Titlebook: Educational Decentralization; Asian Experiences an CHRISTOPHER BJORK Book 2006 Springer Science+Business Media B.V. 2006 Educational Govern

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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

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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..

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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

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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

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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

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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

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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

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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..