Abstract/Details

A comparative study of educational decentralization in China and Korea, 1985–1995: Motives, actions, and results


2008 2008

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Abstract (summary)

Theoretically, the benefits of decentralization include the enhancement of democratic participation and managerial efficiency, and the reduction of financial deficiencies. Empirically, however, there is little consistent evidence supporting this premise. The consequences of reform vary in accordance with country-specific conditions: they appear to be successful, mixed, or failed.

This study seeks to shed light on how the goals, strategies, and consequences of decentralization interact with each other. It focuses on educational governance reform in China and Korea, which have different historical, economic, and political backgrounds. Two main themes are identified in this work: how different problems were addressed by the same policy instrument, decentralization, and how the results differed depending upon environmental conditions.

This led to three areas of investigation: the motivating forces for the decentralization of education, the manners of actuation, and the consequences in China and Korea between 1985 and 1995. A comparative approach was used involving a mixture of longitudinal (vertical) and cross-sectional (horizontal) analyses, which had been proposed and developed subsequent to the work of Bereday, Hilker, and Noah.

These longitudinal and cross-sectional analyses identified several isomorphic and idiosyncratic aspects of the educational governance reforms in China and Korea. The major similarities found include: (1) the economic and political crises as motivating forces, (2) the establishment of legal infrastructures, and the utilization of the incremental and asymmetric vi approaches in the manner of reform actuation, and (3) some positive consequences of reform such as increased educational funds and local educational autonomy.

However, coupled with these similarities were three important differences: (1) the key objectives to be solved: the financial problem in China versus the political problem in Korea, (2) the major actuation strategies: restructuring fiscal authority by decentralization and diversification in China, versus rearranging political power for public education between the central and local governments in Korea, and (3) the main consequences of educational decentralization: improved fiscal efficiency in China, versus enhanced political autonomy in Korea. Both countries experienced some side-effects or limits of decentralization such as financial disparities in education among regions in China, and rhetorical decentralization and citizen apathy regarding local educational autonomy in its early stage in Korea.

Indexing (details)


Subject
School administration;
Comparative studies;
Decentralization
Classification
0514: School administration
Identifier / keyword
Education, China, Decentralization, Educational decentralization, Governance reform, Korea
Title
A comparative study of educational decentralization in China and Korea, 1985–1995: Motives, actions, and results
Author
Chung, Yeon Han
Number of pages
230
Publication year
2008
Degree date
2008
School code
0118
Source
DAI-A 69/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549664178
Advisor
Eiseman, Jeffrey W.
Committee member
Dolan, Micael F.; McDermott, Kathryn A.
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3315537
ProQuest document ID
304574730
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304574730
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