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1.
Abstract

One of the current international trends in educational reform is the devolution of decision-making powers from central government to school level. This trend is related to a move towards institutional autonomy, the so-called site-based (i.e. school-based) management of institutions, which refers to the issue of self-management of the institution.

School-based management is no longer an option but, rather, a reality in South African education. Legislation and policy documents all point South Africa firmly towards a school-based system of education management. The new policy framework for decentralised decision-making is also embedded in the South African Schools Act 84 of 1996. This enables each school in South Africa to renew its management in a responsible and effective way.

In spite of its widespread implementation, school-based management has locally received only moderate attention in terms of stakeholder participation and the impact of stakeholder values on the school-based management process. In response to this, this article is an attempt to incorporate a strategy to conceptualise stakeholder participation in school-based management and assess the impact of stakeholder values on the school-based management process. This philosophical review of the literature on school-based management also aims at raising and answering some of the questions about stakeholder participation and stakeholder values in school-based management in South Africa, where educational reform is the norm rather than the exception.  相似文献   

2.
Abstract

How does a self‐managing school meet the needs and aspirations of the most disenfranchised members of its community? What responsibilities should reside with the state and the education system in the quest for more equitable schooling outcomes? In the neo‐liberal state, responsibility for addressing educational disadvantage has largely been devolved to schools within centrally determined curriculum frameworks and accountability mechanisms. But there are disturbing signs that these new arrangements are not working in the interests of the most marginalised students and their families. This article explores the nexus between school‐based management and educational equality with particular reference to Indigenous students in a disadvantaged Australian school community. It reaffirms the need for well‐resourced and vibrant education bureaucracies as an integral component of a responsible approach to school‐based management.  相似文献   

3.
Abstract

Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices.

Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open-ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015.

Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of ‘theory-ladenness’ within an exam-oriented paradigm.

Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system.  相似文献   

4.
ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献   

5.
Official involvement of parents in school education has been very limited until recently within the highly centralized educational administration and school management system in Korea. But, the educational reform in 1995 has brought fundamental changes in educational administration and school management system of Korea. The main approach of the reform is decentralization, which tries to turn over the power of the central government in educational administration and school management to the hands of regional education offices and site schools. According to the reform, the school council was introduced to enforce autonomous and responsible school-based management through broad participation of various stakeholders of education. In this article, I examined the background, roles, and characteristics of the school council, focusing on the new pattern of parent–school participation formation. And based on the findings, I discussed the issues of parents participation and future prospects of the school council and suggested policy implications for better implementation of parent–school partnership through the school council.  相似文献   

6.
ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

7.
《Teaching Education》2013,24(3):353-361

Implementing meaningful educational change may be fostered by various types of institutions. One facet of current educational reform in the United States is focused on realignment of state and school district curriculum to reflect national academic standards. Graduate education courses bolster these initiatives by offering teachers opportunities to redesign curriculum in a supportive setting. Curriculum revision to meet new academic standards requires a comprehensive understanding of model design to facilitate emphasis on designing appropriate pedagogical approaches. This article describes utilizing web-based models in interdisciplinary curriculum to meet these goals as part of a graduate teacher education course.  相似文献   

8.

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.  相似文献   

9.
Technology 2000     
《学校用计算机》2013,30(4):191-204
Abstract

This article describes a collaborative university-school district project for improving teaching and learning by using state-of-the-art educational technologies. The work resulted in the simultaneous improvement of P-12 education and teacher education. The article illustrates some of the important outcomes of a project known as Technology 2000, a collaborative effort between a university, a school district, and a business partner. Through using appropriate educational technologies, pre-service teachers, in cooperation with their supervising teachers in five classrooms at two school sites, engaged in the collaborative alignment of curriculum, instruction, and assessment to facilitate student achievement. The participants believe that the outcomes of this educational technology project have important implications for improving teaching and learning in other schools and teacher education settings.  相似文献   

10.
This study examines how and why decentralisation remained central to education reform in Egypt over the period 1990–2016 despite the mixed outcome at both the national and international levels. Three decentralisation models were examined: community schools, public-private partnerships and school-based management. Network analysis was combined with a process-tracing approach to identify the key actors and mechanisms causing policy persistence. Analysis revealed international agencies used coercion through funding and persuasion by framing the models to match political sponsors’ interests. There was also bounded-rational learning by national actors from foreign experts and experiences and several complementary mechanisms with minor influence.  相似文献   

11.
ABSTRACT

This article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms.  相似文献   

12.
While it is true that SBM shapes and charts the direction of school operations, it is interesting to discuss how a developing country like the Philippines is influenced by this reform strategy as a structural and procedural framework in managing its system of education, particularly, its basic education sector which through the years has been criticized for its alarming state as shown by its performance indicators rates. This paper purports to provide a panorama on how school-based management as a restructuring framework is viewed and interpreted by the basic education sector which constitutes the largest portion of the country’s educational system. Specifically, the eight key elements of successful SBM schools, namely: (1) an active vision; (2) meaningful decision-making authority; (3) distribution of power; (4) development and use of knowledge and skills; (5) collecting and communicating information; (6) rewards for progress; (7) shared leadership; and (8) cultivating resources, were used to serve the purpose of this discourse.  相似文献   

13.
ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

14.

