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TRENDS in Local Governance of Education. Changes Over Time in Approaches to Decentralization. I. Six Trends in Governance of Education. Globalization Inputs to Outputs Increased Complexity Involvement of Stakeholders Sources of Revenue Management to Governance.
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I. Six Trendsin Governanceof Education • Globalization • Inputs to Outputs • Increased Complexity • Involvement of Stakeholders • Sources of Revenue • Management to Governance
Distinctions between Management and Governance • What is controlled: ends vs. means effectiveness and efficiency • Location of final control accountability
II. Trends in What Authority is Transferred TYPES OF DECISIONS • End purpose • Structure and operations • Personnel • Clients • Finance
MISSION orEND PURPOSE • Who sets? • Who assesses fulfillment? • Who is held responsible?
STRUCTURE and OPERATIONS • Who decides how the school will run? • Who actually “runs” the school? • Who can change allocation of resources: money, time, personnel? • Who audits operation?
PERSONNEL • Who sets qualifications? • Who hires? • Who assesses performance? • Who can transfer? Fire? • Who sets pay scale? • Who can promote?
CLIENTS • What proportion to serve? • Who gets admitted? • How are students assigned? • What do they pay?
FINANCE Main issues are: 1. Source 2. Budgeting 3. Disbursement 4. Auditing
III. Trends in Who Receives Authority • Professionals in Education • The “Community” • Consumers
LOCAL PROFESSIONALS • Level depends on starting point • Management by professionals • Central attention to outputs • Improves with training • Limited community participation
LOCAL COMMUNITY • Most often parents, sometimes citizens • Most often management and not governance • School administrators critical to community participation • What kind of training best?
LOCAL CONSUMERS • Most often parents, but could be others • Two major mechanisms: --choice of public school --public support for private schools • Increased governance by administrators • Driven by market
IV. Trends in Effects of Localization • Initial reforms --no change in quality --efficiency unchanged --greater inequity
More recent experiences --parents can be good managers of schools --parental involvement helps if increases teacher time-on-task --gains on tests if focus teaching on test Hypothesis: increased time-on-task major factor in improved learning
Limited evidence yet of gains in equity • No clear indication of effect of participation on community • SBM shows can achieve same effects without participation
Community Participation for Democratization • Not limited to parents • Focus on school as community institution • Governance rather than management • Random selection of governors • At all levels in society