This paper studies when decentralization improves public service delivery.I analyze a Chicago reform that awarded select principals greater autonomy over budgets and operations while holding resources largely unchanged.A meta-analysis of similar reforms shows substantial heterogeneity, including both positive and negative effects.Building on insights from public finance, contract design, and psychology, I argue that the returns to autonomy depend on the capacity of local decision-makers (i.e., principals in this context) and the alignment of their objectives with those of central authorities.Event-study estimates show that, on average, increased autonomy improved achievement by about 0.1 standard deviations, effects comparable to resource-intensive interventions but achieved at minimal cost.However, deconvolution analysis reveals substantial heterogeneity, with both negative and positive effects.Design-based evidence supports the theoretical predictions; high-performing principals benefit more, reallocating resources effectively (e.g., reducing class sizes), and schools with atypical student populations benefit more and may tailor services to local needs.These results highlight that local capacity, aligned incentives, and heterogeneity are central to the success of decentralization reforms.
NFT could be used in the field of education, to transform the way of learning and teaching.This article presents some ways in which non-fungible tokens can be used in education and the benefits they offer to those involved in the e-learning process.Unique digital assets, abbreviated as NFT, as well as educational products used in the education sector could have a major impact, because in the field of education there is always a need for new approaches to cover the needs of new learners.The advent of non-fungible tokens (NFTs) has changed the way we look at how we educate and educate ourselves.NFTs are unique digital assets that cannot be replicated, making them perfect for the education sector.
This article aims at depicting practical hypotheses of the concept of decentralization in the Romanian pre-university education system, from both financial and administrative perspectives.It shall comprise aspects related to territorial decentralization and decentralization of services.It uses both quantitative and qualitative research methods and underlines the complex advantages which multi-level-governance -related principles can bring to the Romanian education and, within a wider framework, to the overall administration.Definitions and approaches to the decentralization process clearly show an evolution in both the concerns of practitioners and specialists.This evolution must be understood in the context in which even the process of decentralization is not a static reality, suffering transformations depending on the geographic, historical, socio-economic context etc.When talking about decentralization, we must consider both the basic and intermediate level of the local public administration.Therefore, an evolutionary presentation of decentralization also logically includes regional decentralization or regionalization.
Open access
Education in Diverse Contexts
Education, Management, Technology, Human Resources
Cosmos Kwame Dzikunu, Michael Asiaman, Edison Pajibo
This research sought to assess the influence of community participation on educational decentralization in Gbawe, Ga South Municipality in terms of stakeholdersâ contribution to educational decentralization. A concurrent mixed method design was adopted. Semi-structured interviews and questionnaires were the data collection instruments. A sample size of 108 comprising Municipal Chief Executive, Municipal Director of Education, SMCs and PTA Chairpersons, teachers and parents constituted the study. These were sampled through purposive and random cluster sampling techniques. Descriptive statistics were utilized for the quantitative data analysis while the thematic approach was used for the qualitative data. The findings of the study revealed that parentsâ level of formal education, their attitude towards PTA meetings, their perceptions about the literate population among them and the attitude of SMCs and PTAs towards school finance affected local level participation and educational administration. The study affirmed that decentralization is an effective tool for development in the Gbawe cluster of schools. Based on the findings and conclusions drawn, it is recommended that stakeholders or authorities in the realm of education should endeavour to give community members the opportunity to contribute to educational decentralization. Also, a portion of the Municipal Assembly Common Fund meant for education should be increased to meet the current educational needs of local communities.
