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Guiding principles for implementing school-based management programs (English)

Governments around the world are introducing a range of strategies aimed at improving the financing and delivery of education services, and have recently added an emphasis on improving quality as well as increasing quantity (in terms of enrollment rates). The decentralization of educational decision-making is one such strategy. Advocates of this strategy maintain that decentralizing decision-making encourages demand and ensures that schools reflect local priorities and values. By giving a voice and decision-making power to local stakeholders who know more about the local education systems than central policymakers, decentralization can improve educational outcomes and increase client satisfaction. One way to decentralize decision-making power in education is popularly known as School-based Management (SBM). There are other definitions and names for this concept, but they all refer to the decentralization of authority from the central government to the school level. SBM emphasizes the individual school (as represented by any combination of principals, teachers, parents, students, and other members of the school community) as the primary unit for improving education and the redistribution of decision-making authority over school operations as the primary means by which this improvement can be stimulated and sustained. SBM-type reforms have been introduced in countries such as Australia, Canada, Israel, and the United States, some going back 30 years. There are many reasons for this popularity. SBM has the potential to be a low cost way of making public spending on education more efficient by increasing the accountability of the agents involved and by empowering the clients to improve learning outcomes. And by putting power in the hands of the end users of the service (education), SBM eventually leads to better school management that is more cognizant of and responsive to the needs of those end users, thus in creating a better and more conducive learning environment for the students.

Details

  • Document Date

    2007/12/01

  • Document Type

    Working Paper

  • Report Number

    44925

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    World,

  • Region

    The World Region,

  • Disclosure Date

    2010/07/01

  • Disclosure Status

    Disclosed

  • Doc Name

    Guiding principles for implementing school-based management programs

  • Keywords

    access to quality primary education;delivery of education service;national competitive bidding procedure;skill need;school improvement plan;flow of fund;quality of education;Program of Activities;school level;school development plan;model of school;school management committee;management of school;economies of scale;majority of children;types of school;Access to Education;local education system;decentralization of authority;funds in trust;primary school management;process of decentralization;country case study;sense of ownership;education management system;exchanges of experience;private sector training;interests of stakeholder;country financing parameters;Financial Management System;rights of parent;private sector initiative;visits to school;per capita cost;misuse of fund;criteria for admission;public information system;transfer of fund;expenditure on food;lack of transparency;repair and maintenance;access to information;secondary education system;freedom of education;involvement of parents;Early Childhood Development;primary education system;maintenance and repair;bank's procurement guidelines;school enrollment rate;initial capital cost;private sector entities;annual budget approval;availability of fund;reallocation of fund;impact of development;performance of school;student attendance rate;demand for school;financial management staff;general secondary school;state education system;school council;school governance;school community;Private School;education authority;school fund;school staff;Conflict Resolution;Education Services;school board;administrative cost;grant funds;school grant;school performance;procurement committee;government fund;Exit Strategy;school personnel;financial reporting;allocation formula;school-age population;teacher salary;indigenous people;Indigenous Peoples;school year;Impact assessments;education budget;perform school;religious school;parent education;educational outcome;Fiscal Sustainability;oversight arrangement;procurement arrangement;civil works;school autonomy;management authority;local stakeholder;social marketing;clear definition;dropout rate;school building;equitable distribution;increased accountability;increased demand;community mobilization;fiscal decentralization;awareness building;fiscal structure;school maintenance;expansion plan;political will;subsequent years;fiscal system;state participation;matching fund;community education;cultural resource;financial governance;savings account;program results;press release;minimum requirement;online exchange;rural community;municipality level;teaching method;educational quality;education plan;municipal authority;diverse environments;ideological belief;school result;admission policy;sum equivalent;continuous training;public schooling;severely limits;municipal school;small fee;primary determinant;effective school;bureaucratic procedure;annual meetings;standard model;equal amount;opinion leaders;management structure;disadvantaged child;disadvantaged backgrounds;language proficiency;school choice;program objectives;communication strategy;rural area;governance challenge;local council;school participation;student learning;awareness campaign;federal government;management capacity;procurement capacity;intensive training;internal audits;project finance;institutional model;graphic design;district education;union official;metropolitan area;organizational skill;legal entity;legal entities;community representative;school visit;strengthen school;school environment;repetition rate;performance level;international student;educational content;positive relationship;performance difference;parental involvement;Education Financing;transparent use;school financing;projects lead;school decision;financing mechanism;basic school;transfer resource;education portfolio;popular movement;political support;evaluation process;loan proceeds;adequate oversight;risk analysis;national system;school supervisor;urbanized area;operations manual;school association;public education

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Citation

Guiding principles for implementing school-based management programs (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/964631468141573969/Guiding-principles-for-implementing-school-based-management-programs