Deciding Who Controls What
There is ongoing debate about the appropriate locus of decision making within the education sector. The debate remains unresolved because the process requires the policymakers rationalize and harmonize a complex set of complementary functions, mainly: curriculum design, teaching methods, student evaluation, textbook production and distribution, teacher recruitment and pay, school construction and rehabilitation, education financing, and parent-teacher linkages. The choices of who does what are further complicated because each of these functions has to be evaluated for primary, secondary, and tertiary education, and often for preschools and adult literacy as well. Some emerging areas of consensus are summarized in this chart. Decentralization lmpacts The evidence about the impact of decentralization on education services is mixed and limited. In Brazil, it has increased overall access (enrollments) but has done little to reverse persistent regional inequities in access to schooling, per capita expenditures, and quality. Chile's experience also suggests that decentralization does not by itself remove inequalities between localities of varying incomes, and quality in poorer communities continues to lag. These results are supported by experiences in Zimbabwe and New Zealand. However, the design of these decentralized systems have been criticized. One shortcoming is that central governments have off-loaded responsibilities to local governments and communities without providing adequate targeted support to poorer areas. The initial evidence suggests that decentralization to subnational government may not be sufficient and that increased autonomy for communities and school actors may be necessary to improve school and learning. By increasing the participation of parents, community-managed schools in El Salvador show significantly lower rates of student and teacher absenteeism. While this type of management does not appear to have improved student performance in tests according to a recent evaluation, it may be just a matter of time before better student attendance translates into higher student achievement. In Nicaragua, controlling for similar household background and school inputs, student in school that make more decisions about school functions perform better in tests. These results are derived from ongoing impact evaluations. Since the impact of management reforms such as these may take time to unfold, further empirical analysis is needed.
การตัดสินใจที่ควบคุมอะไร There is ongoing debate about the appropriate locus of decision making within the education sector. The debate remains unresolved because the process requires the policymakers rationalize and harmonize a complex set of complementary functions, mainly: curriculum design, teaching methods, student evaluation, textbook production and distribution, teacher recruitment and pay, school construction and rehabilitation, education financing, and parent-teacher linkages. The choices of who does what are further complicated because each of these functions has to be evaluated for primary, secondary, and tertiary education, and often for preschools and adult literacy as well. Some emerging areas of consensus are summarized in this chart. Decentralization lmpacts The evidence about the impact of decentralization on education services is mixed and limited. In Brazil, it has increased overall access (enrollments) but has done little to reverse persistent regional inequities in access to schooling, per capita expenditures, and quality. Chile's experience also suggests that decentralization does not by itself remove inequalities between localities of varying incomes, and quality in poorer communities continues to lag. These results are supported by experiences in Zimbabwe and New Zealand. However, the design of these decentralized systems have been criticized. One shortcoming is that central governments have off-loaded responsibilities to local governments and communities without providing adequate targeted support to poorer areas. The initial evidence suggests that decentralization to subnational government may not be sufficient and that increased autonomy for communities and school actors may be necessary to improve school and learning. By increasing the participation of parents, community-managed schools in El Salvador show significantly lower rates of student and teacher absenteeism. While this type of management does not appear to have improved student performance in tests according to a recent evaluation, it may be just a matter of time before better student attendance translates into higher student achievement. In Nicaragua, controlling for similar household background and school inputs, student in school that make more decisions about school functions perform better in tests. These results are derived from ongoing impact evaluations. Since the impact of management reforms such as these may take time to unfold, further empirical analysis is needed.
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