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Education Decentralization in India

Education Decentralization in India. Structure of the Government & Education. Government structure. Education structure.  COMPULSORY . Islamic General. Formal Education System Non- formal Ed. System.

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Education Decentralization in India

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  1. Education Decentralization in India

  2. . Structure of the Government & Education

  3. Government structure

  4. Education structure COMPULSORY Islamic General Formal Education System Non-formal Ed. System

  5. . General features of decentralization of government management in India

  6. General concept of (educ) decentralization • Transfer of authority of educational policies from central government • Shifting of various educational decisions from government to people delegate discretion of ed. policies & money needed to finance the responsibility It is the people who benefit from ed. being offered  they should be in a better position to make decisions on their own behalf

  7. Overall gov. management decentralizationin India Central gov authority: • foreign politics, defence & security, justice, monetary & fiscal, religion, • national planning, national standardization, etc. Other matters (incl. education) • decentralized to district/municipality level

  8. Ed. decentralization in India Radical type of decentralization: from extreme centralization down to school level

  9. Pilars for educational decentralisation in India • Educational reformation • Democratisation • Community participation • Profesionalism • Financial support • Political will

  10. Ed decentralization (1)from central to local government • Central gov: national standard (curr, exam, minimum provision standard); requirement for admission, transfer, certification; org & dev of higher ed, etc. • Prov gov: equitable student selection & acceptance, provision of learning materials, assist in hi-ed manag, etc. • District/municipality gov: all other aspects.

  11. Important features of the new system of Education • Democratisation in education • School & community based • Curriculum: competence based • Freedom to schools & teachers to promote profesionalism

  12. Ed decentralization (2)from central government to school • Vehicle • School based management (SBM) • Equiped with education board (district/municipality), school committee (school level) • Education board • Provide advice for ed. decision making at district/municipality level • Provide financial support & concepts for education provision • Controlling the application of transparency & accountability for ed. finance & provision • Mediator for executive-legislative-community in the development & provision of ed. • School committee • Similar tasks, at school level

  13. Educ. board--school committee--logal gov--schol relationship

  14. Role of various parties in SBM *CRU: complaint resolution unit ** PA: performance audit *** EPA: external PA Source: Ed. Reform in the Context of Regional Autonomy: the Case of Indonesia, 2001

  15. Stages of school decentralization Laws & regulation • To support (i) greater authority of school principal, (ii) roles of educational board & school committee, (iii) quality assurance role of gov. Socialization • Audience: government & parliament (all levels), principal, teachers & union, business leaders, community leaders • Managing different interests to establish agreement in order to have better quality ed. • Need to prepare good public relation strategy (new roles of stakeholders & program benefits) Integrated info-system • Ensuring good linkage b/n: central gov – school level • Develop capabilities on the collection & use of reliable data for planning & strategy development for increasing quality of ed. services

  16. Results of study (1)DSSD (Decentralized Social Service Delivery) Purpose • Improving quality & effectiveness of schooling through decentralization of school finances and enhanced accountability of schools to all stakeholders Mechanism • Offered to voluntarily interested distrcts and schools(3 districts & 50 schools) • Stake holders’ seminars, school trainings, technical assistance on the development of strategies for ed. finance. Results: • Grant mechanism for improved allocation of operational resources to schools by district gov. • Integrated school level planning, budgeting, and financial management system • School governance concept

  17. DSSD: focal area, activity, and objective Source: Progress in the Direction of SBM, 2003

  18. The next step • Continue develop resource allocation formula • Persist with DBO as an interim strategy but refocus on targetting • Extend important innovations to all districts, eg. (i) consolidated & performmance based school budgetting (ii) school/community managed construction • Extend best features of capacity building models • Develop a coherent quality control system driven by learning indicators • Design & develop central technical support • Develop systematic research strategy in a gradual transition to more evidence based policy making • Focus early on building the capacity of school principal

  19. Results of study (2)CIDA*: regional consultations in West Sumatra on the use of Education Board and School Commitee Purpose • Obtaining initial regional input to the concept of educational board (EB) and school committee (SC) Mechanism • Direct, face to face consultation, of 90 representatives of central level, provincial level, district/ municipality level, community leaders, and intelectuals Results: bottom-up consensus on essential concepts & working mechanism relative to EB & SC • Function & organization of EB & SC • EB & wider organization and SC with the old PTA • Benefit & funding of EB & SC • EB & SC members and SC of private school • Time line for establishing EB & SC * Involves CIDA, Bappenas, MONE, and World Bank

  20. Lesson learned • Schools have the capability to manage SBM program. The capabilities vary among schools • School capacity should be included as one of the criteria to apply SBM • Apllication of the SBM should be conducted through pilot, replication, and dissemination steps • To better understand school management characteristics, in-depth studies are needed during the pilot step • There is a need to put gov. commitment explicitly to the financing of education on the laws & regulations

  21. Challenges • Need more preparation on educational service standards, capability of the local gov., resources adequacy • Full authority to district/municipality government was not balanced with human readiness • Reduction of inequality of resources allocation to regions • High dependency on central gov. budget on education

  22. So what? Given the diversity of Indian regions  blangket approach is not suitable  decentralisation is a must Strategy for education decentralisation: • More independent & autonomous management at school level • How to support school?  strengthen school committee  improve school finance & management system

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