Decentralization and Social Partnership The Devel

Authors: Manhong Lai Leslie N K Lo

Publish Date: 2006/05/17

Volume: 5, Issue: 2, Pages: 101-120

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Abstract

In 1985 the Chinese Mainland introduced a policy of decentralization in order to help facilitate the spread of basic education By looking specifically at the developmental experiences of Shanghai and Shenzhen we can gain an in depth understanding of the specific circumstances incurred under new education reforms While undergoing decentralization the local government’s main responsibility was to implement the state directives and to act as the central government agency During the development of vocational education the level of decentralization in these two cities was situated somewhere between deconcentration and delegation At the school level the principal was mainly responsible for disseminating the state’s requirements Teachers had to firmly follow the state’s instructions on teaching and learning Other stakeholders’ roles were left unclear and informal It is believed that the indigenous meaning of education and an authentic social partnership can only develop if formal channels are established through which stakeholders can express their ideas on education in the locality

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