An Example of Decentralized Management in Education: Provincial Directory Model

Autor/inn/en	Ada, Sefer; Baysal, Z. Nurdan; Erkan, Senem Seda Sahenk
Titel	An Example of Decentralized Management in Education: Provincial Directory Model
Quelle	In: Journal of Education and Training Studies, 4 (2016) 10, S.266-270 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Models; Administrative Organization; Educational Administration; Educational Policy; Participative Decision Making; School District Autonomy; Regional Planning; Governance; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Bildungspolitik; School district; School districts; Autonomy; School autonomy; Schulautonomie; Regionalplanung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ausland; Türkei
Abstract	In Turkey, two types of administrative structures existed in the fields of National Education: "the central" and "provincial" institutions. However, between 1926-1931, the Locality model was implemented. Locality can be considered as a local administration formed in the provincial organization of the Ministry of Education by the law number 1834 between the years 1926-1931. Within this arrangement, the provincial structure of Turkey was divided into 13 provincial regions. In every provincial region, there was one administrator called "emin" equipped with extensive responsibilities. Then, there was one director of education under the supervision of the "emin" and other sub-units enabling the implementation of provincial directory. In the "Provincial Directory Model," "The Decentralized Administration" problems could be solved more efficiently, time and resources could be saved by the "Local Directory" within the authorization of "emin" without consulting the center. Following 1931, this model was rejected without any logical reasons and "the centralized model," which is still being implemented, has emerged. In this model, the expenses of labor, resources and time have been increasing as the problems arising in the province are attempted to be solved in the center. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01