標(biāo)題: Titlebook: Educational Decentralization; Asian Experiences an CHRISTOPHER BJORK Book 2006 Springer Science+Business Media B.V. 2006 Educational Govern [打印本頁] 作者: 抵押證書 時(shí)間: 2025-3-21 19:13
書目名稱Educational Decentralization影響因子(影響力)
作者: Immunoglobulin 時(shí)間: 2025-3-21 23:23 作者: 休戰(zhàn) 時(shí)間: 2025-3-22 04:13 作者: Generalize 時(shí)間: 2025-3-22 05:04
TRANSFERRING AUTHORITY TO LOCAL SCHOOL COMMUNITIES IN INDONESIA: AMBITIOUS PLANS, MIXED RESULTS,eeping powers to Indonesia’s districts and municipalities, beginning in 2001 (Ferrazzi, 1998; Malo, 1995; Usman, 2001). This legislation indicated that the education system, like all sectors of government, would be managed by local authorities and educators, and the MONE’s primary responsibility would shift from direction to coordination.作者: theta-waves 時(shí)間: 2025-3-22 11:15
DOES RHETORIC ALWAYS MATCH REALITY? AN OVERVIEW OF EDUCATIONAL DECENTRALIZATION IN KERALA, INDIA,en referred to as “a mystery inside a riddle inside an enigma” (Wallich, 1995, p. 37) because it has never succeeded in translating its human development indicators into economic ones (Mukundan & Bray, 2004).作者: 拍翅 時(shí)間: 2025-3-22 13:13 作者: 拍翅 時(shí)間: 2025-3-22 19:13 作者: 復(fù)習(xí) 時(shí)間: 2025-3-23 01:13
LIMITED DECENTRALIZATION IN THE SINGAPORE EDUCATION SYSTEM, of school quality awards. This sort of competition is supposed to promote diversity and choice and to improve overall educational standards. The chapter begins by discussing the goals of the various initiatives and proceeds to analyze their impact.作者: CLEAR 時(shí)間: 2025-3-23 02:13 作者: Indolent 時(shí)間: 2025-3-23 08:48
TRENDS AND ISSUES IN DEREGULATION AND DECENTRALIZATION OF EDUCATIONAL ADMINISTRATION IN JAPAN,l control at the school level so that creativity, individual initiative, and the spirit of entrepreneurship would become part of the teaching learning process for each new generation of Japanese students.作者: 手術(shù)刀 時(shí)間: 2025-3-23 12:23
EDUCATIONAL DECENTRALIZATION IN KOREA: MAJOR ISSUES AND CONTROVERSIES, is not merely confined to the realm of education in Korea; it is entangled with interests of local governing bodies in a complex way, and possible alternatives to the current practice touch on sensitive political issues. Hence, it is indeed a complicated issue that cannot be examined exclusively from an educational point of view.作者: 無瑕疵 時(shí)間: 2025-3-23 16:07 作者: CLOWN 時(shí)間: 2025-3-23 18:51 作者: 有抱負(fù)者 時(shí)間: 2025-3-23 22:43
,EFFORTS TOWARD DECENTRALIZATION: IDEOLOGY VS. REALITY—THE SRI LANKAN CASE,c layers resulted in more complex procedures and confusion about administrative responsibilities. The lack of a strong “work ethic” in newly established layers hindered rather than supported school improvement. Though administrative authority was transferred from the center to the periphery, practice in schools remained almost largely unchanged.作者: Fantasy 時(shí)間: 2025-3-24 03:43
Book 2006ected the structure and delivery of education in eleven Asian nations. Written by top scholars in the field, the case studies provide detailed and rich empirical evidence documenting the tensions as well as synchronisms between the ideas that form the basis of decentralization policy and the context作者: 等待 時(shí)間: 2025-3-24 09:12 作者: grudging 時(shí)間: 2025-3-24 10:53 作者: Neuropeptides 時(shí)間: 2025-3-24 15:08 作者: Genome 時(shí)間: 2025-3-24 20:18 作者: 痛苦一生 時(shí)間: 2025-3-25 02:29 作者: 迷住 時(shí)間: 2025-3-25 04:56 作者: CRAFT 時(shí)間: 2025-3-25 08:40
INTRODUCTION, has remained vague and highly ambiguous, even though used extensively by policy-makers as well as intellectuals” (Govinda, 1997, p. 3). Flexible delimitation of the term has provided observers with great latitude in making claims about the goals and results of measures introduced in the name of dec作者: 引導(dǎo) 時(shí)間: 2025-3-25 14:41
