Descripciones mejoradas de Syndetics:

An increasing number of developing countries are introducing school-based management (SBM) reforms that are aimed at empowering principals and teachers or at strengthening their professional motivation, thereby enhancing their sense of school ownership. Many of these reforms have also strengthened parental involvement in the schools. SBM programs take many different forms in terms of who has the decision-making power and the degree of decision making that devolves to the school level. While some programs transfer authority only to school principals or teachers, others encourage or mandate parental and community participation, often through school committees. SBM has the potential to become a low-cost way of making public education spending more efficient by increasing the accountability of those involved and by empowering those individuals to improve learning outcomes. 'Decentralized Decision-Making in Schools' reviews more than 20 country experiences with SBM in Africa, Asia, Europe, Latin America and the Caribbean, the Middle East and North Africa, and North America. For each country, the authors provide a brief description of the SBM reform along with any evidence regarding its impact on a variety of indicators, from student test scores and dropout and retention rates, to parent and teacher perceptions of the reform's benefits. Overall, the authors found that SBM has had a positive impact on some variables--mainly in reducing repetition and failure rates, and in improving attendance rates--but has had mixed results on others such as test scores, possibly due to the timing of the reform. 'Decentralized Decision-Making in Schools' will be useful to teams preparing education projects with an emphasis on decentralized authority, to education officials interested in school reform, and to governments worldwide looking to improve education for all students.

Tabla de contenidos provista por Syndetics

• Foreword(p. ix)
• Preface(p. xi)
• Acknowledgments(p. xiii)
• Abbreviations(p. xv)
• Overview(p. 1)
• What Is School-Based Management?(p. 2)
• Different Forms of School-Based Management(p. 3)
• School-Based Management Reforms around the World(p. 5)
• Can School-Based Management Work?(p. 11)
• Evaluating School-Based Management Initiatives(p. 13)
• Notes(p. 14)
• Chapter 1 What Is School-Based Management?(p. 15)
• School-Based Management Defined(p. 15)
• The Theory behind School-Based Management(p. 16)
• A Typology of School-Based Management(p. 17)
• Toward a Conceptual Framework for Analyzing School-Based Management(p. 26)
• How School-Based Management Can Increase Participation and Improve School Outcomes(p. 32)
• Notes(p. 37)
• Chapter 2 School-Based Management Reforms around the World(p. 39)
• General Assessment of the Literature on School-Based Management Programs around the World(p. 39)
• Initiatives in Latin America and the Caribbean(p. 41)
• Initiatives in Africa(p. 53)
• Initiatives in Asia(p. 64)
• Initiatives in the Middle East and North Africa(p. 68)
• Initiatives in Other Countries(p. 70)
• Notes(p. 72)
• Chapter 3 Evaluating School-Based Management Initiatives(p. 75)
• How to Implement Impact Evaluations(p. 76)
• How to Define the Intervention(p. 79)
• Elements of Impact and Identification(p. 80)
• Notes(p. 95)
• Chapter 4 Conclusions(p. 97)
• Types of School-Based Management(p. 98)
• Autonomy and School-Based Management(p. 99)
• The Evidence Base(p. 100)
• On the Design of School-Based Management Programs(p. 101)
• Caveats(p. 103)
• Unanswered Questions(p. 104)
• Appendix Some Evaluated School-Based Management Programs(p. 107)
• References(p. 109)
• Index(p. 117)