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Decision-making and accountability in decentralized school governance

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Abstract:

Decentralization has been firmly established as an education policy goal in myriad developing countries in the past 30 years. It can take the form of both decentralization to sub-national government and decentralization to schools (e.g., vouchers, school autonomy etc.). Despite its popularity, we have surprisingly few detailed case studies that provide insight and guidance regarding the processes for “successful” decentralization. This presentation describes analytic work done for USAID’s Education Management Program in the Republic of Georgia to share insights both in how to analyze and how to address common challenges to educational decentralization in developing countries.
Mistrust of local capacity and difficulty in truly letting go of power are two very common causes worldwide of why governments fail to properly implement their own decentralization plans. For this and other reasons, the Georgian case provides insights to a common set of decentralization challenges. Gershberg will draw upon the accountability framework articulated by the World Bank’s World Development Report 2004 (WDR04), Making Services Work for the Poor to relate Georgia’s experience in shifting decision-making from the central ministry to people (BoTs and principals) who are closer to the clients of education services (children and parents).

His analysis argues for a central role that ERCs should play in ensuring schools have the resources and skills needed to exercise decision-making power and that the central ministry has the data and analysis needed to make decisions about resource allocation, education standards and policies, and human resources.
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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/p493275_index.html
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MLA Citation:

Gershberg, Alec. "Decision-making and accountability in decentralized school governance" 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/p493275_index.html>

APA Citation:

Gershberg, A. I. "Decision-making and accountability in decentralized school governance" 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/p493275_index.html

Publication Type: Panel Paper
Abstract: Decentralization has been firmly established as an education policy goal in myriad developing countries in the past 30 years. It can take the form of both decentralization to sub-national government and decentralization to schools (e.g., vouchers, school autonomy etc.). Despite its popularity, we have surprisingly few detailed case studies that provide insight and guidance regarding the processes for “successful” decentralization. This presentation describes analytic work done for USAID’s Education Management Program in the Republic of Georgia to share insights both in how to analyze and how to address common challenges to educational decentralization in developing countries.
Mistrust of local capacity and difficulty in truly letting go of power are two very common causes worldwide of why governments fail to properly implement their own decentralization plans. For this and other reasons, the Georgian case provides insights to a common set of decentralization challenges. Gershberg will draw upon the accountability framework articulated by the World Bank’s World Development Report 2004 (WDR04), Making Services Work for the Poor to relate Georgia’s experience in shifting decision-making from the central ministry to people (BoTs and principals) who are closer to the clients of education services (children and parents).

His analysis argues for a central role that ERCs should play in ensuring schools have the resources and skills needed to exercise decision-making power and that the central ministry has the data and analysis needed to make decisions about resource allocation, education standards and policies, and human resources.


Similar Titles:
Data-Based Decision Making & Ethical Leadership: Implications for School Leaders in the High-Stakes Accountability Era

Decentralizing school governance: A policy analysis of parent-school partnership in Morocco’s public middle schools.

Outcomes-Based Decision-Making, With Some Data-Based Decision-Making: A Case Study of an Urban Elementary School Using Data


 
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