Educational centralization as a catalyst for coordination: myth or practice?

Nir, Adam E.

doi:10.1108/jea-01-2020-0016

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Stosich & Bae[ 48 ] has mentioned the role of students, and Khelifi[ 45 ] has mentioned the role of specialists. The results of this research are in line with the results of Adam,[ 43 ] Heidari,[ 9 ] and Talebi et al . [ 17 ] Researchers reported quality, innovation, performance, compatibility of specific policy components, coordination between different educational policies, achievement of goals (effectiveness), key frameworks, evidence, and media response as the criteria for evaluating educational policy.…”

Section: Discussionsupporting

confidence: 92%

“…[ 17 ] Researchers reported quality, innovation, performance, compatibility of specific policy components, coordination between different educational policies, achievement of goals (effectiveness), key frameworks, evidence, and media response as the criteria for evaluating educational policy. Policy evaluation criteria are also consistent with the results of studies by Adam[ 43 ] and Sue. [ 38 ] According to the extracted codes, policy changes can be due to changes in societies, pressures from social networks, expectations from social discourses, teachers' expectations, or from policy implementation challenges that are constantly being considered.…”

Section: Discussionsupporting

confidence: 87%

“…The code “students” is derived from Adam and the phrase “Students a wide range of actors try to create policy and challenges against it in a constructed way”. [ 43 ]…”

Section: Resultsmentioning

confidence: 99%

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Elements of the educational policy model in schools (a systematic review)

Sarghini

Talebi

Hoseinzade

2023

Journal of Education and Health Promotion

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Educational policymaking is a kind of public policy that is done in order to achieve the goals of the educational system in fields areas such as education and students' health. The purpose of this study was to determine the components of educational policymaking model in education. The method of the present study is systematic review. This is done using the SPIDER framework. The statistical population of the study included all related Persian and English articles published in the years 2010–2021 consisting of 98 articles that are indexed in ScienceDirect, Sage, Springer, Wiley, Eric, and PMC English language databases and SID, Irandoc, and Magiran Persian language databases. The research sample included 52 articles selected in the article screening stage. The number of Persian language references was 12 and English language references was 40. Sterberg thematic analysis was used for coding the selected texts of articles. Results of coding the selected texts of the articles showed that the components of the educational policymaking model are included in 11 themes: quiddity of policy and public policy, educational policy's necessity, quiddity of educational policy, process of educational policy, consequences, factors, obstacles, stakeholders, evaluation criteria, and change in educational policies. Paying attention to all the dimensions and factors interacting in educational policy can lead to better education and improve the quality of education in all dimensions, especially in the field of health education.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 87%

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Elements of the educational policy model in schools (a systematic review)

Sarghini

Talebi

Hoseinzade

2023

Journal of Education and Health Promotion

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“…Another concept in the discussion of decentralization is the concept of school-centeredness, which introduces the school itself as the main factor in improving the quality of education and indicates the need to increase the school's authority to produce curriculum content and self-fulfillment, motivation and sense of teacher progress based on this type is the curriculum (Nir, 2020). Decentralization means delegating more authority to schools and empowering staff to participate in decision-making and reducing the gap between principals and employees to achieve efficiency and effectiveness (Harper, Hopper, Keating & Harding, 2020).…”

Section: Introductionmentioning

confidence: 99%

Presenting Model of Rotation from Centralization to Reducing of Focus on the Field of Formality and Power in Decision-Making of Staff Levels in Education in Tehran

