Decentralization Of Education Research Articles

State control of school education in colonial and post-colonial India

Studies have indicated that local governments and communities can play a legitimate role in governing publicly-funded schools, although debates continue in relation to where and how decentralization operates across different contexts. In the Indian context, it has been argued that educational decentralization received a significant boost following the constitutional amendments of 1992, which mandated local government school management in rural and urban areas across India. However, drawing from the history of school management in India, we show that in colonial India, government-funded schools were locally managed by district boards and municipal bodies. By studying the education Acts of Indian states post-independence, we show that nearly all states adopted a centralized management system with state-controlled appointment and transfer of teachers and funding. Nationally, about 77% of government schools are managed by the state Department of Education, while only 18% of schools are controlled by local bodies. By analyzing sections of the Right to Education Act of 2009, we show that while the Act advocates for decentralized management of schools, it fails to devolve funds and functionaries to the local level. We argue that India's constitutional structure, weak fiscal devolution to local bodies, centralized appointment of functionaries, bureaucratic mistrust of local authorities, fear of local elite capture, upper caste control, and teacher union lobbying have led to centralized state control of education.

Kepemimpinan Kepala Madrasah dalam Konteks Manajemen Berbasis Sekolah (MBS) pada MAN 13 Jakarta

This study aims to explore and analyze the role of school leadership in the implementation of School-Based Management (SBM) at MAN 13 Jakarta. In the era of educational decentralization, SBM is a model applied to improve educational quality through increased participation and accountability at the school level. The research method used is a qualitative approach with in-depth interviews, observations, and document analysis. The findings reveal that leadership at MAN 13 Jakarta plays a crucial role in mobilizing the participation of all stakeholders, including teachers, students, and parents, as well as in creating a conducive learning environment. Effective leadership at MAN 13 Jakarta is characterized by open communication, transparency in decision-making, and staff empowerment. Challenges faced include resistance to change and resource limitations, but these can be overcome through adaptive and collaborative leadership strategies.

Educational Decentralisation and the Management of Public Primary Schools by Local Councils in Cameroon

Educational Decentralisation and the Management of Public Primary Schools by Local Councils in Cameroon

The implementation of Palestine’s national teacher education strategy: a case study

In the Middle East and North Africa region, including Palestine, the current teaching reforming trend toward international accountability and standards adoption is grounded by economic globalization. The Ministry of Education and Higher Education (MoEHE) in Palestine has been committed to attaining such a movement. With the aim of qualifying teachers, the national “Teacher Education Strategy” (TES) has been launched. This study examines the TES implementation process in Palestine. The implementation research is a critical aspect in analyzing the rationality, dynamism, and complexity of policy processes. Based on the case study methodology and utilization of a multi-disciplinary framework, the researcher gathered and comprehended the data. Zoom interviews and document analysis were applied for data collection. Moreover, the developed analytic model enabled the researcher to delve into the implementation process by examining aspects such as communication enforcement, delivery structure, policy objectives, roles and disposition of implementers, and socio-economic and political factors. However, a collective effort to reform teacher education has been hindered by several factors. Neoliberal policies and external influences, alongside political and economic restrictions, as well as the centralized and vertical structure of the MoEHE, have complicated Palestinians’ vision for decentralization in education. These challenges have impeded the development of a modern education system. Despite the many accomplishments, the core element of TES objectives has not been achieved yet. For authentic implementation, this research argues for an interaction of global and local discourses to achieve a higher consistency between the implementation goals and outcomes. It recommends a multiple-case design and comparative future studies.

Globalization, Privatization and the Role of the State in Education Through Representative Terms of Government in Argentina

ABSTRACT We study the role of the State in education through the most significant government periods in Argentina in the last 50 years. We use a sociocultural approach, contemplating the historical development of educational policies in the country, exploring conceptual frameworks applicable in the investigation of the State, privatization and decentralization in education. We analyze how certain models of government establish the cultural reproduction of inequality in education, contextualizing the role of the State as a possible promoter of hegemonic educational projects of hybrid models of globalization. We discuss the multifaceted role of the State in education and society, as well as in the educational institutions themselves and their actors, considering education as a fundamental right, which must be guaranteed by the State. Through the analysis of political, economic and social contexts we expose negative impacts on education during the exercise of neoliberal practices, which resort to privatization and state decentralization. In contrast, the use of socio-educational policies has contributed greatly to the improvement of the country’s public education system. The results of this case study are then presented as a general notion regarding the global issue of inequality in education, in order to help rethink the future of education.

