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Political and institutional challenges to sustainability of school based management reforms: Empowerment, accountability, institutionalization, and national politics

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Abstract:

One of the most widespread education reforms in the past 15 years has been the movement to decentralized school based management (SBM). A recent World Bank publication identifies significant SBM programs in Latin America, Africa, Asia, and the Middle East, and notes that such reforms have been on-going in the U.S., Australia, Canada and Israel for over 30 years. Such programs as EDUCO in El Salvador, the Autonomous School Program in Nicaragua, and community schools throughout Africa have been instrumental in meeting EFA goals for expanding access in rural areas. Moreover, many of them have been fully “institutionalized” in the sense of working at scale, full integration into the Ministry organizational structure, independent of donor funding, supported with a policy and legal framework, and becoming an accepted social norm.
However, in recent years, some of the best known programs have been under intense criticism within their own countries, and several, including the Autonomous Schools in Nicaragua and PRONADE in Guatemala, have been dismantled. These changes were the direct result of changes in the political orientation of the governments. These events raise significant questions about the nature and sustainability of the specific policies underlying the SBM reforms, including school financial management, teacher management (hiring and firing), role of parents in school governance, and implications for school quality. Should these reforms be seen as transitional strategies that were imposed by donors, or as transformative initiatives that can and should be continued?

Author's Keywords:

Decentralization
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492768_index.html
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MLA Citation:

Gillies, John. "Political and institutional challenges to sustainability of school based management reforms: Empowerment, accountability, institutionalization, and national politics" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492768_index.html>

APA Citation:

Gillies, J. "Political and institutional challenges to sustainability of school based management reforms: Empowerment, accountability, institutionalization, and national politics" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492768_index.html

Publication Type: Panel Paper
Abstract: One of the most widespread education reforms in the past 15 years has been the movement to decentralized school based management (SBM). A recent World Bank publication identifies significant SBM programs in Latin America, Africa, Asia, and the Middle East, and notes that such reforms have been on-going in the U.S., Australia, Canada and Israel for over 30 years. Such programs as EDUCO in El Salvador, the Autonomous School Program in Nicaragua, and community schools throughout Africa have been instrumental in meeting EFA goals for expanding access in rural areas. Moreover, many of them have been fully “institutionalized” in the sense of working at scale, full integration into the Ministry organizational structure, independent of donor funding, supported with a policy and legal framework, and becoming an accepted social norm.
However, in recent years, some of the best known programs have been under intense criticism within their own countries, and several, including the Autonomous Schools in Nicaragua and PRONADE in Guatemala, have been dismantled. These changes were the direct result of changes in the political orientation of the governments. These events raise significant questions about the nature and sustainability of the specific policies underlying the SBM reforms, including school financial management, teacher management (hiring and firing), role of parents in school governance, and implications for school quality. Should these reforms be seen as transitional strategies that were imposed by donors, or as transformative initiatives that can and should be continued?


Similar Titles:
The politics of school-based management reforms in Central America: The case of Honduras

Evidence-based policy making: Using national education accounts to support planning and policy reform in Nigeria

Accountability as an Inhabited Institution: Contested Meanings and the Symbolic Politics of Reform


 
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