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Implementing Education Decentralization

Implementing Education Decentralization . Donald Winkler RTI International EGAT/ED Global Sector Training Workshop August 8, 2005 . Why Focus on Decentralization?. Decentralization is a dominant policy direction in many countries. Questions about design and implementation.

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Implementing Education Decentralization

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  1. Implementing Education Decentralization Donald Winkler RTI International EGAT/ED Global Sector Training Workshop August 8, 2005

  2. Why Focus on Decentralization? • Decentralization is a dominant policy direction in many countries. • Questions about design and implementation. • Questions about impact: Quality, equity, efficiency, and democratization. • Our EQUIP2 focus: Implementation, accountability, finance.

  3. EQUIP2 Activities • Knowledge sharing, development of analytic framework, tools to facilitate implementation. • Policy and Country Briefs: Synthesis of good international practices—information, report cards, accountability, finance. • Decentralization Workshop: Develop toolkit to facilitate implementation.

  4. International Experience • Decentralization is global. • Long ago: Federal Countries • Yesterday: Latin America • Today: Asia and Africa.

  5. What is Education Decentralization? • Two basic types of education decentralization: • School Autonomy: Delegate responsibilities to schools • Devolution: Devolve responsibilities to governments • Hybrid Model: Devolution with Autonomy

  6. Devolution—Argentina, Brazil, Indonesia, Pakistan, Spain School Autonomy—El Salvador, Kenya, Nicaragua, Armenia, New Zealand Hybrid—Egypt, Peru Education Decentralization

  7. Devolution: Argentina • Rapid devolution to provincial governments. • Continued centralized control at provincial level. • Slow transformation of central MOE. • No impact at school level despite major reform.

  8. Autonomy: El Salvador • Schools managed by community associations [ACEs]—full autonomy. • Rapidly increase access in remote areas. • Capacity not a constraint. • MOE capitation grants.

  9. Hybrid: South Africa • Devolution to provincial governments. • School Governing Boards manage budgets. • Block grants to provinces and capitation grants to schools. • Increased access and fiscal equity. • Important role of analysis.

  10. Some Lessons Learned • Devolution—little impact on quality. • School autonomy—more promising. • MOE--essential implementation role. • Critical role of information and standards in accountability. • Active participation of parents and teachers—necessary condition for quality.

  11. Implementing Decentralization • “Big Bang” • Decentralization policy designed and implemented very quickly • E.g. Indonesia (2 years), Argentina (6 months) • “Go Slow” • Decentralization policy designed and implemented over many years • E.g. South Africa and Peru (4-5 years) • Spain (20 years)

  12. “Big Bang” vs. “Go Slow” • “Big Bang” approach may result in poor policy design that makes implementation difficult but quickly creates a fait accompli. • “Go Slow” gives policy makers time to pay attention to details and gives reform opponents time to block significant change. • Either approach has significant risks for successful implementation.

  13. Education Decentralization Toolkit • Three day workshop for key stakeholders. • Highly interactive exercises. • Tools to: • Create a common vision • Link decentralization to quality • Identify obstacles to implementation • Re-engineer processes • Meet conditions for accountability • Set priorities for moving ahead

  14. Toolkit Objectives • Identify obstacles to implementation • Foster communication and build consensus • Develop agreement about priority objectives • Put the focus on teaching and learning in the classroom • Understand international lessons learned • Create understanding of the complexity and size of the implementation task. • Realize the need to restructure the MOE to support decentralized education

  15. Education Decentralization Matrix

  16. Examples of Tools • Reverse Process Engineering

  17. Egypt Experience • Participants: Ministries of Education, Higher Education, Finance, and Local Administration; Governorates • Content: Emphasis on design, focus on quality, communication, international experience, identify Egyptian successes.

  18. Resources on Decentralization • Additional Resources • USAID web site: EQUIP2 • www.equip123.net • World Bank website • www1.worldbank.org/publicsector • RTI Education Finance & Decentralization Conference Website • https://register.rti.org/EducationFinance/index.cfm

  19. Implementing Education Decentralization • Three countries: • Peru [Fernando Bolaños] • Uganda [David Bruns] • Zambia [Cornelius Chipoma] • Three questions: • Country setting and status of decentralization? • Key difficulties in implementation? • USAID assistance strategies?

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