Researching the Influence of Rural University Campuses on Rural Economic Development: Evidence from Chinese Counties between 2001 and 2020

While there have been studies on the relationship between higher education institutions and regional economic growth, few have delved into the economic impact of decentralized higher education institutions at the county level and associated reginal disparities in terms of socio-economic development. Utilizing the data of the Chinese universities that started to establish their campuses in counties since the year 1999, this study investigates the influence of rural university campuses on county-level GDP and industrial composition spanning from 2001 to 2020. It also delves into the temporal dynamics and regional discrepancies associated with this impact. The findings of this study show that (a) rural university campuses wield a notable positive influence on the GDP of their respective counties, particularly shaping the structure and ratio of secondary and tertiary industries; (b) the magnitude of this effect is contingent upon the duration of campus establishment and growth, intensifying over time; (c) variations in this impact are evident across the eastern, central, and western regions of China, where there are vast socio-economic differences. This study underscores the significant spillover effect of higher education decentralization on county-level economies and advocates for the pivotal role of rural university campuses in propelling county-level economic progress. Additionally, it proposes coordinated policy support from national, regional, and rural university campus authorities; the establishment of requisite support structures; and the comprehensive consideration of regional nuances.

Financing education spending in the context of interbudgetary relations in the Republic of Kazakhstan

In the current conditions, education is endowed with strategic importance as a sphere of social activity that directly forms the level of intelligence of the population, ensuring competitiveness and innovation in the development of the country's economy. Therefore, the study’s relevance is because the educational capital obtained in the learning process is a combination of theoretical knowledge, practical skills, work experience, and personal characteristics that bring a person income during his career and stimulate further investment in education. Education impacts each citizen’s income and directly affects the economic development of the country, its financial capabilities, and national competitiveness. Thus, this article aims to reveal the critical aspects of republican and local financing of education in Kazakhstan and the prospects for its development. The methodological basis of the research is formed by a system of general scientific and unique research methods: synthesis, system-analytical analysis, and abstract-logical method. The critical result of the work is the systematization of acquisitions within the framework of the researched topic and the study of the features of optimizing the decentralization of education financing in Kazakhstan. Proposed: to increase the efficient distribution of financial resources at all levels of the budget system; increase the opportunities for educational institutions to raise additional funds through educational innovations, expand the list of paid services provided by such institutions; carry out decentralization of education, taking into account the characteristics of the regions, their production potential, the demographic situation and the interests of territorial communities. The results of this scientific study, as well as the conclusions formulated on their basis, are of significant importance both for the scientific community and for financial experts and practitioners from the educational field since they have a structured presentation of the material based on which logical and constructive conclusions are drawn, which may have an impact on the subsequent processes of reforming the financial provision of education in Kazakhstan.

Ivan Illich perspective of deschooling society and the right of education

For over a century, schools have been able to institutionalize the value behind learning and “earning” an education. Ivan Illich argues that most learning was not the result of instruction, but of active engagement in a meaningful setting. He questions the system that encourages everyone to access an education that is guided by socio-economic relations, as pre-formatted product. This study aims to investigate if the theory of education proposed by Ivan Illich in Deschooling Society is feasible, legal, and how can it influence the creation of better models of education. The paper addresses the right to education according to the Universal Declaration of Human Rights and to what extent a parent has the ultimate authority to direct a child’s education. Using the review literature methodology, it investigates what is the role of school and what is the proposition of Ivan Illich for an alternative system of education. By reflecting on problems and contradictions of the tradition school system the paper discusses if schools contribute to a more democratic and egalitarian society, or if they reinforce inequalities. As a conclusion, Ivan Illich believes that the biggest obstacle to achieving a society that really educates is the existing imaginary that is conditioned to schooled thinking. Illich advocated for the decentralization of education and the empowerment of individuals to take control of their own learning processes. He promoted informal learning through community-based initiatives, apprenticeships, and self-directed study. This perspective has influenced alternative education movements and contributed to the development of concepts like homeschooling, unschooling, and self-directed learning. Alternative models of education can bring creativity and innovation to the learning process and should be encouraged and celebrated, especially if guided by an emancipatory approach and not by a neoliberal market logic that reinforces inequalities.

