The Implementation of Management Reforms: The Case of Sri Lanka. BRIDGES Research Report Series, No. 11.

Autor/inn/en	Cummings, William K.; und weitere
Institution	Harvard Univ., Cambridge, MA. Inst. for International Development.
Titel	The Implementation of Management Reforms: The Case of Sri Lanka. BRIDGES Research Report Series, No. 11.
Quelle	(1992), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Centralization; Decentralization; Educational Administration; Educational Change; Elementary Secondary Education; Foreign Countries; School District Autonomy; School Organization; School Restructuring; Sri Lanka + Suchen Sie Ihr Suchwort? Centralisation; Zentralisierung; Decentralisation; Dezentralisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Ausland; School district; School districts; Autonomy; School autonomy; Schulautonomie; School organisation; Schulorganisation; Schulreformplan; Schulumwandlung; Ceylon
Abstract	Educational reforms implemented in Sri Lanka in the early 1980s are examined in this paper, which focuses on three broad areas: restructuring reforms; the principal's role; and school-community reform. The research project was carried out by Basic Research and Implementation in DevelopinG Education Systems (BRIDGES) of Harvard University (Massachusetts). Four studies derived data from a stratified cluster sample of 273 schools--two quantitative studies focused on division/cluster reforms and school management practices, one case study examined classroom management, and one combined quantitative and qualitative methods to investigate school-community relations. Questionnaires and analysis of student achievement scores provided additional data. Findings indicate that successful implementation of reform depended on the nature of change required, the ways in which the reforms were introduced, and the extent to which support was maintained. Reforms fostered a more active principal role, but reduced school autonomy. Schools with principals taking a more active leadership role experienced improved student achievement. A conclusion is that educational improvement is possible, even in the context of budget constraints and political conflict. Obstacles included personnel policies that allowed frequent rotation of key personnel, reforms requiring joint action, and bureaucracy's reluctance to help the most needy schools. Twenty-six tables are included. The appendix explains the research design and sampling process. (43 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC