Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

Abstract

In todays globalised and knowledge-based society, countries across the world are increasingly adopting different models to structure and organise their education systems. More subtly, countries are transitioning from centralised education systems to decentralised ones to create more local stakeholder influence on schools. England, which is known for self-managing schools, is a case in point. Striking an appropriate balance between centralisation and decentralisation remains a challenge, however. In this regard, this study sought to explore the innovative approaches of educational decentralisation in British local educational authorities and the challenges facing them, as well as the strategies adopted by British local educational authorities to overcome these challenges so as to provide reference to other countries. Desk-based research was used for data collection. The findings suggest that although a centralised education system is praised for reducing inequalities and standardisation, it often fails to reflect the specific needs of learners because the system is not school-led. On the other hand, a decentralised educational system is preferred in England for many reasons, including better information and targeting, greater voice and participation, innovative and creative approaches, and improved efficiency and strengthened accountability relationships. Despite this, however, it may encourage social inequalities, in addition to being captive of some elite groups or special interest groups. England adopts devolution as its approach to educational decentralisation. In addition to this general approach, school-based management is particularly used to empower local educators, students, and parents. However, the countrys education system is littered with educational inequalities. The system can also be captive of elite groups.