Decentralisation, Recentralisation and Performance Accountability: Building an Operationally Useful Framework for Analysis

Indigenous knowledge, coping strategies and resilience to floods in Muzarabani, Zimbabwe

“…The three data collection methods allowed for triangulation, which verified, corroborated, enhanced the credibility and trustworthiness or validity of the data [16,17]. Ten (10) formal interviews were conducted involving village heads, ward councillors, school heads and nursing staff of the clinics in the communities, the police and staff from the DA's office, Muzarabani.…”

“…This multi-sectoral representation is replicated at the provincial and district levels. However, there are marked variations in the representation as some organisations remain centralised and, even those that are decentralised, the grades of staff working at provincial and district level affects the manner in which they are represented [16]. Disease outbreaks such as malaria and cholera have been quite common during the flooding period [15].…”

Education 'Decentralization' Processes in Mexico and Nicaragua: Legislative versus ministry-led reform strategies

“…The basic methodology for both cases follows case study research as developed in Yin (1989) who aptly states that`case studies are the preferred strategy when ª howº or ª whyº questions are being posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context' . The research plan was guided by the framework for analyzing`decentralizing' social sector systems developed in Gershberg (1998), which argues for the disaggregation of the term`decentralization' into more meaningful and operationally useful descriptions of the precise nature of each reform process (see also Lauglo, 1995). We thus attempt to use the word`decentralization' as little as possible, and instead describe more precisely the appropriate transfer, proposed or actual, of responsibility.…”

“…In fact, such measures may reveal re-centralization of certain aspects of sources of funds. Given that Gershberg (1998) and Lauglo (1995) call for disaggregating the different aspects of accountability and the fact that the principle of subsidiarity would seem to suggest a strong central authority Education`Decentralization' in Mexico and Nicaragua 79 over education revenues, this point should not be too surprising. However, many analysts (see, for instance, Reid & Winkler (1991)) use the proportion of sub-national ® nance as the driving measure of decentralization.…”

Decentralization Education System and Its Effects on Teachers Performance

“…There is no guarantee that education will improve due to the decentralization because decentralized system differ from country to country and each country have its cultural, rules and policies. [15] described that decentralization only can be successful when it is necessary and central government transfer powers and resources to local government. In the world, most of the countries like Brazil, Nigeria, Egypt, Bangladesh even unitary country China adopted the decentralization education system and they devolved most of the powers at local levels.…”