Abstract
Rarely can education systems be described simply as centralized or decentralized, since different components of education systems can be administered and controlled in different ways. Moreover, most education systems are dynamic, with shifts in the balance between centralization and decentralization. This paper explores the meanings, motives, models and measurements of centralization and decentralization in different contexts and analyzes some specific examples, with particular focus on school-leaving examinations, control of textbooks and control of universities. The analysis shows that although educational centralization and decentralization can be usually proved by technical standard, political factors are always the most important. Different modes of educational administration have their own advantages and disadvantages. It is impossible to find a mode suitable to all the countries.
| Keywords: | control of education; administration of education; centralization; decentralization |
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