Rasionalitas Kebijakan Desentralisasi Pendidikan di Provinsi Lampung (Kenyataan dan Harapan)

This research uses Max Weber's theory of rationality to describe the reality, hopes, and rationality of educational decentralization, which are included in the rational category or vice versa. Data was collected through interviews, and observations related to the phenomenon of reality, hopes, and rationality of educational decentralization in Lampung Province and analyzed qualitatively. The research results show that in reality, the education decentralization policy in Lampung Province is rational. Based on instrumental theory, guaranteed education costs (free school), educational infrastructure and educational scholarships can support the ability of decentralization policies. Rationality in the value at which individuals decide to continue or not to continue their education is relatively stable at the basic education level in Lampung province. In the affective rationale, the conditions between individual objects of education such as students and teachers are the spearhead of education at the lower level. Education personnel must shape the character of their students in line with freedom of learning in the world of education. However, traditional rationality, namely custom, ethnicity and religion, does not influence education decentralization policies. The hope for the future is that the decentralization of education in Lampung Province requires strengthening each region's commitment so that progressive education is implemented evenly and cannot be separated from the responsibility of the regional government.

PERFIL DE EGRESSOS DE PSICOLOGIA DE UMA UNIVERSIDADE DO INTERIOR CEARENSE

ABSTRACT The purpose of this study was to examine the demographic and professional characteristics of Psychology graduates from the Federal University of Ceará’s Sobral campus. Conducted via a self-administered questionnaire with 157 respondents, the survey found that a predominant number of participants were female, aged 20 to 30 years. Data analysis was performed using IBM SPSS software (version 22), generating descriptive statistics. Results indicated that most graduates originated from and resided within the Sobral/Ibiapaba macro-region, with a significant number employed as psychologists, particularly in clinical practice. The primary barrier to job market entry identified was limited professional experience. This study suggests that the decentralization of higher education contributes to social inclusion, promoting both access to education and the retention of professionals in less urbanized areas.

Educational decentralization. An analysis from the experience in the university education of Gal

Educational decentralization. An analysis from the experience in the university education of Gal

The impact of Indonesia's decentralized education on vocational skills and economic improvement of students

This research aims to evaluate the impact of education decentralization through the local curriculum in improving senior secondary school students' vocational and economic skills. This research uses a mixed methods approach with a sequential exploratory design. This design applied a qualitative approach followed by a quantitative approach. Data collection with the qualitative approach used in-depth interviews, while the quantitative approach used questionnaires and documentation of practical exam results. The participants in the qualitative approach were the vice principal and the traditional cookery subject teacher. The sample in the quantitative approach was students who took traditional cookery subjects. Qualitative data analysis used the Miles and Huberman formula, namely data display, data reduction, and conclusions, while quantitative data analysis used descriptive quantitative and MANOVA. The results showed that the impact of decentralization through the local content curriculum on improving students' vocational and economic skills was in the "good" category. The impact of decentralizing education through the local curriculum can reduce the dropout rate of poor students. MANOVA results showed no difference in the impact of the local curriculum on vocational skills across the six schools. However, there is a significant difference in the impact of the local curriculum on students' economic improvement in the six schools.

Can Indonesia's Decentralized Education Technology Governance Policy: Evidence from Muslim Countries

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Decentralization of education policies has been implemented in Indonesia and Malaysia; however, their potential impact on Islamic education technology innovation remains to be seen. Comparing and contrasting the Education Decentralization Policies of Malaysia and Indonesia is the objective of this study. This is normative legal research derived from tertiary, primary, and secondary legal sources. First, decentralization policies for the development of Islamic education technology are complicated, according to the research findings, because the Ministry of Education and Culture and the Ministry of Religion have a dualism of regulation and management that violates the concepts and spirit of regional autonomy. Second, regulatory dualism affects the quality of education in Indonesia, whereas integrated management is implemented in a single institution for education in Malaysia. Thirdly, Malaysia has endeavored since elementary school to integrate science and technology. Over the past decade, the Indonesian central government has implemented the Madrasah Reform program, among other initiatives and developments, to develop IT-based Islamic education.</p></td></tr></tbody></table></div>

