Decentralization in Education System: Outcomes and Challenges

Abstract

School cluster policy implementation is an effort to develop actualized school demands in the form of decentralization of institutional authority. This article focused on recent developments in the decentralization of school-based management in enhancing administration, Academic and financial management for the development of the school system, and quality education through community participation in decision-making, proper budgetary utilization and transparency, and proper school monitoring and evaluation. The central focus of the approach is to empower school leadership. A qualitative approach using a case study strategy was employed. Fifteen school Cluster Head Teachers from the highly resourced school cluster who had attended induction training were appointed as research participants using the purposive sampling technique. The primary data were collected from semi-structured interviews. Using an explorative case study design resulted in a rich and deep description of Head teachers’ experiences. The major argument presents a model of school cluster policy in the form of decentralization of school-based management is very much relative. Still, there is a gap between policy and practice across contexts. Instead of debating the model of decentralization of school-based management, managerial practices in the form of delegation of power as an authority have to be practiced in the context around to fulfill the real needs of the school in the particular context of Sindh Pakistan. However, effective implementation of the School cluster policy must require time management, expertise, and assistance from the parental department in providing proper induction training in the local context as an initiative of delegation of power.