Libro publicado recientemente por el Banco Mundial donde los autores ofrecen un marco conceptual para el análisis de los programas de gestión centrados en la escuela, y proveen un resumen de la información disponible de estudios de dichos programas en varios países del mundo, incluyendo a América Latina.
Decentralized Decision-Making in Schools. The Theory and Evidence on School-Based Management
Felipe Barrera-Osorio, Tazeen Fasih and Harry Anthony Patrinos with Lucrecia Santibáñez
© 2009 The International Bank for Reconstruction and Development / The World Bank
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Índice
Foreword ix (ver texto más abajo)
Preface xi
Acknowledgments xiii
Abbreviations xv
Overview 1
What Is School-Based Management? 2
Different Forms of School-Based Management 3
School-Based Management Reforms around the World 5
Can School-Based Management Work? 11
Evaluating School-Based Management Initiatives 13
Notes 14
Chapter 1 What Is School-Based Management? 15
School-Based Management Defined 15
The Theory behind School-Based Management 16
A Typology of School-Based Management 17
Toward a Conceptual Framework for Analyzing
School-Based Management 26
How School-Based Management Can Increase
Participation and Improve School Outcomes 32
Notes 37
Chapter 2 School-Based Management Reforms around the World 39
General Assessment of the Literature on
School-Based Management Programs around the World 39
Initiatives in Latin America and the Caribbean 41
Initiatives in Africa 53
Initiatives in Asia 64
Initiatives in the Middle East and North Africa 68
Initiatives in Other Countries 70
Notes 72
Chapter 3 Evaluating School-Based Management Initiatives 75
How to Implement Impact Evaluations 76
How to Define the Intervention 79
Elements of Impact and Identification 80
Notes 95
Chapter 4 Conclusions 97
Types of School-Based Management 98
Autonomy and School-Based Management 99
The Evidence Base 100
On the Design of School-Based Management Programs 101
Caveats 103
Unanswered Questions 104
Appendix Some Evaluated School-Based Management
Programs 107
References 109
Index 117

Prólogo
In both the developed and developing worlds, government attempts to improve education have been mostly about providing more classrooms, more teachers, and more textbooks to schools. There is growing evidence,
however, that more inputs are not enough to make schools work better. One important reason why education systems are failing to provide children with a solid education is the weak accountability relationships
among policy makers, education providers, and the citizens and students whom they serve. It is not surprising then that the transfer of some decision-making power to schools has become a popular reform over the past decade.
School-based management (SBM) puts power in the hands of the frontline providers and parents to improve their schools. Its basic premise is that people who have the most to gain or lose—students and their parents—and those who know what actually goes on in the classroom and school—teachers and school principals—should have both greater authority and greater accountability than they do now with respect to school performance.
However, while there is evidence that SBM can improve the quality of teaching and learning in schools, our evidence base is limited. Decentralized Decision-Making in Schools adds to that knowledge base by distilling the lessons from countries with different SBM arrangements, reviews the findings from analytical studies, and presents the policy choices that emerge from those lessons and findings.
During the past two decades, educational differences between richer and poorer countries, as measured by enrollment rates and average years of schooling, have narrowed—but the global gap in student achievement levels remains very wide. Where successful, SBM offers the potential to close that learning gap.
Elizabeth M. King
Director, Education
Human Development Network