Education Decentralization and Accountability Relationships in Latin America
The author analyzes decentralization
reforms in the education sector in Latin America (their
status, impact, and ongoing challenges) by making use of the
accountability framework developed by the World Development
Report 2004: Making Services Work for Poor People. She
starts by identifying three main groups of models according
to the subnational actors involved, the pattern adopted in
the distribution of functions across subnational actors, and
the accountability system central to the model. She then
reviews the impact of these models according to the
available empirical evidence, and explores determinants of
this impact, extracting lessons useful to the design of
future reforms. The author concludes that the single most
important factor in ensuring the success or failure of a
reform is the way the accountability relationships are set
to work within each of the models and provides some lessons
on how to get these relationships to work effectively. She
also provides three main general lessons for selecting
"successful" models: (1) avoid complicated models;
(2) increase school autonomy and the scope for "client
power," maintaining a clear role for the other
accountability relationships; and (3) place more emphasis on
the "management" accountability relationship and
the sustainability of the models.
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Bibliographic Details
| Main Author: |
di Gropello, Emanuela |
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| Format: | Policy Research Working Paper
biblioteca
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| Language: | English
en_US |
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| Published: |
World Bank, Washington, D.C.
2004-11
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| Subjects: | ACADEMIC STANDARDS,
ACCREDITATION,
ACHIEVEMENT INDICATORS,
ACHIEVEMENT OUTCOMES,
ACHIEVEMENTS,
ADMINISTRATIVE DECENTRALIZATION,
ASYMMETRIC INFORMATION,
CENTRAL AMERICAN,
CENTRALIZED TEACHER MANAGEMENT,
CITIZEN PARTICIPATION,
COMMUNITIES,
COMMUNITY PARTICIPATION,
COUNCILS,
CURRICULA,
DECENTRALIZATION EFFORTS,
DECENTRALIZATION OF EDUCATION,
DECENTRALIZATION PROCESS,
DECISION MAKING,
DEMOCRATIZATION,
ECONOMIC STATUS,
EDUCATION DECENTRALIZATION,
EDUCATION DELIVERY,
EDUCATION LAW,
EDUCATION SECTOR,
EDUCATION SERVICES,
EDUCATIONAL ACHIEVEMENT,
EDUCATIONAL OBJECTIVES,
EDUCATIONAL OUTCOMES,
EDUCATIONAL QUALITY,
EMPIRICAL EVIDENCE,
ENROLLMENT,
ENROLMENT RATE,
EXPENDITURES,
FAMILIES,
HUMAN DEVELOPMENT,
INFORMATION ASYMMETRIES,
INNOVATION,
INTERVENTIONS,
INVESTMENT IN EDUCATION,
LATIN AMERICAN,
LAWS,
LEARNING,
LOCAL AUTHORITIES,
LOCAL ELECTIONS,
PAPERS,
PARENTS,
POLICY RESEARCH,
POLITICIANS,
PRIMARY STUDENTS,
PRIVATE SECTOR,
PUBLIC SCHOOLS,
RURAL AREAS,
SCHOOL ADMINISTRATION,
SCHOOL AGE STUDENTS,
SCHOOL MANAGEMENT,
SCHOOL MANAGEMENT MODELS,
SCHOOL PERFORMANCE,
SCHOOLING,
SCHOOLS,
SECONDARY EDUCATION,
SERVICE DELIVERY,
SERVICE PROVIDERS,
STUDENT ACHIEVEMENT,
TEACHER,
TEACHER MANAGEMENT,
TEACHERS,
TEACHING,
TEST SCORES,
VOUCHERS,
WEIGHT, |
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| Online Access: | http://documents.worldbank.org/curated/en/2004/11/5509351/education-decentralization-accountability-relationships-latin-america
http://hdl.handle.net/10986/14191
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