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|Title:||Centralization and decentralization in educational administration : a case study of the technical institutes in Hong Kong|
|Authors:||Choi, Cheng Wing.|
|Presented at:||University of Leicester|
|Abstract:||This research attempted to gain an insight into the experiences and perspectives of staff in the Vocational Training Council (VTC) on the devolution initiative being implemented in its technical institutes. The research was developed from the conceptual framework of centralization and decentralization. It adopted a qualitative case-study approach to inductively understand human experience in context-specific settings. The data collection techniques consisted of documentary analysis, observations and in-depth semi-structured interviews to achieve the objectives of methodological triangulation. Before the introduction of the devolution initiative, the Technical Institutes Division Headquarters was the supervisor of the technical institutes. It was considered to stifle the initiatives of the technical institutes because of its strong controlling emphasis. The strategic and organizational review of the VTC conducted in 1996 acted as a catalyst to set off the changes. It appears that the main thrust of the devolution initiative is to achieve effectiveness and efficiency. Staff in general welcomed release from the management and control by the headquarters, but considered the pace of change to be too fast. There was a remarkable degree of concurrence among staff in focusing student learning outcomes as the key to change. Although the devolution initiative is a major cultural change in the VTC, the senior management have paid little attention to the organizational culture of the technical institutes. Since staff have not been consulted and empowered, most of them are indifferent, or even resistant, to this far-reaching change. The scope of decentralization with respect to the use of resources, participative decision-making and curriculum development is limited. Changing the organizational culture, flattening out the hierarchy, opening up opportunities for teachers to contribute meaningfully to the decision-making process, and fostering greater professional development, together with good management and adequate autonomous funding, are promising strategies to change the VTC towards a more entrepreneurial one.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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