By 2022, a change in the form of government from unitary to federal will likely happen in the Philippines, a nation of 104 million. Although decentralization is not new to the country owing to the passage of the Local Government Code of 1991, the transition will have major policy implications on the assignment of expenditure and revenue (taxation) responsibilities for government functions. This study focuses on the technical and vocational education and training (TVET), an important component of the Philippine Governmentâs national strategy for economic development and poverty alleviation. TVET governance in the Philippines is placed under the authority of the Technical Education and Skills Development Authority (TESDA), an agency attached to the national government which operates a network of over a hundred TVET training schools and institutes. With the impending shift to a federal system, TESDA needs to formulate a decentralization strategy, determining which sub-functions of TVET governance should be retained at the national level, devolved/transferred to subnational governments, and shared between the two levels government. This paper maintains that in addressing these policy issues, the Philippine Government should be guided by the principles of fiscal federalism and informed by existing TVET vi decentralization models in federal countries worldwide. This paper utilizes comparative institutional analysis, an analytical framework that examines existing institutional arrangements in some jurisdictions to inform policy formulation elsewhere. TVET governance in eight federal countries are analyzed by answering this question: Which sub-functions are assigned to what level of government? The sub-functions of the TVET system are: a) policy formulation and planning, b) standard-setting and regulatory, c) financing/contracting and d) provision of TVET services to clients. Based on the findings of the study, policy makers in the Philippines are enjoined to consider the following policy recommendations on decentralizing TVET under the proposed federal system: a. TVET policy formulation, planning, standard-setting and regulatory functions should be assigned solely to the national government so that TVET governance is harmonized across jurisdictions, and to be consistent with the national governmentâs equity goals; b. Financing/contracting for TVET can initially be assigned as a âshared functionâ between the national and subnational governments; however, in the long term, the subnational governments should develop their local revenue generation capacity and eventually be responsible for TVET financing/ contracting in their jurisdictions. Policy makers should also explore alternative models for TVET financing such as inclusion of TVET in the existing Special Education Fund (SEF) and establishing a TVET Training Fund; vii c. Provision of TVET training services can initially be a âshared functionâ between the two levels of government; however, as experiences of federal countries clearly show, the primary responsibility of providing TVET services to clients should rest with the subnational governments.
This is a study of financial disparities in primary and secondary education in OECD countries that have a relatively large population and a school finance system with decentralized features. These countries include the United States, Britain, Australia, Spain, Canada, and Japan. There are two major research questions: What are the trends in disparities in per-student education spending during the 1990s and early 2000s period? What government policies or factors may explain these trends? Common statistics such as the coefficient of variation, the restricted range, the federal range ratio, and Gini coefficient are used to measure disparity in per-student spending. Sub-national data for this study are obtained from published government sources. There are three major findings: (1) there was a general trend towards a reduction in inequity in per-student education spending in these countries; (2) this equalization trend was associated with a variety of financing policies implemented in these countries; and (3) a larger share of regional government funding relative to the share of local government funding, intergovernmental transfer, and the design of school funding formulas are crucial factors for enhancing equity in education funding. The policy towards centralization in education finance system also appears to be an important factor in financial equalization.
Without a real change, the Romanian education system and especially the preuniversity system will not be able to overcome its instability and provisional character. The reforms that started in 2000 must continue. The success of the decentralization of the pre-university system, as a basic component of the reform, greatly depends on the manner in which the financing of preuniversity education must be carried out in accordance with the number of pupils, and the funds must be assigned to place the pupil in a flexible and facile environment.
