Colección: La Educación
Número: (118) II
When linked at the local level through decentralization, citizen participation and administrative development can be referred to as school-based management (SBM).14 The focus of this study is to describe and analyze the first seven years (1985-1992) of the Spanish experience in school-based management. The specific objectives of this paper are to respond to the following questions:
1. How is the Spanish model of SBM organized and structured?
2. How effective has the process of SBM been during its first seven years in linking local democratization through citizen participation with administrative development?
3. What modifications might be made to the Spanish model of SBM to improve its effectiveness?
Data for this study were gathered in Spain in 1987, 1990 and 1992. The Ministry of Education and Science (MEC) gave helpful cooperation in allowing access to educational officials and documents. Data were gathered in seven of the 17 Autonomous Communities, including the three historic territories of Galicia, the Basque Territories, and Catalonia.
Along with an extensive analysis of documents, over one hundred interviews were conducted with parents, teachers, university professors, politicians, constitutional lawyers, as well as senior officials in the Autonomous Communities and the Ministry of Education and Science.15
[INDEX] [SUMMARY] [DEMOCRACY AND DECENTRALIZATION] [STUDY OBJECTIVE] [THE THEORY BEHIND SCHOOL-BASED MANAGEMENT] [THE PRACTICE OF SCHOOL-BASED MANAGEMENT: 1985-1992] [TABLE 1] [ORGANIZATIONAL FORCES BEHIND THE LACK OF CANDIDATES FOR PRINCIPAL] [PERCEPTIONS ON SCHOOL COUNCIL INFLUENCE] [SHOULD SCHOOL-BASED MANAGEMENT BE RETAINED?] [HOW COULD THE PRACTICE OF SBM BE IMPROVED?] [CONCLUDING COMMENTS] [RESUMEN] [RÉSUMÉ] [ RESUMO] [NOTES]