Decentralization Of Education Research Articles

Autonomy and School Management in the Spanish Context

Processes of educational decentralisation often arise in the development of institutional autonomy. Through this, a contextualisation of education is sought as well as a greater involvement of its key players. School autonomy has been developing since 1985, when school boards were established and they had to select principals and school managers. Although legislative changes have continued to occur, there has been little progress in curricular autonomy, and the development of organisational and economic-administrative autonomy continues to be a challenge in the Spanish context. The autonomous community management model that has been set up is linked to the choice of principals for a short time. Although the Autonomous Community of Catalonia has developed a more professional proposal, including prior training and presentation of management projects, it certainly continues to be a malfunction in the education system and a cause for constant controversy. This text reviews the creation and development of the proposals that have been made on autonomy and management in the Spanish context.

A Review of Characteristics and Experiences of Decentralization of Education

This paper scrutinizes decentralization of education with reference to some countries around the world. We consider discussion on decentralization to be complex, critical and broad question in the contemporary education planning, administration and politics of education reforms. Even though the debate on and implementation of decentralization education can result from differences in ideological and philosophical backgrounds (McGinn & Welsh, 1999), in this scrutiny we begin by theorizing the concept, provides dimensions and goals of decentralization and demonstrate how decentralization has been implemented in some countries. Finally, conclusion is assumed in this debate as a summary and a conduit to further discussion and investigation of educational decentralization. Keywords : education decentralization, devolution, delegation, deconcentration, school management, school financial management, school committee

The Decentralization of Education at Paranaguá County Brazil (1985–2011)

This paper aims to analyze the decentralization of at Paranaguá county in the time window 1985 to2011, triggered by Paraná government. Changes in this county have been inquired based on enrollment and the number of teachers at each teaching systems. For that research, wore taken in consideration the studies of Arelaro (1999); Camargo, (1997) those allege the countylization tendency as the strategy for deregulation of State and Gouveia(et-at2003; Santos(2003) demonstrate the impact of those decentralizations measures at educational finances in Paranaguá. Results points the countylization made an impact at the basic education of Paranaguá county.

SOCIAL JUSTICE IN EDUCATION: ACCESSIBILITY ASPECT

The article analyzes the problem of accessibility of education. Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country’s or region‘s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralization of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiary, education decentralization and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimization that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalized and poor citizens. KEYWORDS: social justice, education accessibility, social stratification. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.944

MODERNISATION THEORY, PRISMATIC SOCIETY AND EDUCATIONAL DECENTRALISATION IN UGANDA

This paper revisits modernisation theory in relation to the nature of education in Africa. It examines how schools actually operate in ‘prismatic’ societies in general before focusing on a study of
 educational decentralisation in Uganda. The study used interviews, observation, documentation and filed notes to explore the ways in which a policy of educational decentralisation actually played out. From the study eight themes emerged illustrating how educational policy established at national and international levels can be interpreted and distorted by local cultural values and behaviours.

EDUCATIONAL PHENOMENA IN ALBANIA IN THE YEARS OF COMMUNIST DICTATORSHIP AND THE REFORMATION EFFORTS AFTER NINETIES

The collapse of communist dictatorship and entering of Albania in the way of democratization would show a strong impact also in an important field for the society, such as the education. Albanian transition was not simply a social process, bur in first place it was connected to the reconstruction of democracy and education and in these respects it is the foundation of this reconstruction: “An education that should be rebuilt, a new generation which should be oriented towards the future, a society that must be developed.” The problem of democratization and reform of education has emerged in the Albanian society with all its strength and complexity after 1990. Reforming of the educational system in Albania, tackling an issue of fundamental changes in form and content (curricula, school documentation, internal organization of school life), new developments at all levels of the education system (hidden dropouts, problems of vocational education, expansion of general secondary education), decentralization and management of pre-university and higher education, and the teacher’s role in the Albanian post-communist society.

