Abstract
Educational decentralization is a popular reform theme of governments around theworld, but with goals, strategies and outcomes that are as different as the countries themselves.1 These decentralization initiatives can range from arbitrary exercises of coercive power (e.g., Chile and Argentina under military governments in the 1970s) to conscientiously planned interventions driven by national political will (Spain in 1978 following the death of General Franco). They can take many forms, such as revising the way a ministry of education makes decisions at the top of the system (Colombia in 1991), privatizing through the introduction of market forces (Chile in 1980), and empowering local educators and parents through school-based management (SBM) (Nicaragua in 1994). Because so many countries are attempting to decentralize their educational systems, there is a growing need to synthesize the positive and negative aspects of these national experiences for both the academic community seeking greater insight into educational change as well as decision makers seeking guidelines on effective educational policy.2
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Hanson, E.M. (2006). STRATEGIES OF EDUCATIONAL DECENTRALIZATION: KEY QUESTIONS AND CORE ISSUES. In: BJORK, C. (eds) Educational Decentralization. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4358-1_2
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