Abstract
In recent years, decentralization has become a global trend and it is on the political agenda in many countries. Education is being decentralized in numerous countries as part of a larger move to reform public management systems (Govinda, 2003a). The policies largely aim to reduce government size, reorganize delivery, expand private initiatives, and create new partnerships. Decentralization is having a significant impact on policy, planning, and management of elementary education. With the increasing impact of globalization, the challenges faced by the nations of the world are substantial; hence, the importance of localization through decentralization has intensified. At the same time, decentralization is seen as a means of improving the efficiency of education systems and the quality of educational services. In India, education is the joint responsibility of state and union governments. Ever since decentralization has been promoted in the field of education, different states in India have undergone various decentralization processes with distinct outcomes. The actual manifestation of the process of decentralization, in terms of the rationale put forth as well as operational features adopted, varies widely across the states. The socio-political context and the degree of popular participation in the decision-making process directly influence the outcomes of decentralization measures.
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Govinda, R., Bandyopadhyay, M. (2006). DECENTRALIZATION OF EDUCATIONAL GOVERNANCE IN INDIA: TRENDS AND ISSUES. In: BJORK, C. (eds) Educational Decentralization. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4358-1_11
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DOI: https://doi.org/10.1007/978-1-4020-4358-1_11
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