Тhe positive implications of the decentralization process on primary education management

Democratization has emerged as a need for the good of citizens, to improve the quality of life, the process of accession to communities (democratization of society, creating a democratic, accountable, transparent and accountable government) and to improve and maintain stable interethnic relations in the country. As in other segments, decentralization in education refers to the transfer of responsibilities from national to local level, thus placing primary and secondary education under the jurisdiction of municipalities. The decentralization process is changing the way schools are managed and managed where schools tend to become open learning centers, involving more entities, including parents and students, and local government officials, increasing cooperation with enterprises and NGOs such as and utilizing local resources in order to enrich the experience and raise the level of skills acquired. The research part is aimed at determining the effects of primary education management before and after the decentralization process. The research was conducted on a sample of respondents from primary school teachers, principals, ie deputy principals and professional associates from the pedagogical-psychological service in schools. A research questionnaire technique was used to conduct the research. The poll is anonymous and the questions are clearly worded. The obtained results from the research are processed quantitatively, and certain areas will be interpreted qualitatively.

Comparative Study of Higher Education System Between India and Germany in the Present Era

The study paper provides a comparison between the higher education system of India and higher education system of Germany in respect of aims and objectives, structure, curriculum, opportunities and current issues or their common focus areas in the present era. The paper also gives a glimpse of history of higher education in ancient India-the era when India used to provide world class higher education and also history of higher education of Germany. The data are collected from primary and secondary sources. The methodology adopted for the study is documentary analysis. The results reveal that both India and Germany have same type of educational structure comprising of bachelor degree, master degree, doctoral and post-doctoral programs and emphasize on professional expertise but India focuses primarily on theoretical knowledge and democratic values inculcation, science and spiritual education and Germany focuses chiefly on practical implementation of theoretical knowledge, skill development, research and innovations, capacity building in higher education, forming intellectual property, entrepreneurial development, creating diversity of people and ideas, promoting global citizenship and societal sustainability. The USP of German higher education is that quality higher education is provided at a very low cost or no tuition fees charged at the world class German universities, offers diversified course, dual study programs and a lot of flexibility like switching major and education policies are formulated frequently considering the present need and demand. Recently both countries’ focus areas are digitalization of higher education, teacher improvement program for higher education, internationalization, foreign students and faculty exchange programs, increase in spending on education and decentralization of higher education. The paper concludes with India being a largest democracy and one of the developing nations, Indian higher education system can consider German higher education system as a benchmark and can imbibe the positive qualities for improvement and enrichment.

Investigating freedom to learn program as form of education decentralization in Indonesia

Education is one of Indonesia's goals as stated in the fourth paragraph of the 1945 Constitution. However, the decentralization problem of education through transformational schools found various obstacles. This study aims to explore the problems of decentralization of education of the Freedom to Learn program through transformational schools spread throughout Indonesia. This study used the literature study method obtained from literature and books and with VOSViewer software which analysed 2.339 social articles discussing decentralization. The results of the research showed that decentralization implementation of education through transformational schools met obstacles such as inadequate facilities and many teachers are struggling to use technology, so the decentralization process is not maximal. The researchers suggest that the government should provide space for policy targets from lower levels spread throughout Indonesia so that the education decentralization process can run.

Permasalahan Pelaksanaan Manajemen Berbasis Sekolah pada Sekolah Dasar di Dabin Gugus Raden Sa’id Kabupaten Kudus

