Literaturnachweis - Detailanzeige
| Autor/inn/en | Bell, Les; Bush, Tony |
|---|---|
| Titel | The Policy Context. |
| Quelle | (2002), (14 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Cultural Context; Educational Administration; Educational Policy; Educational Practices; Educational Theories; Elementary Secondary Education; Higher Education; Instructional Leadership; Models |
| Abstract | This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the volume's 19 chapters, of which this is one. This chapter examines the wide-ranging policy context of educational management throughout the world. It claims that differences in culture and context should inform researchers as they try to explain why educational systems and institutions have developed in such diverse ways. Many developed countries have transformed their educational systems since the end of the 1980s, and these reforms have often involved the devolution of financial and staff management, leading to institutional self-management. Charter schools mark one example of this devolution of management. Critics of self-management claim that it systematically dismantles the bureaucratic structures that have supported education, leaving in its stead institutions that only project the illusion of control. Evaluating the effectiveness of school autonomy is difficult because it takes on different forms and its nature can vary within and between educational systems in different countries. In South Africa, for example, knowledge, material, time, and assessment are largely controlled by the national or provincial government, and the schools determine their own admission arrangements, which supposedly helps schools avoid discrimination based on race and class. Nevertheless, with the rise in national standards and local management, school leaders at all levels are under increasing pressure to perform. (Contains 24 references.) (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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