Titlebook: Educational Decentralization; Asian Experiences an CHRISTOPHER BJORK Book 2006 Springer Science+Business Media B.V. 2006 Educational Govern

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https://doi.org/10.1007/978-1-349-14632-1o run rural primary and junior middle schools independently, raising funds through their own efforts, and hiring teachers in a competitive manner (Xin, 1984). These early efforts to shift authority from central to local levels did not represent, however, a national decentralization policy of the sco

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Systemdokumentation und Controllings include the establishment of District Education Offices, reforms calling for the decentralization of the national curriculum, and the privatization of higher education. Malaysia provides an interesting case because although the central government has publicly supported numerous decentralization pr

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Einleitung, Anlass und Erkenntnisinteresse, Ever since decentralization has been promoted in the field of education, different states in India have undergone various decentralization processes with distinct outcomes. The actual manifestation of the process of decentralization, in terms of the rationale put forth as well as operational featur

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https://doi.org/10.1007/978-3-658-11625-5e union council level (encompassing a population of 25,000, covering 5–7 villages or more settlements) in 2000 for 21 representatives. As the result of a countrywide mobilization drive, 33% seats were reserved for women, an unprecedented accomplishment in Pakistan’s history. In addition, six seats w

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STRATEGIES OF EDUCATIONAL DECENTRALIZATION: KEY QUESTIONS AND CORE ISSUES,s the countries themselves.. These decentralization initiatives can range from arbitrary exercises of coercive power (e.g., Chile and Argentina under military governments in the 1970s) to conscientiously planned interventions driven by national political will (Spain in 1978 following the death of Ge

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THE EFFECTS OF LOCAL INTERPRETATION OF DECENTRALIZATION POLICY ON SCHOOL AUTONOMY IN GUANGDONG PROVrding to this line of reasoning, in a decentralized system, schools will use their heightened authority to make curricular content more relevant to local interests and demands. Such discussions, however, have largely ignored local interpretation of decentralization policies. It is important and nece

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LIMITED DECENTRALIZATION IN THE SINGAPORE EDUCATION SYSTEM,the encouragement of greater school autonomy through the independent schools scheme, the autonomous schools scheme, and school clusters. Another initiative has been the promotion of aggressive inter-school competition through the annual publication of school ranking league tables and the institution

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