Decentralisation And School-Based Management In Thailand

Gamage, David; Sooksomchitra, Pacharapimon

doi:10.1007/s11159-004-2624-4

Cited by 39 publications

(32 citation statements)

References 13 publications

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“…Finally, I evaluate the interpretation of education decentralization in Indonesia because factually clear interpretation of education decentralization policy is important to be examined to give further impact in the development of the country. [9].…”

Section: Introductionmentioning

confidence: 99%

The Politics of Education in South East Asia: A Comparative Study on Decentralization Policy in Primary Education in Indonesia and Thailand

Sweinstani¹

2016

IJSSH

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Abstract-In most developing countries, the responsibility to provide primary and secondary education is resided in the central government. However, a growing number of countries, including countries in South East Asia, such as Indonesia and Thailand, are transferring those responsibilities from central government to local government by a system called education decentralization. Those two countries have some mutual backgrounds, yet international assessments in basic education show different outputs between them. By this research, the author wants to explain how education decentralization works in both countries by explaining and analyzing how is decentralization of education in both countries truly interpreted, who is the main actor in education policy in term of decentralization, and how does the local government fulfill the resources needed in the policy implementation.Using documentary study as the data collection method and based on the former research done by the Author, difference interpretation of education decentralization gives a significant impact on the availability of resources which support the implementation of the policy. Decentralization of education in Indonesia which is interpreted as a broad autonomy led to a very clear separation between the center and regions, including in the provision and management of resources which, factually not all areas, can meet the subject. On the other hand, by interpreting it as deconcentration, Thai central government is still involved in matters of education to make sure that the development of education can work together across regions. That is why Thailand ranked better than Indonesia in some international assessments especially in primary education.

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Section: Introductionmentioning

confidence: 99%

The Politics of Education in South East Asia: A Comparative Study on Decentralization Policy in Primary Education in Indonesia and Thailand

Sweinstani¹

2016

IJSSH

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“…However, even such partial decentralization through locally formed management committee may fail if there is poor supply of leadership talent at such local levels as was noted by Mukundan & Bray (2004) in their study in the Indian state of Kerala. Shortage of leadership skills has been found to be one of the critical factors for failure of school based management experiments of Thailand and Indonesia (De Grauwe, 2005;Gamage & Sooksomchitra, 2004;Bjork, 2004). Highly fragmented social identity of Indians together with frequent bout of elections along political lines for various Government administrative bodies over-sensitize the citizens more on their differences from others and less on their needs to identify and work towards a common goal.…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Study to Understand the Scope of Privately Managed Elementary Schools in India

Das

2014

IJE

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This study attempted to understand if at the national aggregate level Indian households' preferences for their children's school level education were shifting from Government to privately managed schools and whether such privatised schooling was scalable for mass education required for accelerated diffusion of elementary education across the country. Based on time series data on the numbers of schools and their enrolments over the period from 1993-94 to 2007-08, the study found both the number of schools and their enrolments increased abruptly around year 2000-01 when mission mode programme of "Sarva Shikhsa Abhiyan" was launched, indicating a change in environment and strong supply side impact On the growth of student enrolments in elementary schools. Analysis of student enrolments in Government and in privately managed schools indicated growing households' preferences for privately managed schools. However, though in terms of households' choices, demands for privately managed schools were growing yet for faster diffusion of elementary education across the country, privately managed elementary schools did not turn out a good substitute to low cost Government managed schools. At the total national aggregate level the market for elementary education showed the prospects of high growth with simultaneous presence of a collective learning environment for the population and a low private cost based learning system for the individual at household level. It appears faster progress towards raising the enrolment ratio of Indian children in elementary schools which has been abysmally low for so many years, could be achieved by adopting more innovative approach towards their finance and governance.

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“…Since the late 1990s, many other school systems have embraced SBM as a solution to their problems and a way forward. In 1996, South Africa enacted legislation to introduce SBM with mandatory corporate governing bodies (Gamage, 2009;Gamage and Zajda, 2005b). In Thailand, the National Education Act was enacted in 1999 with provision for the devolution of authority to school boards comprising parents, teachers, alumni, scholars, community, local and administrative organisations (Gamage and Sooksomchitra, 2004;.…”

Section: Global Trends In Decentralisation and Sbmmentioning

confidence: 99%

Decentralisation, School-Based Management, and Quality

Zajda¹,

Gamage²

2009

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Book series overviewThe Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as: No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper Springer is part of Springer Science + Business Media (www.springer.com) To Rea, Nikolai, and Dorothy PrefaceThis book, which is the eighth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in decentralisation, school-based management (SBM) and quality in education globally. This book, which focuses on decentralisation and SBM as a governance strategy in education, presents theoretical aspects of the phenomenon of decentralisation/privatisation and contextualises them within the education research literature. It provides an easily accessible, practical yet scholarly source of information concerning the dynamics of decentralisation and SBM that normally take place when reforms are instituted to decentralize authority and power. Above all, the authors offering the latest findings regarding major discourses in decentralisation, SBM and qualit...

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Decentralisation And School-Based Management In Thailand

Cited by 39 publications

References 13 publications

The Politics of Education in South East Asia: A Comparative Study on Decentralization Policy in Primary Education in Indonesia and Thailand

The Politics of Education in South East Asia: A Comparative Study on Decentralization Policy in Primary Education in Indonesia and Thailand

An Exploratory Study to Understand the Scope of Privately Managed Elementary Schools in India

Decentralisation, School-Based Management, and Quality

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