Educational Planning in a Decentralised System.

Planning documents for the Seventies emphasized the importance of primary education and the curtailment of the mushrooming growth at the higher level. Our review suggests that this policy has had only partial success in implementation. Viewed in the context of educational planning theory and the evidence available for Pakistan, the policy is found to be sound. While the benefits of a correct distribution of investment within the educational sector are self-evident, resource constraints have been leading to an overall underinvestment in the educational sector. We show that Pakistan's public sector education is highly subsidized and so to supplement the limited resources devoted to it, we recommend, as a possible solution, a selective application of user charges.

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The Outlook for Compliance with EU Environmental Law: 'Pushing' for a Decentralised System of Complaints?

SSRN Electronic Journal ◽

10.2139/ssrn.1158405 ◽

2008 ◽

Author(s):

Luigi Carafa

Keyword(s):

Environmental Law ◽

Decentralised System

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Administrative Problems in Educational Planning

Indian Journal of Public Administration ◽

10.1177/0019556119640405 ◽

1964 ◽

Vol 10 (4) ◽

pp. 631-646

Author(s):

R. K. Srivastava

Keyword(s):

Educational Planning

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Legal Issues in Early Childhood Special Education

Journal of Disability Policy Studies ◽

10.1177/10442073211023165 ◽

2021 ◽

pp. 104420732110231

Author(s):

Susan Larson Etscheidt ◽

Stephanie L. Schmitz ◽

Andi M. Edmister

Keyword(s):

Special Education ◽

Early Childhood ◽

Students With Disabilities ◽

Due Process ◽

Transition Planning ◽

Qualitative Content Analysis ◽

Early Childhood Special Education ◽

Educational Planning ◽

Professional Collaboration ◽

Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

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Local implementation of accountability instruments in the French-speaking community of Belgium

European Educational Research Journal ◽

10.1177/1474904119850964 ◽

2019 ◽

Vol 19 (2) ◽

pp. 94-108 ◽

Cited By ~ 1

Author(s):

Samir Barbana ◽

Xavier Dumay ◽

Vincent Dupriez

Keyword(s):

System Level ◽

The Political ◽

Political Environment ◽

Specific Nature ◽

Local Contexts ◽

Significant Process ◽

French Speaking ◽

Political Demand ◽

Decentralised System

This article aims to understand how new accountability instruments in the context of the French-speaking Belgian educational system are appropriated by schools. After having characterised the specific nature of those instruments in the context of a traditionally highly decentralised system involved in a significant process of centralisation, we identify their effects through the case study of three schools. Using a new institutionalist lens, the analyses show that these instruments refer, in the French-speaking Belgian context, to a specific demand from the political environment of schools: developing and framing a common educational landscape, rather than to a logic of teacher evaluation. The data also indicate a reaffirmation, against this specific political demand, of three traditional ways of functioning tied up to the requests made by local educational communities. Thus, the analyses show a conflict between inherited institutions highly embedded in local contexts and the political signal associated with the new accountability instruments aiming to institutionalise common norms at the system level.

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