STRATEGIES OF EDUCATIONAL DECENTRALIZATION: KEY QUESTIONS AND CORE ISSUES,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..作者: saturated-fat 時(shí)間: 2025-3-25 15:59
WALKING ON THREE LEGS: CENTRALIZATION, DECENTRALIZATION, AND RECENTRALIZATION IN CHINESE EDUCATION,o run rural primary and junior middle schools independently, raising funds through their own efforts, and hiring teachers in a competitive manner (Xin, 1984). These early efforts to shift authority from central to local levels did not represent, however, a national decentralization policy of the sco作者: 高原 時(shí)間: 2025-3-25 20:05
CENTRALIZED DECENTRALIZATION IN MALAYSIAN EDUCATION,s include the establishment of District Education Offices, reforms calling for the decentralization of the national curriculum, and the privatization of higher education. Malaysia provides an interesting case because although the central government has publicly supported numerous decentralization pr作者: aristocracy 時(shí)間: 2025-3-26 00:25
DECENTRALIZATION OF EDUCATIONAL GOVERNANCE IN INDIA: TRENDS AND ISSUES, Ever since decentralization has been promoted in the field of education, different states in India have undergone various decentralization processes with distinct outcomes. The actual manifestation of the process of decentralization, in terms of the rationale put forth as well as operational featur作者: 開花期女 時(shí)間: 2025-3-26 04:59
DECENTRALIZATION AND DEVOLUTION IN PAKISTAN: EDUCATIONAL IMPLICATIONS OF THE PRAETORIAN INTERPRETATe union council level (encompassing a population of 25,000, covering 5–7 villages or more settlements) in 2000 for 21 representatives. As the result of a countrywide mobilization drive, 33% seats were reserved for women, an unprecedented accomplishment in Pakistan’s history. In addition, six seats w作者: 本能 時(shí)間: 2025-3-26 10:59
1573-5397 reful attention to local contexts for implementation will make this book a must read for academics, policy planners, practitioners, and students of Asia. .978-1-4020-4358-1Series ISSN 1573-5397 Series E-ISSN 2214-9791 作者: 尊嚴(yán) 時(shí)間: 2025-3-26 14:21 作者: 宴會(huì) 時(shí)間: 2025-3-26 20:11
Geoffrey R. Mitchell,Ana Tojeirapositive 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..作者: indoctrinate 時(shí)間: 2025-3-27 00:17
https://doi.org/10.1007/978-1-349-14632-1o run rural primary and junior middle schools independently, raising funds through their own efforts, and hiring teachers in a competitive manner (Xin, 1984). These early efforts to shift authority from central to local levels did not represent, however, a national decentralization policy of the sco作者: 防御 時(shí)間: 2025-3-27 03:05
Systemdokumentation und Controllings include the establishment of District Education Offices, reforms calling for the decentralization of the national curriculum, and the privatization of higher education. Malaysia provides an interesting case because although the central government has publicly supported numerous decentralization pr作者: 怒目而視 時(shí)間: 2025-3-27 06:57
Einleitung, Anlass und Erkenntnisinteresse, Ever since decentralization has been promoted in the field of education, different states in India have undergone various decentralization processes with distinct outcomes. The actual manifestation of the process of decentralization, in terms of the rationale put forth as well as operational featur作者: 會(huì)議 時(shí)間: 2025-3-27 10:40
https://doi.org/10.1007/978-3-658-11625-5e union council level (encompassing a population of 25,000, covering 5–7 villages or more settlements) in 2000 for 21 representatives. As the result of a countrywide mobilization drive, 33% seats were reserved for women, an unprecedented accomplishment in Pakistan’s history. In addition, six seats w作者: brassy 時(shí)間: 2025-3-27 17:14 作者: Dorsal 時(shí)間: 2025-3-27 20:26
STRATEGIES OF EDUCATIONAL DECENTRALIZATION: KEY QUESTIONS AND CORE ISSUES,s the countries themselves.. 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 Ge作者: Incumbent 時(shí)間: 2025-3-27 22:45 作者: 要素 時(shí)間: 2025-3-28 03:47