In 1984, slightly more than a decade ago, neo-liberal economic theory under the guise of 'free market' reform was ushered into New Zealand for the first time in the country's history by the ruling Labor Government. The initiation of monetary reform policies sent shock waves throughout the nation. The ensuing fiscal reforms changed the operating patterns of both public and private organizations as well as the lives of individual citizens. This paper examines the political and economic environment which preceded the enactment of the broad sweeping educational reforms. The purpose of this paper is to review policy papers and government documents that affected educational reform and restructuring of the tertiary educational system. Although primarily focusing on tertiary educational change, this thesis will also summarize educational policy changes that premeated compulsory education. As a primary service organization of the state, education was caught up in the tide of market reforms ushered in by the Treasury Department. The initiation of monetary policy changes sent shock waves throughout the nation as it drastically altered the 'cradle to grave' welfare philosophy. Restructuring the educational bureaucracy and establishing greater accountability were the general aim of the decentralization process. The 1989 Education Act stream-lined the educational bureaucracy by dismantling the Department of Education and its ten regional offices. In its place, the Ministry of Education was established with the main function as a policy advisor to the government. This structural change coincided with the tertiary education functions being transferred to four new agencies: 1). The Ministry of Education, 2). The New Zealand Qualifications Authority, 3). The Educational and Training Support Agency, 4). The Careers Service. Tertiary Education in New Zealand was modified in greater detail following the passage of the Education Act of 1990. This act extended the changes initiated with the Education Act of 1989. It essentially established tertiary educational institutions as autonomous bodies and placed polytechnics on the same bureaucratic structure as universities. More importantly, this new educational law of 1990 transferred the technical and skilled training standards to the Ministry of Education. The free market economic reforms initiated in the mid-80's have influenced educational restructuring by expecting more accountability on the part of the educational institution and greater choice on the part of the student consumer. Recent tertiary education reforms highlight the delicate balance between professional and technical education and the needs of the state as well as the rights of the students.
IntroductionThe challenge for land use management in the nineties is to initiate a people- centered development process which creates opportunities for local people to make their own choices about which development strategy to follow. This need is felt in particular for upland areas where government initiated blue- print programmes for land use management have a record of failure. The major reason is that these programmes are often not adjusted to cope with the complexity and diversity of the uplands. Land use management encompasses both short-term and longterm benefits and is confronted with rapid changes. The differing role of private, state and communal lands in combination with a complex system of control and utilization makes land use management difficult to fully understand. This study responds with the development of an alternative strategy for planning sustainable land use programmes at local level and has the following objectives:- to develop a strategic model for people-centered planning of sustainable land use programmes;- to develop a flexible planning method that can serve as land use management tool at local level;- to test the feasibility of the strategy for the uplands of East Java, Indonesia.Strategic modelThe two major principles of the strategic model are:- Programmes are planned and implemented through a learning process in a local and organizational dimension. The local dimension includes a learning process of planning, implementing and monitoring of small scale programmes. The planning process is short, but planned interventions are regularly adjusted based on new insights and changing conditions. In the organizational dimension the learning process proceeds through three different phases of trial, development and expansion. In this dimension, the government can learn how to manage the strategy of implementing local level planning and how to change attitudes, norms and organizational competence of organizations in order to do so. This dimension embraces local, regional and national governments.- Three major variables have to be considered in programme planning: land use system; interventions and organizations. Sustainable land use programmes are only possible if a good fit between these variables is achieved.In the strategic model these two principles are combined; a fit between the variables is achieved through a learning process. Because achieving a fit between the three variables is a complicated matter, it requires a phased approach which consists of the following three steps: a trial phase, a development phase and an expansion phase. In the trial phase, the focus is on achieving a fit between interventions and land use system in the local dimension. This is achieved through the implementation of trial cases in local level planning in which villagers, field workers of organizations and local leaders become acquainted with this new approach of planning sustainable land use programmes at a local level. In the development phase, attention is focused on achieving a fit between organizations and land use system. Through the development of human resources and extension processes the skills and attitudes of those involved may gradually change to become more people-oriented. In the expansion phase the focus is on achieving a fit between interventions and organization. In this phase the planning approach is accepted and applied at a national level. Changes in government structures and procedures, such as decentralization and strengthening of local leadership need to be achieved. By dividing the process into phases, the complex problems associated with