Abstract
Globalization and the evolution of a knowledge-based economy have caused dramatic changes to the character and functions of education in most countries around the world. However, the impacts of globalization on schools and universities are not uniform, though business-like practices have been adopted to cope with competition in the global marketplace. In the face of financial constraints and weakened state capacity in social policy provision, the pressure for restructuring and reforming education is increasingly driven by the growing expectations and demands of different stakeholders in society. In recent years, common concerns over widened access, funding, accountability, quality, and managerial efficiency have been perceived as prominent global trends related to education. Notwithstanding divergent political, social, economic, cultural and historical backgrounds, national and local governments may adopt similar or different strategies in response to pressures generated by globalization. One popular public policy strategy widely adopted by many states is decentralization, even though there is no consensus on whether a policy of centralization or decentralization is more effective to improve the organization and management of the public sector ([Dill & Sporn 1995]; [Fiske 1996]).
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Mok, K.H. (2004). Centralization and Decentralization: Changing Governance in Education. In: Ka-Ho, M. (eds) Centralization and Decentralization. CERC Studies in Comparative Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0956-0_1
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