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Decentralisation and School-Based Governance: A Comparative Study of Self-Governing School Models

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Decentralisation, School-Based Management, and Quality

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 8))

Abstract

This study presents a comparative study of the self-governing school (SGS) models developed in Australia, USA, Britain, Spain, the Czech Republic, New Zealand, South Africa, Hong Kong, and Thailand. The study includes the different approaches adopted in the introduction of SGS based on the current literature and small- and large-scale research projects undertaken by the authors in the above systems. In an examination of the management of school systems around the globe, there appears to be significant shifts towards decentralisation and devolution of authority to schools. The study shows that all major models of decentralisation are characterised by devolution of power and authority, autonomy, participatory decision-making and flexible funding with accountability.

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Author information

Authors and Affiliations

  1. The University of Newcastle, Callaghan, Australia, 2308

    David T. Gamage & Joseph Zajda

Authors
  1. David T. Gamage
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  2. Joseph Zajda
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Correspondence to David T. Gamage .

Editor information

Editors and Affiliations

  1. Australian Catholic University, Victoria Parade 115, Fitzroy, 3065, Australia

    Joseph Zajda

  2. School of Education, University of Newcastle, University Drive, Callaghan, 2308, Australia

    David T. Gamage

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Gamage, D.T., Zajda, J. (2009). Decentralisation and School-Based Governance: A Comparative Study of Self-Governing School Models. In: Zajda, J., Gamage, D. (eds) Decentralisation, School-Based Management, and Quality. Globalisation, Comparative Education and Policy Research, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2703-0_1

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