Democratization and Decentralization in Colombian Education

Hanson, E. Mark

doi:10.1086/447291

Cited by 31 publications

(17 citation statements)

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“…In terms of policies, there has been a trend towards increasing influence for local and regional governments in relation to control of the curriculum and the hiring and firing teachers (see Rodden, 2004). There is, however, never complete decentralisation as decisions relating to finances and personnel have varying degrees of centralisation (Zajda 2004;Bray 1999;Hanson 1995). Decentralisation to a local level may be to provide local control and so a 'better fit between educational methods and clientele served, as well as greater accountability for educational results.…”

Section: Decentralisation In Educationmentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

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We examine decentralisation in school-based education, with particular reference to two countries, Germany and the UK. The first section explores the notions of devolution and decentralisation. It examines different types of decentralisation and some of the ideas with which it is associated including, in education, improving educational standards. The second section considers the decentralisation of education in Germany and the UK. It examines the decentralisation of political authority, policies pursued at national and sub-national levels and the delegation of responsibilities to school level. It then compares achievement levels in the two case study countries and explores whether particular policies, pursued at sub-national levels, might be associated with differing levels of attainment. We argue that decentralisation in the field of education is multifaceted and complex, with different types of decentralisation co-existing. Our analysis suggests that certain policies, pursued as a result of decentralisation may be associated with different educational outcomes, but it is not possible to draw definitive conclusions particularly in light of the differing political, policy and socioeconomic contexts.

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Section: Decentralisation In Educationmentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

View full text Add to dashboard Cite

show abstract

“…In Paraguay, as in other parts of the continent, health reform was part of a broader -1995(Angeles et al, 1999.…”

Section: Health Decentralization Reform In Paraguay 1990 -2010mentioning

confidence: 99%

“…As such, the power of FECODE was cemented. FECODE also sought to defend its bargaining power as a nationally representative organization, and feared that decentralization would impact their national-level bargaining power (Santa Maria et al, 2009;Lowden, 2004;Melo, 2005;Hanson, 1995).…”

Section: Background Of the Reform: The Need For Reformmentioning

confidence: 99%

“…"The role of the reorganized MEN is to specialize in nationwide policy formation, planning, evaluation, and training" (Hanson, 1995;page 110). Within the guidelines and parameters established by MEN, local municipalities were to establish their own priorities on issues such as school construction and maintenance, budget expenditures, and personnel needs.…”

Section: Background Of the Reform: The Need For Reformmentioning

confidence: 99%

“…FECODE has strongly resisted decentralization initiatives that would give more control to subnational authorities over teachers' evaluations and resources, preferring to maintain its grip on national politics by exerting pressure at the national level (Hudson, 2010;Santa Maria et al, 2009;Melo, 2005;Lowden, 2004;Hanson, 1995).…”

Section: Introductionmentioning

confidence: 99%

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