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Mukundan Mullikottu-Veettil Bray Mark 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):223-243
The decentralisation of educational administration has been widely advocated as a strategy to promote local participation in education. However, the fact that this advocacy has a long history raises the question why decentralisation has not been achieved in more educational systems. The answers to this question are many and complex. Among them are difficulties with the implementation of reforms. The present study examines some of these difficulties in Kerala State, India. It determines that although Kerala has a strong reputation for political participation, the rhetoric of decentralisation in the educational sector has not matched the reality there. The lessons to be learned in this context have wide implications for the theory and practice of decentralisation in education. 相似文献
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许多发展机构的文献都提倡通过教育分权管理策略来促进地方参与教育的行动。尽管这种倡导有着长远的历史,但事实上,在许多教育体系中的教育分权计划并没有取得成功。印度喀拉拉邦的“人民分权计划运动”试图采用一个多方位的“大爆炸”方式实施分权计划,它虽有力量,但也存在局限性,其主要障碍是地方当局的技术能力有限,以及未转变参与者态度,未向参与者充分证明分权是符合他们需要的。 相似文献
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T. R. Mukundan 《Resonance》2010,15(4):347-350
The exact solution of polynomial equations has long been an area of interest. Students are familiar with the solution of linear
and quadratic equations, but when they move to cubic and quartic equations, they find that the solution involves a non-intuitive
transformation. Cardan’s method of solving the cubic equation is well known (see [1] and [2]; see also [3] for a geometrical
interpretation of the method). This article suggests a different and simpler formulation to solve cubic equations. 相似文献
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Adopting policies of decentralization has become more or less a universal fashion among governments. Institutional redesigning
as regard to affirmative state is favored by the political left and right in capitalist democracies. However, their arguments
revolve around the decision-making powers of ordinary citizens. Some academics argue that the “People’s Campaign for Decentralized
Planning” (PCDP) introduced in 1996 in Kerala, the south western state of India, is an extended version of democratic decentralization.
They also describe it as Empowered Deliberative Democracy (EDD). Through a comparison of continuity and change aspects in
the field of primary education based on programmes carried out in two districts of Kerala (India), this paper analyzes the
democratic decentralization policy initiated in the state. The paper concludes with insights related to the need for the redefinition
of the process of initiating and sustaining educational changes in a decentralized fashion in Kerala. 相似文献
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Mullikottu-Veettil Mukundan Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,4(1):223-243
The decentralisation of educational administration has been widely advocated as a strategy to promote local participation in education. However, the fact that this advocacy has a long history raises the question why decentralisation has not been achieved in more educational systems. The answers to this question are many and complex. Among them are difficulties with the implementation of reforms. The present study examines some of these difficulties in Kerala State, India. It determines that although Kerala has a strong reputation for political participation, the rhetoric of decentralisation in the educational sector has not matched the reality there. The lessons to be learned in this context have wide implications for the theory and practice of decentralisation in education. 相似文献
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