The Impact of Decentralization on the Romanian School

Stăiculescu, Camelia; Enãchescu, Vladimir-Aurelian; Cătălin, Dobrea Răzvan

doi:10.1016/j.sbspro.2014.02.461

Cited by 4 publications

(5 citation statements)

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“…Also, the model had a good fit and all six components of formality, decision-making power, horizontal communication, delegation, information technology and school-based had a significant direct effect on the shift from centralism to reduced concentration. These findings were in line with the findings of FarhadiRad et al (2019), Vaezi & Abbasi Harafteh (2018), Camelia, et al (2014, Mirkamali & A'alaamee (2009) and Bjork (2004).…”

Section: Discussionsupporting

confidence: 91%

“…Vaezi & Abbasi Harafteh (2018) while researching concluded that the decentralization model in the calligraphy process of the Iranian educational system has 12 main themes including identifying the educational calligraphy process, understanding the environment of the educational calligraphy process, documenting the educational calligraphy process, analyzing the educational calligraphy process environment Creating a flowchart of the existing educational planning process in Iran, identifying the strengths and weaknesses of the educational planning process in the country, re-engineering the educational planning process in the direction of decentralization, preparing a flowchart of the decentralized educational planning process, training, communication and gathering feedback, initial process model The implementation was a centralized process of educational policy-making and evaluation and reporting of results. In another study, Camelia, Vladimir-Aurelian & Catalin (2014) reported that decentralization was on the agenda as a basic need to improve the education system, but did not provide a platform for decentralization in society. Also, Mirkamali & A'alaamee (2009) while researching concluded that most teachers and school principals are ready to create decentralized structures, participate in school affairs, accept power and authority, localize and flexibility of programs, have professional and professional staff.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 91%

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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“…Decentralization can't be put into practice completely when local governments and non-governmental organizations meet the demands of government with their authorization (Dubois & Fattore, 2009). But principles of decentralization can be stated as responsibility, autonomy, resource management at the local level, local curriculum adapted to local needs, participation and partnership (Camelia, Vladimir-Aurelian & Răzvan Cătălin, 2014). Therefore, even administrative decentralization policies take place in development plans limitedly, it cannot be said that these policies reflect the administrative decentralization philosophy exactly.…”

Section: Discussion Results and Recommendationsmentioning

confidence: 99%

“…Decentralization can be considered as a policy and has aims for political, economic and administrative areas. Decentralization enables transferring of authority, resources and responsibility of decision-making to local levels (Camelia, Vladimir-Aurelian & Răzvan Cătălin, 2014). Distributing power or authority to local levels within the decentralization can be "decision-making", "spending", "planning", "management", "determining service provision level and quality", and "use of resources" (Dubois & Fattore, 2009, p.709).…”

Section: Introductionmentioning

confidence: 99%

Decentralization as an Educational Planning Strategy in Turkish Education System

Balkar

Kasurka

2015

IJE

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The aim of this study is to examine the policies of decentralization which guide the planning of Turkish education system and which are involved in Development Plans of Turkey. The sample of study is composed of ten development plans for 5 years which have been published between the year of 1963 and 2014. Development plans were reached upon the website of Ministry of Development. Data of the study were collected via document review and were analyzed by using content analysis. As a result of the analysis of education policies in development plans, it cannot be said that there is a decentralization policy which is adopted in planning the Turkish Education System. In development plans, there are only objectives and strategies that point out possible decentralization policies. Decentralization policies in development plans are determined to be under the category of deconcentration and delegation in terms of extent of execution. Based on the results of the study, it is suggested that developing and executing decentralization policies should take more place in the plans for Turkish Education System in order to be able to meet educational needs which result from regional inequalities. The extent of decentralization should be decided by taking into consideration the need that decentralization would respond rather than the delegated and deconcentrated units.

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“…Otonomi tanpa disertai dengan akuntabilitas publik bisa menjadi tindakan yang sewenang-wenang. (Camelia, et al, 2014 Suwarno (2008:20) pendidikan adalah proses pengembangan potensi, kemampuan, dan kapasitas manusia yang mudah dipengaruhi oleh kebiasaan, kemudian disempurnakan dengan kebiasaankebiasaan yang baik, didukungan dengan alat (media) yang disusun sedemikian rupa, sehingga pendidikan dapat digunakan untuk menolong orang lain atau dirinya sendiri dalam mencapai tujuan-tujuan yang telah ditetapkan.…”

Section: Pendahuluanunclassified

Implementasi Kebijakan Pungutan Biaya di SD N 02 Pododadi Kabupaten Pekalongan

Milyani

Prishardoyo

2018

EDAJ

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Abstrak ___________________________________________________________________ Tujuan penelitian ini untuk mengetahui dan menjelaskan mengenai adanya pungutan biaya pada pendidikan dasar. Teknik pengumpulan data yaitu observasi, wawancara, dan dokumentasi. Uji Keabsahan data menggunakan triangulasi. Hasil dari penelitian ini adalah adanya pungutan biaya pendidikan yang terjadi pada satuan pendidikan dasar yang seharusnya sudah tidak diperbolehkan, dengan adanya peraturan menteri pendidikan dan kebudayaan mengenai adanya pungutan dan sumbangan. Sumbangan yang dilakukan oleh sekolah digunakan untuk memperbaiki pembangunan gedung sekolah. Dalam hal ini sekolah untuk tidak diperbolehkan melakukan pungutan, akan tetapi boleh melakukan adanya sumbangan yang sifatnya tidak mengikat atau sukarela. Akan tetapi sekolah melakukan sumbangan dengan tata cara yang salah. Tata cara yang dilakukan oleh sekolah untuk sumbangan tersebut bersifat wajib, mengikat, serta jumlah nominal dan waktunya ditentukan oleh satuan pendidikan. Sehingga hal ini yang disebut dengan pungutan bukan sumbangan yang tidak diperbolehkan atau dilarang. Sumbangan tersebut dilakukan rapat yang hanya dihadiri oleh guru beserta komite sekolah saja, tanpa melibatkan pihak pemerintah kabupaten maupun orang tua peserta didik. AbstractThe purpose of this research to identify and explain the charge fees on basic education. Data collection techniques were observation, interviews, and documentation. Test the validity of the data using triangulation. The results of this study were charge education costs that occurred at the unit basic education should no longer be allowed, with the regulation of the minister of education and culture of the charge and donations. Donations carried by the school used to improve the construction of school buildings. In this case the school was not allowed to charge any fees, but must do their non-binding nature donations or volunteering. But schools do contribute in a manner that is incorrect. Procedures to do by the school for the donation was mandatory, binding, and the nominal amount and timing determined by the education unit. So this was called the charges instead of donations that were not allowed or prohibited. The donations were to do only meeting which was attended by teachers and their school committees only, without involving the government district and the parents of students.

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The Impact of Decentralization on the Romanian School

Cited by 4 publications

References 0 publications

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

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

Decentralization as an Educational Planning Strategy in Turkish Education System

Implementasi Kebijakan Pungutan Biaya di SD N 02 Pododadi Kabupaten Pekalongan

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