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Decentralized decision-making in schools
Are school-based management reforms improving education? This book analyzes the theory and evidence behind decentralized decision-making in schools worldwide. Decentralized Decision-Making in Schools explores the impact of school-based management (SBM) reforms across diverse countries. It examines how empowering principals and teachers, and strengthening parental involvement, affects educational outcomes. The authors review over 20 country experiences, providing insights into the effectiveness of SBM in various contexts. * Discover the key factors for successful SBM implementation. * Understand the impact of SBM on student achievement and attendance. * Learn how to design effective education projects with decentralized authority. This insightful analysis is for education officials, policymakers, and researchers seeking evidence-based strategies for improving school governance and student outcomes.
eBook
A comparative analysis of school-based management in Central America
This paper provides a comparative analysis of school-based management reforms in four Central American countries (EDUCO in El Salvador, PRONADE in Guatemala, PROHECO in Honduras, and Centros Autonomos in Nicaragua). It starts by providing a characterization of the models and then reviews how they have expanded community participation and empowerment and school decisionmaking autonomy. It then continues by analyzing the impact of community and school empowerment on the teaching-learning process, including measures of teacher effort. The paper assesses the impact of the models on several educational outcomes, relating this impact with the teaching-learning environment and community empowerment. Finally, the paper attempts to explain the impact of the reforms by discussing how variations in reform design, country contexts and actors assets can explain differences and similarities in result.The key conclusion of the paper is that school-based management models have led generally to greater community empowerment and teacher effort, resulting in: (a) a better use of the existing limited capacity of teachers and schools; (b) higher coverage in rural areas; (c) somewhat better student flows; and (d) learning outcomes at least as high as in traditional schools (while community-managed schools are generally established in the poorest and most isolated rural areas). A second set of key conclusions of the report is that the impact of community based schooling on student flows and learning outcomes could be greatly enhanced by a set of specific actions which largely aim at setting up the conditions for pedagogical improvement, improved management and empowerment at the local level, and sustainability of the models.
eBook
'Voice' is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child
This article provides a children's rights critique of the concept of 'pupil voice'. The analysis is founded on Article 12 of the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight in all matters affecting them. Drawing on research conducted on behalf of the Northern Ireland Commissioner for Children and Young People, the article assesses some of the barriers to the meaningful and effective implementation of the right within education. It is argued that the phrases which are commonly used as abbreviations for Article 12, such as 'pupil voice', have the potential to diminish its impact as they provide an imperfect summary of the full extent of the obligation. The article proposes a new model, which has four key elements, for conceptualising Article 12-Space, Voice, Audience and Influence.
Journal Article
Community empowerment? School autonomy, school boards and depoliticising governance
The public education systems of many countries have undergone governance reforms involving administrative decentralisation, corporatisation and community 'empowerment'. In this paper, we examine the significance of local participation
and partnerships in the context of public school autonomy and their corporatisation. Focusing specifically on the use of school boards in the Independent Public Schools (IPS) initiative in Western Australia, we analyse the interview
responses of five IPS principals using Foucauldian notions of governmentality, governance and community. The analysis shows that school boards are conceptualised and mobilised through the narrow technical-rationalist discourses of
governance associated with corporatised school autonomy. School boards function as a new form of governmentality that constrains recruitment and participation in school decision-making in ways that depoliticise education. In response to
the rise of school autonomy and corporatisation in Australia and elsewhere, we argue for wider local participation on school boards and local engagement with, rather than eschewal of, the politics surrounding education and the public
good. [Author abstract]
Journal Article
Changing the school system improvement narrative
Districts are struggling to accelerate students’ learning, support their health and wellness, and close the achievement gap. Labeled “worst” in 1987, by 2017 Chicago Public Schools was among the nation’s most improved school systems. Chicago’s story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate how local research evidence helped leaders target a few high-leverage processes and informed their ongoing efforts to improve outcomes. Achieving quality enactment of these processes at scale depended on building capacity, which, in turn, took time.