Rising from the ashes: how the global education policy of community-based management was born from El Salvador's civil war

This paper explores the relationship between the emergence of global education policies and conflict-affected contexts by analysing the trajectory of community-level education decentralization within and beyond El Salvador from the 1980s, during the country's civil war, to the 2000s, by which point this approach to education governance was being widely promoted and adapted around the world. The findings – based on two years of data collection – demonstrate not only the way these contexts can be particularly susceptible to intervention by foreign governments and international organizations but also how, in certain historical-structural moments, those contexts can be transformed and leveraged to experiment with and to entrench certain policies.

The Relationships Among School-Based Budgeting, Innovative Management, and School Effectiveness: A Study on Specialist Schools in Taiwan

In response to the international trend of educational decentralization in recent decades, many elementary and junior high schools in Taiwan had adopted sub-budgets of the “subordinate unit budgets” in the Local Education Development Fund for years so as to develop school-based budgeting. Furthermore, with the decline in birth rates and the need of enrollment, the establishment of specialist schools has been encouraged nationwide in Taiwan since 2007. These specialist schools took advantage of specific geographical and cultural features to develop their localized educational features so that their educational competitiveness and qualities could be enhanced. The major purpose of this paper is to examine the relationships among school-based budgeting, innovative management, and school effectiveness in Taiwan’s specialist schools. This paper adopts a questionnaire and employs structural equation modeling for the purpose of analysis. Innovation is a determining point whether schools can make progress or not. The results of the study show that innovative management conduces to direct enhancement of school effectiveness. Moreover, innovative management will be carried out more smoothly when school-based budgeting is performed positively. However, it was surprising to find that school-based budgeting cannot enhance the school effectiveness directly. Instead, it can promote the improvement of school effectiveness indirectly through innovative management.

Education Decentralisation in Malawi: Legitimate but Incomplete Masked in Dilemmas of Leadership Roles and Responsibilities

Since the advent of multiparty democracy in Malawi, activities have been planned in line with the concept of democracy. One of the activities being undertaken in pursuit of democracy is decentralisation with a twofold purpose, namely, to improve effectiveness in service delivery and community participation. Decentralisation is being pioneered by the Ministry of Local Government and Rural Development, and then relayed to other government departments. Under the circumstances, the Department of Education was also decentralized. This article is part of the large study which was aimed at understanding the experience of decentralising education, considering the complexity of the sector. It is based on a qualitative study in Malawi and used the in-depth interviewing technique to collect data. A grounded theory approach was used to analyse them. The study revealed that decentralisation as a whole enhances democracy and community participation in social and rural development. However, other departments were just directed to decentralise to make decentralisation a national activity. The Education department has not completely decentralised because it was implemented by adopting the local government structure which operates and stops at the district level and has proved to be difficult in the sector. Hence, the article, concludes that while the decentralisation of education is critical and is also a valid initiative for a country like Malawi, it is not clear how education effectiveness will be reached. The article argues that the process of decentralization in Malawi is incomplete because it has not been decentralised to the school level. The article recommends that different departments and stages in the decentralisation process need to be regarded as distinct for effective planning and execution of education decentralization. This necessitates the need for concerted efforts at advocacy regarding this matter. The article also argues that the allocation and provision of appropriate resources and training is a long-term and ongoing process devoid of short cuts. DOI: 10.5901/mjss.2014.v5n23p764

Досвід державно-громадського управління вищою освітою в Польщі

Проаналізовано систему державно-громадського управління вищою освітою у Польщі, правовий статус та обсяг діяльності основних суб’єктів у сфері вищої освіти з боку академічного середовища. Автори роблять висновок, що система громадського управління вищою освітою Польщі є дуже розгалуженою та охоплює всіх стейкхолдерів і учасників освітнього процесу, таким чином забезпечуючи врахування їхніх інтересів на всіх рівнях та в будь-якому рішенні, що стосується політики у сфері вищої освіти і науки. Міністерство та міністр науки і вищої освіти є фактично не керівником, а партнером, чого, власне, і вимагають європейські стандарти управління. Закон унеможливлює жорстоке централізоване підпорядкування і гарантує університетську автономію, академічні права і свободи. Такий досвід демократизації та децентралізації управління вищою освітою в Польщі, створення системи державно-громадського управління має важливе значення і може бути адаптований до умов України в процесі модернізації управління освітньою галуззю.