planning sustainable land use become manageable, and step by step the ultimate goal of achieving a fit between all three variables can be reached.Planning methodIn order to reach an optimal fit between the three variables of the strategic model in the trial phase, a planning method should be applied to collect and analyse data that can be transformed into the design of effective programmes. No 'off-the-peg' planning method is available, instead a combination of existing approaches, methods and techniques is needed.Three development approaches can be distinguished to this end: planning of land use development; extension approaches and project management approaches. Generally speaking, each approach covers a different side of the strategic model. Land use development focuses on achieving a fit between interventions and land use system; extension processes can be used in achieving a fit between land use system and organizations; and the fit between interventions and organizations can be accomplished with the help of project management techniques.For planning land use development in the trial phase a number of current methods and techniques are discussed. These are Farming System Analysis, Land Evaluation, Agroecosystem Analysis, Landscape Planning, Rapid Rural Appraisal and Gender Analysis. The criteria set by the strategic model determine which aspects of these present planning methods and techniques are useful for the development of a new planning method. None of these methods and techniques as such are ideal as an operational planning method for realizing the first phase of the strategic model. A synthesis of all useful features into a new land use planning method is proposed.For the trial phase the focus is on planning land use development while opportunities to develop extension processes and to influence project management are limited. Therefore plans should basically be tailored to the existing competence of organizations. Within these limitations some attention can be paid to extension processes and management techniques by introducing an additional step to land use planning, called programming which includes the preparation of a detailed design and a programme planning matrix.Planning environment on JavaThe environment for the planning of land use development programmes is diverse and complex in the uplands of East Java. Farmers react to the wide diversity in the land use system by developing a large number of different land use strategies. By contrast, government organizations use standardized programmes with uniform and mostly inflexible procedures for planning and implementation. Village development planning procedures exist, but do not yet function properly. Local organizations responsible for village development planning do not yet possess the skills and capability to develop such plans, and centrally organized sectoral agencies still dominate this 'bottom-up' planning process. The dominance of the central government can be explained by the incorporation of a number of socio-cultural features in their policy, such as the principles of 'sole authority', consensus, and harmony. The government uses these principles to encapsulate autonomous local organizations in the government administration, orienting the local leaders more to government rules and procedures than to the needs of the local population.This orientation towards government administration has two major implications for the current planning of interventions. Firstly, the interventions are adjusted to the competence of implementing organizations rather than letting the organizations develop their competence to implement the tasks of locally planned interventions. Secondly little more than lip-service is paid to the participation of villagers in planning.Notwithstanding these shortcomings in the present village development planning process, official government policy has some room for improvement. This may allow for a more balanced planning process new approach.Secondly, constraints which can be expected while applying the model on Java are described. The feasibility of the trial phase of the strategy is evaluated based on experiences with implementing the trial cases on Java. In this evaluation the question is raised as to what extent the results of local level planning on Java can respond to the research objectives as formulated at the start of this study. No experience has been gained as yet with implementing the development and expansion phase. One programme that provides some valuable lessons for the feasibility of the phased learning process of the strategic model is the Java Social Forestry Programme (JSFP). This programme has followed a comparable phasing strategy and has already reached the expansion phase.Conclusions and policy recommendationsThis evaluation results in a number of conclusions on conditions to be fulfilled for successful implementation of the strategy. To sum up:- although the strategy is aimed at the local level, it cannot be realized at local level only as it requires involvement of regional and national government organizations to deal with changing communication processes and organizational structure;- objectives in village development planning should be set realistically in the knowledge that short term results will always dominate long term benefits, tangible results will get higher priority than social changes, while top-down influences from sectoral agencies will prevail;- in addressing the organizational dimension a choice should be made between following an approach of 'decentralized trial cases' versus 'centrally guided bottom-up process'. Whichever strategy is chosen it needs careful management to avoid difficulties in institutionalization or a too rapid expansion respectively;- it is necessary for the government to be shown better results in terms of sustainable land use development programmes at local level implemented by highly committed villagers. Only then may they be motivated to accept such a participatory approach at the cost of losing some power or consensus;- implementing a participatory planning process is an initially slow process, to which government agencies need to be committed.These conditions are translated into a number of policy recommendations for donor agencies and governments pertaining to: long-term and continuous com