at schools should be developed to improve the quality of education?” The general objective of this study is to analyse the overall status of the school management committee (SMC) in public schools in Nepal.

The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia

ABSTRACT This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor in three historical periods: (i) the moment of emergence, linked to the dissident schools (1965–1970); (ii) the process of transition to democracy and educational decentralisation, marked by the difficulties in reforming public education (1970–1977); and (iii) the post-transition period, marked by the new constitution, the integration of dissident schools into the public system (1978–1990) and the marginalisation of the movement. The conclusions highlight its influence and subsequent decline as a sociopolitical actor in education reform.

The importance of trust in education decentralisation in West Africa

ABSTRACT Educational governance is the focus of much discussion among both academics and development practitioners internationally. Decentralisation is seen as a core tool for promoting democracy, good governance and economic development. However, although education decentralisation and trust are interrelated dimensions of governance and democracy, they are seldom considered together and rarely contextualised within educational governance and policy studies. The qualitative study described here used interview data from stakeholders to investigate the relationship between the social dimension of trust and the structural concept of decentralisation in Benin (West Africa). The findings suggest that trust in local government officials is a precondition for the effective devolution of education responsibilities. However, parents and teachers remain sceptical about devolution, partly as a consequence of Benin’s pre-colonial and colonial history. The paper outlines the implications for governance systems seeking to link decentralisation to trust in order to both mediate and enact policy choices and decisions.

Professors and Internationalization in Canada: Academic Disciplines and Global Activities

This paper examines professors’ perceptions of internationalization activities at Canadian universities using the findings of the Academic Profession in the Knowledge-based Society (APIKS) survey. The findings suggest academic disciplines are the organizing logic for diverse manifestations of internationalization within the same universities. Professors in the hard sciences are more likely to publish internationally while those in the arts and humanities are more likely to internationalize their curriculum. The findings are analysed contextually, pointing to the decentralization of Canadian higher education as well as university governance which has exacerbated, yet rarely recognized, these disciplinary divides. The paper calls for new conceptual understandings of internationalization that take into account disciplinary divides.

The impact of education reform in Romania between 1989-2020 on the regulation and decentralization of early childhood education

Romania inherited a tightly controlled and strictly regulated mass education system from socialism, which inevitably has gone through a systematic reform. However, transformation or change of any education system does not take place for its own sake, but it is intended to meet certain social and political challenges and requirements. Therefore, the present study investigates the significant changes that have taken place in early childhood education (ECE) in Romania since the collapse of the Ceausescu regime in 1989. Specifically, the impact of the reform measures on ECE provision is examined in relation to curriculum content and structure. Explanation of how to investigate education have been central to the present research. The analysis of documentary data corpus identified three main themes reflecting the changes that took place: (i) the introduction of education reforms, (ii) the emergence of educational pluralism, (iii) the various iterations of the early childhood curriculum. Findings suggest that decentralisation processes led to the spread of alternative pedagogies in ECE add the findings about curriculum content change our investigation offers a detailed picture of the educational processes of decentralization and the changes it has brought in the early childhood curriculum.

The mediating effect of Educational Decentralization in the Relationship between Citizen Participation and Education Service Delivery of Local Governments

The mediating effect of Educational Decentralization in the Relationship between Citizen Participation and Education Service Delivery of Local Governments

Implementation of School-Based Management in Improving The Character Quality of Elementary School Students

Principals face various problems, including the lack of disciplined educators and the lack of principal communication with educators and teaching staff. This study aimed to analyze the implementation of school-based management (SBM) in improving the character quality of elementary school students. This study uses a descriptive method with a qualitative approach. Data collection techniques used in this study were observation, interviews, and documentary studies. The data analysis technique used in this research is qualitative data analysis. The results showed the implementation of School-Based Management in forming student character. Program planning begins with various socializations at coordination meetings between schools, committees, and related parties. Student character formation can be formed by collaborating in each subject, namely applying discipline, good manners, and respect for others. One of the moral values ​​teachers must instill in elementary school education is cultivating character values ​​in students. The implementation of SBM is in line with the education decentralization policy that provides management autonomy according to its authority and provides good services to all internal and external interested parties in fulfilling the character of high-quality students for a nation.