THE EFFECTS OF LOCAL INTERPRETATION OF DECENTRALIZATION POLICY ON SCHOOL AUTONOMY IN GUANGDONG PROVrding to this line of reasoning, in a decentralized system, schools will use their heightened authority to make curricular content more relevant to local interests and demands. Such discussions, however, have largely ignored local interpretation of decentralization policies. It is important and nece作者: expire 時(shí)間: 2025-3-28 07:07
LIMITED DECENTRALIZATION IN THE SINGAPORE EDUCATION SYSTEM,the encouragement of greater school autonomy through the independent schools scheme, the autonomous schools scheme, and school clusters. Another initiative has been the promotion of aggressive inter-school competition through the annual publication of school ranking league tables and the institution作者: 是比賽 時(shí)間: 2025-3-28 12:21 作者: 接合 時(shí)間: 2025-3-28 17:17 作者: Additive 時(shí)間: 2025-3-28 21:57 作者: 容易做 時(shí)間: 2025-3-29 00:20 作者: GLIDE 時(shí)間: 2025-3-29 04:18 作者: 小爭吵 時(shí)間: 2025-3-29 07:44
DECENTRALIZATION OF EDUCATIONAL GOVERNANCE IN INDIA: TRENDS AND ISSUES,umerous countries as part of a larger move to reform public management systems (Govinda, 2003a). The policies largely aim to reduce government size, reorganize delivery, expand private initiatives, and create new partnerships. Decentralization is having a significant impact on policy, planning, and 作者: 木質(zhì) 時(shí)間: 2025-3-29 12:37 作者: avulsion 時(shí)間: 2025-3-29 18:20 作者: 通知 時(shí)間: 2025-3-29 20:08 作者: 言外之意 時(shí)間: 2025-3-30 03:23
CONCLUSION: CONNECTING THEORY AND PRACTICE IN EFFORTS TO DECENTRALIZE EDUCATION SYSTEMS IN ASIA,ight the most compelling aspects of the reforms they studied. The diversity of descriptions and analyses offered in the case studies presents a challenge in terms of synthesizing the material presented by the 15 authors. Efforts to decentralize education systems in Asia have yielded an array of fasc作者: Texture 時(shí)間: 2025-3-30 04:36
https://doi.org/10.1007/978-1-4020-4358-1Educational Governance; European Credit Transfer System (ECTS); Evolution; Interpretation; Nation; educat作者: 激怒 時(shí)間: 2025-3-30 08:51 作者: 我還要背著他 時(shí)間: 2025-3-30 13:06
CHRISTOPHER BJORKThe outstanding reputations of the contributors.A collection of essays that include a combination of sharp critical analyses and solid empirical evidence.Regional emphasis (focus on Asia, but not limi作者: Felicitous 時(shí)間: 2025-3-30 18:55 作者: 有特色 時(shí)間: 2025-3-31 00:12
Educational Decentralization978-1-4020-4358-1Series ISSN 1573-5397 Series E-ISSN 2214-9791 作者: 培養(yǎng) 時(shí)間: 2025-3-31 01:46 作者: Pericarditis 時(shí)間: 2025-3-31 06:31 作者: linguistics 時(shí)間: 2025-3-31 11:39 作者: Palate 時(shí)間: 2025-3-31 15:30
Jonathan Hofmann,Sandra Schmolzrding to this line of reasoning, in a decentralized system, schools will use their heightened authority to make curricular content more relevant to local interests and demands. Such discussions, however, have largely ignored local interpretation of decentralization policies. It is important and nece作者: Obedient 時(shí)間: 2025-3-31 20:12
https://doi.org/10.1007/978-3-658-31352-4the encouragement of greater school autonomy through the independent schools scheme, the autonomous schools scheme, and school clusters. Another initiative has been the promotion of aggressive inter-school competition through the annual publication of school ranking league tables and the institution作者: Encumber 時(shí)間: 2025-3-31 21:40
https://doi.org/10.1007/978-3-658-33503-8 of commonality in order to make meaningful contrasts. The present chapter has these necessary ingredients. It primarily focuses on two territories that are geographically close, culturally related, and have economic similarities as well as comparable political histories. However, it also shows some
