Διοίκηση της εκπαίδευσης και αναλυτικά προγράμματα: η θεσμοθέτηση της αποκέντρωσης και της ευρύτερης συμμετοχής

Περίληψη

Decentralization and broader participation in decision making in education has been advocated repeatedly during the last two decades in Greece. The present study examines this question with reference to the curriculum development system. After an initial clarification of the concept of (vertical and horizontal) decentralization and a review of the present system of curriculum development in Greece, the arguments for and the reservations against the political decentralization (devolution) and the broader participation in policy and decision making in education are presented. In the second half of the article, a new system of curriculum development is proposed which allows for the adjustment of the curriculum to the local needs and preferences as well as for the broader participation in this process. For this purpose, the establishment of organs of lay participation as well as technocratic organs for curriculum development at national, regional, local and school levels is proposed. The organs of lay participation make proposals with regard to the broader framework of the content of the curriculum. The National Academy of Pedagogic Research, a self-governed research institute at national level, defines the basic elements of the curriculum and prepares model curriculum for schools. The Regional Pedagogic Centers adjust the national curriculum to the regional needs and preferences by adding elements to and replacing parts of the model curriculum. The Pedagogic Laboratories at local level support teachers' initiatives for curriculum development and have the power for limited alterations to curriculum. Finally, the Council of Teachers at school level, through the formulation of the School Project, plans the implementation of the curriculum after taking into account the essential characteristics and the potentialities of the specific school unit.