CONCLUSION: CONNECTING THEORY AND PRACTICE IN EFFORTS TO DECENTRALIZE EDUCATION SYSTEMS IN ASIA

Abstract

As I state in the introduction, the scholars who contributed case studies to this volume were provided great leeway in structuring their work to highlight the most compelling aspects of the reforms they studied. The diversity of descriptions and analyses offered in the case studies presents a challenge in terms of synthesizing the material presented by the 15 authors. Efforts to decentralize education systems in Asia have yielded an array of fascinating puzzles, lessons of experience, and unanswered questions. Howcanwe make sense of that rich but sprawling amalgamation of data? In attempt to create some order out of that material, I return to the observation expressed by Hanson in the first chapter that consideration of the motives that gave rise to decentralization initiatives should guide analyses of those measures. I will review the most common arguments used to advocate for educational decentralization, and consider the evidence presented in the case studies that supports, refutes, or raises questions about those justifications for devolving authority over school systems.