Disconnect and Capture of Education Decentralisation Reforms in Nepal: Implications for Community Involvement in Schooling

Autor/in	Edwards, Rebecca M.
Titel	Disconnect and Capture of Education Decentralisation Reforms in Nepal: Implications for Community Involvement in Schooling
Quelle	In: Globalisation, Societies and Education, 9 (2011) 1, S.67-84 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
Schlagwörter	School Restructuring; Community Involvement; Educational Change; Foreign Countries; Instructional Leadership; Educational Development; Educational Policy; Policy Formation; Ownership; Global Approach; Educational History; Educational Administration; Nepal + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsentwicklung; Politics of education; Bildungspolitik; Politische Betätigung; Eigentum; Globales Denken; History of education; Bildungsgeschichte; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	This article argues that processes of disconnect and capture have affected Nepal's efforts to decentralise its education system, leading to a failure to engage the very stakeholders--parents and communities--that the reforms sought to reach. Specifically, disconnect occurred in the development and implementation of the latest "decentralisation" reforms because they were formulated via a highly centralised policy-making process and then implemented from the top down. As a result, they had little impact on community-level school leadership or ownership, and led to a continued exclusion of the very community-level stakeholders that the reforms sought to engage. Furthermore, the policy reforms have also led to an increased central legitimisation and empowerment of school management committees, which in turn has facilitated the capture and politicisation of these bodies by locally established leaders who are often not motivated to engage parents and community members in school reform. While these processes are not necessarily new phenomena to Nepal, they illustrate the extent to which globalised policy agendas have been ineffective in engaging community-level stakeholders. (Contains 21 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10