Steps of Educational Decentralization in Greece: between Delegation and Deconcentration

2007 ◽  
pp. 77-93
Author(s):  
Petroula Siminou
Keyword(s):  
Educational Decentralization

scholarly journals Educational Quasi-Market in Chile: The Discourse of Policy Makers

2008 ◽  
Vol 16 ◽  
pp. 8 ◽  
Author(s):  
Claudio Almonacid ◽  
Antonio Luzón ◽  
Mónica Torres
Keyword(s):  
Social Exclusion ◽  
Educational System ◽  
Social Inclusion ◽  
Free Market ◽  
Transition Process ◽  
Constitutional Rights ◽  
Negative Effects ◽  
Policy Makers ◽  
Educational Decentralization ◽  
Decentralization Policy

The Chilean educational system is characterized by the functioning of a cuasi (free) market, in which increasing degrees of administrative, financial and curricular decentralization take place within a context where two constitutional rights are in conflict: the right to (free) education and the freedom of teaching. This conflict arose from the design and implementation of said decentralization policy due to its negative effects in the processes of social inclusion of children and youngsters. In order to understand why those two constitutional rights are in conflict, it must be taken into account that such decentralization policy was designed by the military regime (1973-1990) as one of several neoliberal policies implemented in many different fields of the Chilean society, and that said policy has been kept in effect by the subsequent administrations of the “Concertación de Partidos por la Democracia” (Coalition of Parties for Democracy) (since 1990 to present) in a so called “transition process to democracy.” This research paper is intended to understand how the process of educational decentralization was conceived and how the system is in effect up to the present, as well as to understand the effects it has had on the process of social exclusion. To do that, the views of selected policy makers who have had active participation in this process are analyzed. First, there is a reference to the way the Chilean educational system works, and then the opinions of several educational policy makers about the processes of educational decentralization and social exclusion are analyzed.

scholarly journals REALITAS PEMBERLAKUAN UAN/UN

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Darmaningtyas Darmaningtyas
Keyword(s):  
Educational System ◽  
Government Regulation ◽  
School Quality ◽  
Social Reality ◽  
The Other ◽  
National Education ◽  
Other Hand ◽  
Educational Decentralization ◽  
The Government ◽  
Education Standard

AbstractThough it is controversial, implementing UN as a graduation standard for any students has continued so far. Juridical bases are UU No. 20/2003 regarding National Educational System and Government Regulation (PP) No. 19/2005 regarding National Education Standard. The fact is that UN encourages students to leaarn more actively, teachers to teach better, principals to improve school quality, and parents to focus more on making their children study more enthusiastically. However, still there are parties nit agreeing with the government act. The rejection of UN is based on different interpretations on the existence of Law No. 19/2005, educational decentralization principle, different paradigm in understanding of national education objective, social reality in community, and the educational function. On the other hand, the government should fulfill minimal service standard before they implement educational nationalization.

scholarly journals Educational decentralization models in Latin America

CEPAL Review ◽  
1999 ◽  
Vol 1999 (68) ◽  
pp. 155-173 ◽  
Author(s):  
Emanuela di Gropello
Keyword(s):  
Latin America ◽  
Educational Decentralization
Sign in / Sign up

Export Citation Format

Share Document