Decentralized School Governance Policy: A Comparative Study of General Public Schools and Community-Managed Schools in Nepal

Autor/in	Khanal, Mukunda Mani
Titel	Decentralized School Governance Policy: A Comparative Study of General Public Schools and Community-Managed Schools in Nepal
Quelle	In: International Education Journal: Comparative Perspectives, 15 (2016) 4, S.35-55 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Governance; School Administration; Educational Policy; Foreign Countries; Policy Analysis; Administrative Organization; Mixed Methods Research; Institutional Characteristics; Public Schools; Construct Validity; Interviews; Factor Analysis; Policy Formation; Comparative Analysis; Literature Reviews; Multiple Regression Analysis; Case Studies; Questionnaires; Observation; Focus Groups; Nepal + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Ausland; Politikfeldanalyse; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Faktorenanalyse; Politische Betätigung; Case study; Fallstudie; Case Study; Fragebogen; Beobachtung
Abstract	The literature reviewed for this study revealed that the movement toward decentralizing responsibility of school governance to communities has become a global policy in the contemporary world. With the aim of enhancing greater community participation and retaining students in public schools, the Government of Nepal introduced two different policies: the General Public School (GPS) Policy and the Community-Managed School (CMS) Policy; both guided by the Decentralized School Governance Policy. Since then, there has been a debate about whether centrally controlled but locally managed GPSs or community owned-locally governed CMSs are better. Policy documents in Nepal repeatedly claim that the CMS Policy achieves better results than the GPS Policy. The research reported on in this paper gathered evidence for examining claims concerning the performance of the policies. The research used mixed methods. Results indicate that there is no significant difference in the respective policy implementation performance between the two types of schools. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01