Heydari

Toorani²,

Ahghar³

2021

Iranian Journal of Educational Sociology

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The aim of tis research was presenting model of rotation from centralization to reducing of focus on the field of formality and power in decision-making of staff levels in education of Tehran. Methodology: Present research in terms of purpose was applied and in terms of implementation was quantitative. The study population was the principals and employees of the staff level of education ministry and the principals and teachers of secondary high schools of Tehran city in the academic years of 2018-19, which based on Cochran's formula from them, were selected 440 people by simple random and multi-stage cluster sampling methods. To collect data was used from 37-items researcher-made questionnaire that its content validity was confirmed by experts and the structure validity of instrument was confirmed by factor analysis and its reliability was calculated 0.94 by Cronbach's alpha method. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software. Findings: The findings showed that the model of rotation from centralization to reducing of focus on the field of formality and power in decision-making had six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and schoolbased. Also, the mentioned model had a good fit and all six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based had a significant direct effect on the rotation from centralization to reducing of focus (P<0.05). Conclusion:Regarded to the results of the present study through improving the components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and schoolbased can be achieved from centralization to reducing of focus on the field of formality and power in decision-making.

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“…This mismatch in education policies forces principals to try to harmonise their various guidelines, while also applying selective filters to policies to be put in place in their schools. Accordingly, Latin American principals seek to navigate around educational policies which, as stated by Nir (2020) in his paper in this issue, always have partial levels of co-ordination, even in school systems where a high level of centralization is seen.…”

mentioning

confidence: 98%

Commentary - System thinking, school leadership and complexities in Latin America

Weinstein

2021

JEA

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is one of the regions in the world rarely visited by research on school leadership. Very little is still known about the people that take on the leadership roles, and even less about how they develop their leadership practices, what their educational and professional motivations are or how their efforts translate into school improvement (Flessa et al., 2018;Aravena and Hallinger, 2018). Paradoxically, this does not mean education policies on this matter in the region are stagnant. On the contrary, more and more measures and initiatives are being proposed in different countries aiming at leveraging the potential for change of school principals in the hopes of improving educational quality . Promotion of "school principals' factor" by education authorities is not based on a systematic knowledge nor on an intellectual analysis of the specific social and cultural conditions where this key role is performed (Oplatka, 2019). As such, there is an evident risk of foreign policies being replicated without considering the local context, a situation Steiner-Khamsi ( 2004) aptly termed "policy borrowing". This paper aims to show some elements of the education scenario in Latin America, so that these can be considered when trying to understand school leadership in this particular context.It is true that when talking about school leadership from a "Latin American perspective", a common pitfall is ignoring the great diversity prevalent in this region. Suffice it to say that continental states such as Brazil (with a population of 210 million) or Mexico (population of 127 million) coexist with city-states such as Uruguay (population of 3.5 million). Or that, along megalopolises like São Paulo, Mexico City or Buenos Aires, there is a vast population of over 120 million inhabitants residing in rural areas, with a strong indigenous presence composed of over 500 different ethnicities. The social, demographic, financial and cultural diversity in Latin American societies is reflected in their disparate education systems (Rivas, 2015). Thus, figures from the UNESCO Institute for Statistics on Education show that while upper secondary education completion rate in Peru is 86%, in Mexico it is 59% and in Honduras it is only 38%. Similarly, percentage of overage students in primary education varies from less than 1% in Cuba to 38% in Nicaragua. Also, the percentage of schools with access to drinking water is 83% in Costa Rica, but only 40% in Ecuador. And again, while 88% of schools in Colombia have electricity supply, in Honduras only 48% of schools do so. These systems vary greatly in their levels of decentralisation in the decision-making process regarding education (Rivas et al., 2020). However, there are points of commonality amongst Latin American education systems that should be considered when analysing school leadership practices and that, in our view, challenge the analytical approaches being adopted including current system thinking.A first aspect, linked to the marked poverty and inequality prevailing in society, has to do with...

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Educational centralization as a catalyst for coordination: myth or practice?

Cited by 8 publications

References 36 publications

Elements of the educational policy model in schools (a systematic review)

Elements of the educational policy model in schools (a systematic review)

Presenting Model of Rotation from Centralization to Reducing of Focus on the Field of Formality and Power in Decision-Making of Staff Levels in Education in Tehran

Commentary - System thinking, school leadership and complexities in Latin America

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