Citation

Analyzing the role of privately-operated central management structures in school-based management models: The case of Fey, Alegria

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Abstract:

In order to improve education quality and equity, governments are increasingly implementing policies that shift decision-making power from the government to the school level, such as school-based management (SBM), which often operate as public-private partnerships whereby private providers manage publicly funded autonomous schools. Most studies on SBM and public-private partnerships focus on school-level factors, such as use of resources, internal management structures, decision-making processes, community participation, or teacher appointment policies. However, autonomous schools are increasingly part of networks, where each school receives support and oversight from higher levels in the management structure. In this paper, I analyze the role of privately-operated central management structures in school-based management arrangements. I focus on the Fe y Alegría school network, a regional network of schools that provides education services in highly marginalized populations across Latin America. Through the qualitative analysis of documents and semi-structured interviews, I analyze the governance structure of the Peru country network, so as to understand the role of the central management structure in the network, as well as the potential tensions that may develop between capacity building, oversight and school autonomy. I find that central management structures may play an important role in capacity building at the school level by providing a variety of resources such as a sense of mission, managerial support, financial and human resources, and instructional and curricular support. In addition, they may also play a role in school improvement through their oversight functions, such as benchmarking, auditing, and other external accountability mechanisms. On the other hand, central management structures may bring about many of the bureaucratic ills that SBM is supposed to overcome, limiting school autonomy in suboptimal ways.

Author's Keywords:

School-based management, public-private partnerships
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493638_index.html
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MLA Citation:

Jaimovich, Analia. "Analyzing the role of privately-operated central management structures in school-based management models: The case of Fey, Alegria" 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, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493638_index.html>

APA Citation:

Jaimovich, A. V. , 2011-04-30 "Analyzing the role of privately-operated central management structures in school-based management models: The case of Fey, Alegria" 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/p493638_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In order to improve education quality and equity, governments are increasingly implementing policies that shift decision-making power from the government to the school level, such as school-based management (SBM), which often operate as public-private partnerships whereby private providers manage publicly funded autonomous schools. Most studies on SBM and public-private partnerships focus on school-level factors, such as use of resources, internal management structures, decision-making processes, community participation, or teacher appointment policies. However, autonomous schools are increasingly part of networks, where each school receives support and oversight from higher levels in the management structure. In this paper, I analyze the role of privately-operated central management structures in school-based management arrangements. I focus on the Fe y Alegría school network, a regional network of schools that provides education services in highly marginalized populations across Latin America. Through the qualitative analysis of documents and semi-structured interviews, I analyze the governance structure of the Peru country network, so as to understand the role of the central management structure in the network, as well as the potential tensions that may develop between capacity building, oversight and school autonomy. I find that central management structures may play an important role in capacity building at the school level by providing a variety of resources such as a sense of mission, managerial support, financial and human resources, and instructional and curricular support. In addition, they may also play a role in school improvement through their oversight functions, such as benchmarking, auditing, and other external accountability mechanisms. On the other hand, central management structures may bring about many of the bureaucratic ills that SBM is supposed to overcome, limiting school autonomy in suboptimal ways.


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

Co-operation or Conflict? The Role of Civil Society Organizations in Finnish Public Service Provision –A Case Study of Public-Private Partnerships in Finnish Drug Treatment

Analyzing the role of central management structures in public private partnerships: the case of Fe y Alegría schools in Peru


 
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