ДЕЦЕНТРАЛІЗАЦІЯ ОСВІТНЬОЇ СИСТЕМИ В УКРАЇНІ

The article considers the main aspects and problems of transforming an educational network in the current context of decentralization. Reference is made to the urgent need of restructuring the responsibilities in education management between the center and regions providing the latter with independence in finances, organization and management at the regional level. It is emphasized that extending powers of the local executional bodies in management of educational institutions is the primary purpose of decentralization process. There was examined a pattern of decentralizing the basic education in Poland, according to which it was recommended to oblige the local self-government bodies to implement the education politics according to the local needs, finding the school administration and continually appraise the quality of education. It has been observed that currently the essential functions of state in education are assigned to the regional state administrations, regional and local educational departments. The local authorities are burdened with responsibilities of financing and providing the social security for children, defining the network of training institutions, maintaining their records and performing control over their activities. The author points out that at present the local and regional authorities duplicate the functions of the Ministry of Education and Science of Ukraine, which is non-effective. The author believes that the local government officials are able to perform political management well up to the officials of educational departments and administrations. However, prior to assignment of new obligations, it is necessary to develop and implement an effective retraining program for personnel and staff of the municipal structures. There have been reviewed the results of the pilot project: «Decentralization: education reforms at the local level», which experts had been analyzed the consistency of educational network. It pointed to the major areas of concern for the education reforms in local communities, namely a significant expense side of budget for education financing, low level of education in rural students according to the data obtained from the independent external assessment, and lack of subject oriented teachers. The author makes a conclusion that the purpose of decentralization in education should be an overall improvement of educational services and be based upon the following basic principles: students’ right to have a free choice of educational institution, equal access to good-quality education services, decent conditions to develop their abilities, improving the quality and efficiency of the educational process, effective use of types of resources. Key words: decentralization, transformation, education, educational system.

EXAMINATION OF SCHOOL HEADS' OPINIONS ON LOCALIZATION IN EDUCATION

In this study, it is aimed to examine the opinions of school principals about decentralization in school administrations. The research is in the qualitative research method. In the research, the phenemology model of qualitative research was used. The study group was selected by purposive sampling method and consists of six school principals experienced in school management. Data were obtained through interview and analyzed by content analysis. According to the results of the research, school principals experience various problems in management, the main ones being pressure from the supervisor, financial inadequacies, personnel shortages and clumsiness and slowness caused by the bureaucratic structure. These problems experienced by school principals are closely related to localization and result from the fact that schools are managed with a centralized structure. School principals believe that decentralization in education is necessary. They think that decentralization in school management will save public money, get rid of the excessive workload of the central government, increase success and efficiency in education, and help ensure adocracy and peace in schools and society. While decentralization has benefits, it can cause some inequalities and negativities. It is recommended to create the necessary environment for this and to make legal and structural preparations.

Decentralization as a Political Weapon: Education Politics in El Salvador and Paraguay

What explains why some governments advanced decentralized education in the 1990s while others shied away from such efforts? Some arguments suggest that decentralization was pursued to improve the coverage and quality of education. Others point to partisanship, ideology, or diffusion. Drawing on case studies of El Salvador and Paraguay, I argue instead that governments pursued education decentralization in part because it could be deployed as a political weapon to weaken teachers' unions affiliated with the opposition, thus depressing mobilization and votes for their rivals. These findings contribute to the literature on decentralization by highlighting a new political motivation fueling decentralization efforts across the developing world—the demobilization of the opposition.

Optimalisasi Manajemen Berbasis Sekolah di Era Merdeka Belajar

The development of the world of education now continues to strive to improve the quality of the implementation of the learning process to produce graduates who can compete in the world of work, and have creativity and critical thinking skills. The government also plays a role in improving the quality of school management through decentralization of education in the form of school-based management and the provision of an independent learning curriculum. The aim of independent learning is the development of superior quality human resources. Therefore, this article aims to answer the question of how to optimize school-based management in the era of independent learning. The purpose of this study is to describe the optimization of school-based management in the era of independent learning. The research method used is a literature study by exploring various data sources and the results of research that has been carried out on school-based management and the independent learning curriculum. The results showed that school-based management supports the process of implementing learning in improving the quality of education in Indonesia. By taking into account the current educational curriculum, freedom of learning, becomes a guideline for managers of educational institutions to produce graduates of superior quality. Two important aspects of school-based management in improving the quality of education are managerial aspects and learning aspects.

Understanding the effects of educational decentralization through the perspectives of education managers and teachers

PurposeThe study was designed to investigate the effects of the decentralization of education through the perceptions of education managers.Design/methodology/approachThis was a qualitative case study research. The decentralization notification of 2014, issued by the secondary education department, Government of Balochistan, Pakistan was taken as a case. Some administrative and financial powers were devolved at cluster and district levels through this notification. In pursuance of data collection, focus group discussions were conducted with 20 education managers, 20 teachers, and 5 high-ranked education policy actors. The gathered data were analyzed using thematic analysis.FindingsThe study found that the intent of the decentralization move was positive, where some of the issues of teachers are now resolved at district and school levels. However, academic decentralization was utterly neglected. Furthermore, with the inclusion of district administration in the education decision-making, powers seem to be recentralized. The study concluded that decentralization should occur through a proper legislative process based on sound planning. There should be a balance between central authorities and local/district-level education management in education management and decision-making.Research limitations/implicationsThe study adds to the existing literature relating to education management and informs education managers, teachers, school principals, and policy actors for research-based and informed decision-making.Originality/valueThis study was conducted in a developing country to understand the effects of decentralized education management. The authors declare the organicity of the data. The authors also declare that the paper has not been submitted to any other journal or in review elsewhere.