The centralisation of French educational institutions is more in keeping with a political and social model than with reality. The construction of a complete school system under state supervision started early but has been a process of more than a century and a half long, which until 1880 mostly concerned the education of the elite (higher education and the lycées), and which left an important role to cities. Part of the educational action of the state has long been based on the idea that training courses should be adapted to the needs of cities and regions. Towns were entrusted with a great part of the state educational policies while influencing the private sector at the same time. But although their school policies had abiding features and their financial commitments increased considerably during the nineteenth century, cities have never been independent of the state. Moreover, a great many other local groups and individuals took part in school development. Urbanisation in France has been gradual, which accounts for the lack of interest in urban educational studies on the part of French historians. The shift of the past few years has given us a whole new insight into our knowledge of the history of schooling and has brought to light its institutional, material and financial factors - overlooked until now. One of these factors is the permanent threat of pupil shortage which weighed heavily on most nineteenth century public and private post-elementary schools. Until public education became free - in 1881 in primary schools and in the 1930s in secondary schools - all schools were basically self-supporting. Recruiting a sufficient number of pupils was both a crucial necessity and one of the driving forces behind the creation and the renewal of educational provision, especially when several schools were in competition. Free education did not bring about any profound changes: the growth of school attendance reduced the unitary cost of studies and remained a major criterion by which the value of school management was judged.  相似文献   

15.
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16.
《Africa Education Review》2013,10(3):431-452
Abstract

This paper examines the collaborative relationship between principals and School Governing Bodies (SGBs), and how this impacts on the management of financial resources in public schools. In South Africa, educational trends such as decentralisation, the shift of responsibility in roles, community involvement, building of partnerships and accountability in schools resulted in changing associations and patterns of interaction amongst participants in schools. Collaboration may be viewed as central to each of these trends. As principals and SGBs grapple with the demands of managing their schools’ financial resources efficiently and effectively, it is important to reflect on the collaborative relationship that society expects of them. Principals are required to cultivate processes of authentic collaboration in order to empower SGBs on school governance. It is thus imperative for schools to initiate and maintain a collaborative relationship between principals and SGBs, through mutual trust, teamwork, collaborative decision-making, open-communication and co-operation. Using a qualitative research paradigm, we determined the perceptions and experiences of school governors on their collaborative efforts in managing the school financial resources. This study revealed, amongst others, that many SGB members were unclear about their roles and functions which resulted in serious conflict situations and accountability implications.  相似文献   

17.
Leadership style has always been a controversial topic in educational administration and management. Following the recommendation of the Education Commission to introduce school-based management (SBM) into Hong Kong schools in the early 1990s, discussions about the kind of leadership style that is appropriate for SBM schools have never ceased. The government holds a continuing belief that SBM schools work better if they are managed by “better” principals, and emphasises the value of transformational leadership. However, this paper articulates the limitations of that leadership style and argues for complementing it with educational leadership, which purports that principals have an obligation to learn with others about ways of promoting student learning. Secondly, the staff should also be encouraged and helped to carry out certain leadership functions. These arguments are supported by references to the most relevant literature. The discussion is useful to school principals, leaders, and teachers by offering them a better understanding of how to facilitate the implementation of SBM.  相似文献   

18.
The 1990s saw considerable structural reform in school education in many Anglophone nation states, marked by trends towards school-based, site-based, self-managing and self-governing schools. This article illustrates through a case study of educational restructuring in Victoria, Australia, how leadership, as a discursive practice, is redefined in the context of spatial and cultural restructuring. Restructuring produced a spatial redistribution of educational provision and individual opportunities as a result of structural adjustment reforms. These same policy moves towards post-welfarism also produced cultural shifts in attitudes to education with the rise of the new instrumentalism and entrepeneurialism. For school principals at the forefront of self managing schools, this meant shifts in resource distribution through new policy mechanisms of managerial and market accountability, and also new priorities impacting on leadership practices with a move from dialogic to decisional modes of management. The question is how recent policy moves towards learning networks and reinventing systematic support with a focus on locational disadvantage are addressing what were increased educational disparities between schools and students. Does this provide scope for more equity-driven leadership practices?  相似文献   

19.
School-based management (SBM) in Thailand began in 1997 in the course of a reform aimed at overcoming a profound crisis in the education system. The present contribution reports on the introduction and institutionalisation of decentralisation and SBM with community participation in Thailand. The data reported here are based on an empirical survey of 1,000 school-board members from Bangkok as well as provincial and rural areas which was followed by 45 interviews with all relevant stakeholders. The results of the study are promising, as they show broad support for the reform among school principals as well as board members. However, they also reveal a continuing need to train principals and board members in educational leadership and management.  相似文献   

20.
ABSTRACT

The contribution district superintendents can make to school effectiveness and improvement is a neglected area of research in Australia. Research in the US suggests four ways in which superintendents impact on school improvement: the evaluation of principals and auditing of schools; the matching of school and district goals; the provision of informal support for principals; and the appointment and positioning of principals. Within an Australian setting of devolution to school‐based management, evaluation assumes major importance at school level and at district superintendent level in the pursuit of school effectiveness and improvement. An evaluation of the performance of two superintendents in Western Australia took place in 1990. It focused on superintendent performance within one key accountability area, the provision of principals’ professional development. The evaluation procedures and results are described and analysed, and implications are drawn for improving district superintendent evaluation as a means of enhancing school effectiveness and improvement.  相似文献   

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