Author:
Cecep Somantri
Affiliation:
School of Education and The University of Nottingham, United Kingdom
Keyword(s):
Decentralisation, leadership, principal.
Abstract:
Decentralisation is a management reform that is widely believed to promise a range of benefits in transforming the effectiveness of local governance and broaden local participation. By 1999, nearly all countries in the world were experimenting with decentralisation, at least in policy level. In line with it, education is one of the sectors that has been affected by decentralisation. In a devolved education system, schools are given both autonomy and responsibilities in decision-making authority. At school level, those who receive the transferred-authority are mainly principals, and hence, they have broadened-roles and responsibilities. However, research and literature drawn from more than four decades show that a devolved environment urges for accountability that is oftentimes regarded as pressure and dilemma by school leaders and teachers. When the curriculum and standardised tests remain under the control of central government, accountability is valued in the context of performativ
ity. Furthermore, it is also evident that a devolved education system requires an approach that does not lead to solitude autonomy, segregated collaboration and regulation-based accountability. Therefore, there is an urgency to have s systemic solution that acknowledges the important role of principals, clarifies the responsibilities and roles of principal, and develops capacity of principals.
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