O presente e o passado dos planos: a necessidade de aprendizagem com o compasso da/na história

This paper focuses on two sides of long-range educational policies in Brazil: the constitutional dispositions regarding intergovernmental cooperation and the national educational plans. In its historical overview, this work stresses the difficulties in the improvement of the democratic state and the federation, as well as the oscillatory movement between centralization and de-centralization in education. In this context, it analyses the experience of the First National Education Plan, comparing it to the corresponding requirements. It finds that some political processes lead public policies to deviate from their goals or even to distort the latter. As a result, it is necessary to learn these historical lessons in favor of the Second National Education Plan.

MENINGKATAN MUTU PENDIDIKAN MELALUI PENERAPAN MANAJEMEN BERBASIS SEKOLAH

National education management in Indonesia as a whole still remains to be centralized, so that less encouraging democratization and decentralization of education. Basically, education management issues concerning the efficiency in the utilization of existing resources. National education management is a neat strategy to overcome the negative effects of globalization. Hence strengthening it will steer globalization in a positive direction for the development of the nation. Centralized management system of education that has been proven to not bring significant progress to improve the quality of education in general. Even in certain cases, the centralized management of education had led to limit creativity in various types and levels of education. Keywords: National Education; Globalization; Education Management

Portuguese

Brazilian University and Higher Education had been the subject of systematic study and research. But only recently the history of education has been addressing the education and training as a goal to be investigated. This study analyzes selected theses related to university and higher education regarding to Congress Instruction, occurred in 1883. This study allow us to highlight the most relevant ideas and proposals, adopted by an intellectual elite, which was representative of the Brazilian higher education values in the nineteenth century. The ideas of decentralization of education, gratuity, education as a mandatory issue, establishment of a national educational system, teaching formation schools, teacher training, education financial, freedom of education, co-education, popular education, public education, secularization - aimed to inspire and guide the necessary reforms, and help us to illustrated exactly why the elite show modernity educational, pedagogical innovations and achievements in more developed countries. We think it could be helpful to legitimate Brazilian proposals to improve the education system. Received: 09/11/2012 / Accepted: 10/02/2013 How to reference this article Bastos, M. H. C. (2014). Intelectuais e Universidade: O Ensino Superior no Congresso de Instrucao Publica (Rio de Janeiro, 1883-1884). Foro de Educacion , 12(17), pp. 23-44 . doi: http://dx.doi.org/10.14516/fde.2014.012.017.002

Historical Trends in Educational Decentralization in the United States and Developing Countries: A Periodization and Comparison in the Post-WWII Context

In the present work, we fill a gap in the writing on the decentralization of educational governance by periodizing and comparing trends that have fallen under this label in both the United States and developing countries in the post-WWII period (1945-present). The findings are informed by a review of 127 decentralization-related studies from seven leading, peer-reviewed journals in comparative and international education, in addition to the Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. We combine this review with works that address larger political and economic shifts and, in so doing, are able to delineate two pushes for decentralization in the United States. In developing countries, the term decentralization has emerged during three distinct periods. Beyond characterizing the nature of decentralization in general terms over time, we also compare key features of these trends and the forces that brought them about. One key finding is that the application of community-level decentralization in developing countries has not been as widespread as global rhetoric during the 1990s and 2000s would imply. A second key finding is that there has been a relatively recent shift away from decentralization towards other forms of accountability-based reforms in both the United States and developing countries.

Délai diagnostique de la tuberculose pulmonaire et pleurale

Tuberculosis (TB) is still being endemic in our country. Time until management determines both evolution and prognosis of this condition. The aim of this work is to evaluate the delay in diagnosis of TB in a respiratory unit from a university hospital series. The authors conducted a cross-sectional study including patients with pulmonary TBC and/or pleural. An evaluation of time management was conducted from the beginning of symptoms and various consultations with reference to the date of hospitalization and treatment set up. One hundred patients were included (pulmonary TB: 68 cases, pleural TB 23 cases, miliary pulmonary TB: 4 cases, pulmonary TB associated with other extrathoracic locations: 5 cases). The mean time of patient delay and total delay institution were respectively 43.6, 25.7 and 69.3 days. Variables responsible for long delays were: number of consultations more than 3 before hospitalization, empirical antibiotic therapy, of a regional hospital first consultation and the presence of extra-respiratory impairment. The patient delay was considered long. A reorganization of the TB control program, in particular by partial decentralization of care and health education is imperative in order to improve the quality of tuberculosis management in our country.

