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Globalized Educational Governance, Decentralization and Grassroots Responses

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Book cover Decentralisation, School-Based Management, and Quality

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 8))

Abstract

This chapter argues that for decentralised education systems, the role of the central and regional governments is critical in ensuring equity and protection of minority interests. It is suggested that the final outcomes of decentralisation are conditioned by a large number of factors, such as formulated policy, type of decentralisation, whether market mechanisms such as freedom of choice have been included, implemented policy, and local cultural, economic and political contexts. The chapter concludes that the country cases and a review of research indicate that the decentralisation programs have been successful in changing existing administrative and decision-making structures and in installing new ones, but they seem to be less successful in terms of genuine local participation.

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Notes

  1. 1.

    Deliberate steering mechanisms: (1) national curriculum (with or without detailed instructions concerning the distribution of time per subject); (2) national goals or national guidelines; (3) accountability requirements (including reporting of student achievement, economic accounts, etc. from lower to higher levels or to boards/councils at the local level), self-evaluation/self-assessment; (4) inspection or monitoring from the central level of attainment of national goals; (5) local arrangements for “site involvement”/participation and decision-making; (6) market mechanisms (choice possibilities, per pupil pay, vouchers, tax reduction, etc.) (Hamilton, 2003; Hannaway and Woodroffe, 2003). Steering forces: Scope of decentralisation program (general for all sectors or specific to education); constitutional status of decentralisation (from simple delegation or de-concentration to devolution protected in the Constitution); socio-economic and cultural context (economic level, political culture, cultural heterogeneity-homogeneity, etc.); ideological orientations in society; gender.

  2. 2.

    Arnstein (1971) employs eight degrees or type of participation, while Hart (1992), in Shaeffer, 1994, pp. 3, 16–17) uses seven stages: (1) the mere use of a service (such as primary health care facility); (2) involvement through the contribution (or extraction) of resources, materials and labor; (3) involvement through ‘attendance’ and the receipt of information (e.g., at parents’ meetings at school), implying passive acceptance of decisions made by others; (4) involvement through consultation (or feedback) on a particular issue; (5) participation in the delivery of a service, often as a partner with other actors; (6) participation as implementors of delegated powers; and (7) most completely, participation “in real decision-making at every stage identification of problems, the study of feasibility, planning, implementation, and evaluation...... This implies the authority to initiate action, a capacity for ‘proactivity’, and the confidence to get going on one’s own.”

  3. 3.

    The title and position of the school leaders vary from one level of primary or secondary education to another and from one country to another. Therefore, “head teacher” will be used here.

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Authors and Affiliations

  1. Department of Education, Stockholm University, SE-106 91, Stockholm, Sweden

    Holger Daun

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  1. Holger Daun
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Editors and Affiliations

  1. Australian Catholic University, Victoria Parade 115, Fitzroy, 3065, Australia

    Joseph Zajda

  2. School of Education, University of Newcastle, University Drive, Callaghan, 2308, Australia

    David T. Gamage

Appendix

Appendix

See Tables 2.1–2.3.

Table 2.1 Varieties of school-site councils or boards
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Table 2. 2 Some indicators of development for the eight countries
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Table 2.3 Some forces, mechanisms and outcomes of decentralization
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Daun, H. (2009). Globalized Educational Governance, Decentralization and Grassroots Responses. In: Zajda, J., Gamage, D. (eds) Decentralisation, School-Based Management, and Quality. Globalisation, Comparative Education and Policy Research, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2703-0_2

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