Decentralization of Education: The Affective Role of Fiscal Decentralization in Pakistani Education System(s)

Fiscal decentralization is the devolution of financial decisions to the lowest level of administration. Financial decisions include revenue generation and expenditures on public services.This study qualitatively explored fiscal decentralization as a factor affecting decentralization of education in Pakistan. Data were collected from educational leaders (six DEOs and six high school principals) and six political leaders through interviews. The KP Local Government Act 2013 and the 18thAmendment to the Constitution of Pakistan were also used as the datasources. The participants reported inefficiency of the centralized fiscal system. All the participants associated hopes for positive and effective reforms through the aforementioned federal and provincial level legislation because they changed the way resources were distributed among social services departments district-wise. However, they showed great concerns over only ten percent revenue generation powers given to the provinces because that might lead to low fiscal powers of district governments. The study revealed that the process of fiscal decentralization in the province is very slow and henceveryslow progress in the decentralization of education was observed. The low fiscal powersaffect educationalexpenditures as the local governments either have low or no capacity to handle budgetary matters of the public school locally. The prevailing processof decentralization in education is mainly political and administrative as the provincial governments still approve the budgets for education. The study concludes with the recommendations that fiscal decentralization need to be focused and schools be given the opportunity to get funds from the local governments and the community. The local leaders mightbe trained and empowered to make fiscal decisions in the best interest of the institution(s).

FORMATION AND DEVELOPMENT OF CORPORATE EDUCATION IN POLAND IN THE SECOND HALF OF THE 20TH – EARLY 21TH CENTURY

The article represents an overview and substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th - early 21th century. The definition of ‘corporate education’ in the context of adult education is clarified in the text. The importance of the experience of corporate education of the Republic of Poland as a component of adult education for the Ukrainian education system was noted. The purpose of the article is a theoretical substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th – early 21th century. It was found that during the existence of the People’s Republic of Poland (1952–1989) no special legislation and regulations on the organization of corporate education were adopted in the country. The problems of formation of corporate education, which have been being solved by the People’s Republic of Poland in the 50-70s of the last century were singled out. In the article was proven the importance of the adoption of the Labor Code (1974), the Employment Act (1989), The Law On the Education System (1991), the Act on Employment and Social Protection in case of Unemployment (1994), the document «Continuing Education Strategy till 2010»; (2003). The following features of formation and development of corporate education in Poland in the second half of the 20th – early 21th century are established as: the centralizing the management of educational institutions and ideologically biased content of education; the transition from the administrative-command method in the management of formal education institutions; the spread of the decentralization of education; laying the foundation for the democratization of corporate education in Poland; the emergence of a regulatory framework for broad autonomy of informal corporate education; the adapting the legal framework of education to European Union standards; the integration of Polish corporate education into the European Community. In the future, it is necessary to study the trends of updating the content, forms and methods of vocational training of adults, taking into account the requirements of international standards for training competitive professionals for the global labor market.

Decentralization of Education in Nepal: A Rein in a Horse Nose

The main argument of this article is to shed light on the dubious nature of the decentralization policy of education and the 'intention' of the state to recentralize it, in one way or other, despite the widespread clatter of decentralization. By taking policy documents into account, I intend to justify my claim that what the Nepal government calls it, an educational decentralization, is nothing but policy rhetoric and a reign hold tactically at the centre. I claim what the state calls it as an autonomous power of ground-level functionaries to exercise their discretionary in decentralized education system instead is, 'a rein in a horse nose', where jockey (the centre) is 'always' in a commanding position. To expatiate educational decentralization, I employ Weiler's (1990) standpoint and juxtapose his arguments: redistributing power, enhancing efficiency, and improving learning to show that though these arguments are put in favour of decentralization, the same arguments are shown to conflict with powerful forces favouring centralization. I also focus on the context and motivation in which the educational decentralization was carried out to understand the egression of decentralization in education in Nepal. In the final section, I try to analyse the dubious tendency of the state and try to explore, 'why despite prioritizing decentralization in policies, there is a periodicity of higher bodies in the education system'.

Tinjauan Pengalihan Kewenangan Guru Tidak Tetap/ Pegawai Tidak Tetap (GTT/PTT) Pendidikan Menengah dari Pemerintah Kabupaten/Kota Ke Pemerintah Provinsi Jawa Tengah

The transfer of authority for the management of secondary education from Regency/Municipal Governments to the Central Java Provincial Government has had a huge impact on Temporary Teachers (GTT), and Temporary Employees (PTT), including employment status and welfare, which were previously the responsibility of the Regency/Municipal Government to Provincial Government’s purpose of this study is to describe and analyze the transfer of authority to manage secondary education GTT and PTT from the Regency/Municipal Government to Provincial Government and the factors that influence this transfer of authority. This research method is a qualitative descriptive study with data collection techniques through interviews, observation, and documentation. The results showed that the transfer of authority for the management of secondary education Regency/Municipal Government to the Central Jawa Government was implemented properly. The factors that influence include an adequate number of implementers and appropriate competence, availability of budget, availability of supporting equipment and technology but due to the large range of control of the Central Java Province Education and Culture Office in administrative service, the management of GTT and PTT is not optimal. Keywords: Decentralization of education, Transfer authority, GTT, PTT

MUTU DALAM LEMBAGA PENDIDIKAN ISLAM

Management is a theory that is used as a foundation to carry out all organizational activities which have been jointly determined, in order to achieve togetherness of vision and mission in institutions, of educational institutions in particular, both in the domain of national and institutional objectives. Improving the quality of education becomes a very urgent problem, related to customers, from direct education users "learners" of society in general, to continue to improve develop all potential which is institutionally, will be facilitated by educational institutions, in the concept of decentralization of education in the management, implementation, development, and policy determinants in a structured manner, starting from the central government, provincial government, regional / city government, educational institutions to the class or teacher who directly become the main executor in the process of educational journey series.Keywords: quality, Islamic education institution

Expenditure Decentralization: Does It Make Us Happier? An Empirical Analysis Using a Panel of Countries

This paper analyzes whether fiscal decentralization of education, health, housing, social protection, recreation, culture and religion, public order and safety, and transportation have a significant effect on individual well-being. The empirical analysis is based on a non-linear hierarchical model that combines individual data (level 1) with country-level data (level 2). We match 89,584 observations from the World Value Service and the European Value Service (various years) with the average value of data recorded for 30 countries by the Government Financial Statistics (IMF). While fiscal decentralization in education and housing appears to have a negative effect on well-being, this effect is positive in the cases of health and culture and recreation. We interpret this as evidence in favor of a “selective” decentralization approach.

PENDIDIKAN DI ERA OTONOMI DAERAH PASCA ORDE BARU

The education system in Indonesia has experienced many changes since the change in the decentralized political system. Legally, these changes have been legitimized with various applicable laws and regulations. The leading spirit of the decentralization of education is to provide more full opportunities for regional authorities to innovate and take advantage of local excellence in the delivery of instruction. However, in addition to the many positive things that were obtained from the decentralization of education, several unfavorable things happened. Therefore, it is necessary to further and more in-depth study of the effectiveness of the implementation of school with a decentralized pattern.

Deontological Perspective of the Free Secondary Education Policy in Ghana

The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All.