Decentralization of Education Planning and Its Impact in Quality

This article has attempted to present an overview of basic concept, rationale and trends of decentralization in education planning and to identity the major policy issues and challenges relating to educational quality in Nepalese context. Decentralization in education around the world has based on the assumption that the quality of education will improve by shifting a decision making and accountability closer to schools, class rooms and learners.Academic Voices, Vol. 3, No. 1, 2013, Pages 4-12 DOI: http://dx.doi.org/10.3126/av.v3i1.9979

Explaining change and inertia in Swedish and French education: A tale of two corporatisms?

Why do western welfare states differ so starkly when it comes to educational governance and, in particular, the degree of (de-)centralization? This article focuses on two such western European countries which demonstrate highly similar educational traditions, institutions and guiding principles – France and Sweden. The Swedish education system has evolved into one of the most decentralized in the Organisation for Economic Co-operation and Development (OECD), while France has preserved the main components of its centralized education system amid a broader international trend towards decentralization. Looking at secondary education governance in both countries, the author theorizes different forms of ‘educational corporatism’ and the resulting patterns of interactions of teacher unions as key educational actors. Characterized by ‘competitive corporatism’ within the centralized bureaucracy, the French education policy framework has enabled teachers unions to capture the policy-making apparatus and exploit their internal differences to stymie education reform and decentralization. Swedish teachers unions, by contrast, compensated for the decline of centralized corporatism by creating new institutions of ‘local teacher-dominated corporatism’, which altered the incentive structure for decentralization. The research question bears significance for contemporary education policy-making, as France's weak performance in international comparisons has been traced to excessive educational centralization, while critics of Swedish education link the weak performance of Swedish pupils to the perceived excessive decentralization of the education system.

PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review

PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review

Políticas de descentralização da educação no Brasil e em Portugal: avanços e recuos da desconcentração de poderes

Este artigo visa estabelecer paralelos comparativos em torno dadescentralização da educação no Brasil e em Portugal, a partir da década de 1990, com base na revisão da literatura pertinente e dos marcos jurídicos que vieram regulá-la, procurando problematizar as relações institucionais e sociopolíticas que medeiam este processo, no Brasil, sob a ótica do regime de colaboração e, em Portugal, segundo as relações estabelecidas entre os poderes central e local. Como conclusão mais geral, constata que, apesar de o poder central vir difundindo o discurso da descentralização nestes países, já há algum tempo, tudo leva a crer que o plano da retórica não logrou ser efetivamente superado, pois entre avanços e recuos deste processo as tentativas vêm se constituindo em movimentos de alguma desconcentração de poderes, ainda marcados pela mesma lógica centralizadora, herança históricosocial, em ambos os casos, dos seus respectivos períodos ditatoriais, agora também sob a modulação de políticas econômicas neoliberalizantes. Palavras-chaveDescentralização da educação; Municipalização da educação; Relações interinstitucionais; Educação comparada Brasil-Portugal

Decentralization in – And of- education

Decentralization and centralization of Education both seem to be related to “democracy” which is understood as a way of life. Yet, it is also related to some other factors and forces: such as the level of literacy, economic conditions, traditions and types of government. These and some other factors and forces also seem very affectfull in democratization, as well as decentralization ideas, and practices. For instance,various studies illustrate that first of all administrators at different levels aree not willing to give up their existing, institutionalized authorities and powers, towards more democratic practices.But, instead, they seem to approve and willing the other administrators to be changed, and give up some of their authorities and powers, towards more democratic decentralized practices. In addition,for instance, with the existing world-wide trends towards globalization,they may also expect,with different scope and speeds again, having some significant changes towards democratization f their educational systems.