School-based management is a way of managing educational institutions in terms of planning, implementing and evaluating education. MBS stands for , a policy approach that aims to shape school leadership by empowering school leaders and increasing community participation in efforts to improve school performance, including teachers, students, parents and the community. In this case, education management according to MBS is different from previous education management which is centralized in nature, while MBS provides broad autonomy to the school unit itself and involves the community to participate in advancing education in schools. In other words, all school policies and programs are determined by the school committee based on deliberations from members consisting of regional education officials, school principals, teachers, parents' representatives, community leaders, and regional officials where the school is located. The democratization of education is carried out by involving elements of the local government, community and parents in a partnership relationship and fostering positive support for madrasah education. At this level, the decentralization of education as a result of autode includes three important points, namely school-based management, delegation of authority, and educational innovation. The new paradigm in the field of education has pushed towards more humane educational goals. Educational autonomy has provided an opportunity for regions to be able to spur education in their respective regions. While in decentralized management, a lot of central, regional, and regional offices authority is handed over to schools. With this approach, schools will be more empowered and the decisions they make will be more effective and efficient. In the context of implementing SBM, school functions that were originally carried out by the government were partially decentralized to schools to run professionally. For this reason, schools need to build good relations with the community. Schools have programs that need to be introduced to the community, schools also accept criticism and suggestions from the community.

Improving School Quality in Junior High Schools in Ghana: Teachers’ Myth and Reality of a Decentralization Policy

In the education decentralization processes, community participation in education governance has been argued to be essential for improving accountability to service beneficiaries. Therefore, this paper examined the perspectives of key actors on the impact of an educational decentralization policy on improving school quality education in Junior High Schools in Ghana. Participants in the study were 54 School Management Committee (SMC)/Parent-Teacher Association (PTA) members, 106 teachers, and 11 head teachers in 11 schools drawn from two districts in the Central Region of Ghana. Teachers filled out questionnaires and interviews were conducted with SMC/PTA members using a semi-structured interview guide and with 11 head teachers. The paper reveals that the education decentralization policy, with community participation at its heart, has given schools some autonomy in their decision-making process. However, the involvement of community members in school activities has been limited mainly to financing, with little emphasis on the decision-making process in school governance. The study recommends that there should be adequate support for communities to become more involved in the decision-making process, especially in implementing the School Performance Improvement Plan for Ghana to achieve Sustainable Development Goal (SDG) 4.

The ability of financial support of the educational sphere in the process of financial decentralization of the region: economic and legal aspect

The article considers the possibility of optional implementation of financial and educational decentralization approaches in Ukraine. The strategic role of CMU Order No. 333-r dated April 1, 2014 on the approval of the Concept of Reforming Local Self-Government and Territorial Organization of Power in Ukraine as a conceptual measure of financial and educational transformations is outlined. The legal status and legal options of educational self-government at the level of OTG are defined in accordance with the national "normative basis of decentralization": the Law of Ukraine "On the Voluntary Association of Territorial Communities" No. 157-VIII, the Law of Ukraine "On the Principles of State Regional Policy" No. 156-VIII, etc., as well as relevant legislation (the Law of Ukraine "On Education" No. 2145- VIII of the Law of Ukraine "On Higher Education" No. 1556-VII, etc.).
 A terminological distinction between the concepts of "power decentralization" and "financial decentralization of the region" is proposed. The problem of budgetary and educational provision of scientific and educational facilities is conceptualized spheres in Ukraine through the prism of the Budget Code of Ukraine No. 2456-VI.
 Examples of foreign decentralization-educational (management and financial) support are presented and implementation methods of its application in Ukraine are proposed.
 The ideological problem is that the decentralization of power presupposes, among other things, the financial independence of the region (one of the principles of decentralization is the transfer of resources from the ODF to the OMS), and the issue of its provision is problematic for a country that is used to building financial and economic relations by the "vertical" principle, i.e. "from top to bottom".
 Taking into account the dependent connection of the educational sphere in Ukraine on the accompanying and sectoral legislation, such trends, without having a direct impact on the volume and expenditure mechanisms of scientific and educational support from the State Budget of Ukraine, create a precedent of institutional and jurisdictional inconsistency.
 The issue of financial support for higher education and directly – institutions of higher education (HEIs) has several problems, among which “financing of expenses for the maintenance of HEIs, not the actual cost of the educational process” stands out; calculation of budget transfers only in the amount of "educational needs" (without cultural and sports and social assistance initiatives of the development and education self-government); inadequate financial and logistical support of vocational education as a subcomponent and pregenerator of higher education in Ukraine.

Learning of Educational Decentralization: Capability and Adaptation of Educational Service Management

Learning of Educational Decentralization: Capability and Adaptation of Educational Service Management