Journal Article
Adolescents’ Political Socialization at School, Citizenship Self-efficacy, and Expected Electoral Participation
Adolescents’ political socialization is crucial for their future political participation. Little research has examined this relationship and the importance of citizenship self-efficacy in an Asian context. This study focused on the effectiveness of Korean adolescents’ political socialization and self-efficacy on their expected electoral participation. Data from Korean 8th graders participating in the 2016 International Civic and Citizenship Education Study were examined (N = 2601; Mage = 14.02; 46% female). Political socialization included open classroom discussion, active learning strategies, and formal citizenship education. The result showed that citizenship self-efficacy is the most important predictor for Korean adolescents’ future engagement, but open classroom discussion is not significant. It indicates that citizenship education needs to consider countries’ social and cultural contexts.
Journal Article
21st Century experiences in the development of school-based management policy and practices in Indonesia
Since 2001, Indonesian schools have implemented a mandatory school-based management (SBM) policy for better quality education in general and more particularly for better school improvement and student achievements. The major purpose of this paper is to explore the conditions of school improvements resulted from SBM policy and programs. In view of the fact that there have limited previous studies to make a valid claim on SBM results for better school environment and student achievements, an empirical survey was conducted in both primary and junior high schools of Denpasar district municipality in Bali, Indonesia. In addition to the survey, qualitative research with focus group discussions and in-depth personal interviews were conducted with the active participation of 43 key school stakeholders, including principals, council members, teachers who experienced in operating school councils, and education department authorities. Results of both quantitative and qualitative data analyses affirm that devolving authority to school level decision-makers has resulted in increased participation and commitment, which led to improved teaching–learning environment. This study suggests the significance of sustainable empowerment on the part of school councils as well as leadership in-service training to school principals for an effective implementation of SBM policy and practices in developing countries.
Journal Article
Personal leadership resources used by principals during a period of contingency
PurposeThe objective of the present study is to compare the Personal Leadership Resources (PLR) of primary school principals in Spain and Portugal, before and during the COVID-19 pandemic.Design/methodology/approachA quantitative methodology was used to analyze the data obtained from a questionnaire that measured the PLR of a sample of 308 principals from both countries (Portugal and Spain).FindingsThe results showed that the education leaders utilized their PLR with less intensity in a health emergency. Also, it was shown that the PLR related to the need to know effective practices, the efficiency in problem-solving, and the management of one’s emotions were crucial in moments of crisis. It is essential to identify the PLR utilized in moments of crisis to influence the training of education leaders to manage future emergencies efficiently.Originality/valueThis is the first study comparing the PLR developed by school principals in Catalonia (Spain) and Portugal before and during the pandemic.
Journal Article
Medical School Education on Myalgic Encephalomyelitis
Background and objectives: Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) is a complex multi-system disease with a significant impact on the quality of life of patients and their families, yet the majority of ME/CFS patients go unrecognised or undiagnosed. For two decades, the medical education establishment in the UK has been challenged to remedy these failings, but little has changed. Meanwhile, there has been an exponential increase in biomedical research and an international paradigm shift in the literature, which defines ME/CFS as a multisystem disease, replacing the psychogenic narrative. This study was designed to explore the current UK medical school education on ME/CFS and to identify challenges and opportunities relating to future ME/CFS medical education. Materials and methods: A questionnaire, developed under the guidance of the Medical Schools Council, was sent to all 34 UK medical schools to collect data for the academic year 2018–2019. Results: Responses were provided by 22 out of a total of 34 medical schools (65%); of these 13/22 (59%) taught ME/CFS, and teaching was led by lecturers from ten medical specialties. Teaching delivery was usually by lecture; discussion, case studies and e-learning were also used. Questions on ME/CFS were included by seven schools in their examinations and three schools reported likely clinical exposure to ME/CFS patients. Two-thirds of respondents were interested in receiving further teaching aids in ME/CFS. None of the schools shared details of their teaching syllabus, so it was not possible to ascertain what the students were being taught. Conclusions: This exploratory study reveals inadequacies in medical school teaching on ME/CFS. Many medical schools (64% of respondents) acknowledge the need to update ME/CFS education by expressing an appetite for further educational materials. The General Medical Council (GMC) and Medical Schools Council (MSC) are called upon to use their considerable influence to bring about the appropriate changes to medical school curricula so future doctors can recognise, diagnose and treat ME/CFS. The GMC is urged to consider creating a registered specialty encompassing ME/CFS, post-viral fatigue and long Covid.
Journal Article