Decentralisation to improve teacher quality? District Institutes of Education and Training in India

Dados Bibliográficos

ID11920757
AutoresCaroline Dyer (0000-0002-9227-7554, University of Leeds, autor correspondente)
Ano2005
Volume35
Fascículo2
Páginas139-152
Data de publicação2005-06-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores do periódicoISSN: 0305-7925 • E-ISSN: 1469-3623
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057920500129791
OpenAlexW2044951837
IdiomaEN
Citações recebidas10
Referências citadas6

Decentralisation is often expected to improve democratic participation and empowerment, and improve government responsiveness to local needs. International experience demonstrates that striking the right balance between centralisation and decentralisation remains highly challenging, and that developing appropriate institutional capacity to discharge new responsibilities is difficult and often neglected – yet both are crucial to effective decentralisation. Taking a sample of six district institutes of education and training (DIETs) across three states as a case study, this paper explores India's policy and processes of decentralising teacher education. It identifies as major barriers to the emergence of DIETs their recruitment and staffing policies, and contested agendas of power, control and accountability. Yet it also finds evidence from two districts of progress towards establishing productive partnerships, in an emerging process of decentralisation that is allowing the DIETs to play a significant role in supporting teachers. Here, the DIET idea is justified, and the potential of a decentralised teacher education system to improve systemic accountability towards quality improvement and primary teachers is demonstrated

Accountability · Business · Centralisation · Decentralization · Economic growth · Economics · Empowerment · Government (linguistics · Political science · Power (physics · Public relations · Quality (philosophy · Staffing · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare · Public Administration · School Choice and Performance