similarities between centralization curriculum and decentralization curriculum.

Question . What are the similarities between centralization curriculum and  decentralization  curriculum.                                                    

Centralization curriculum refers to the condition whereby the administrative authority for education is vested, not in the local community, but in a central body. This central body has complete power over all resources for instance money, information, people and technology. It decides the content of curriculum, controls the budget, is responsible for employment, the building of educational facilities, and discipline policies.( Kubota, S. (1994).)

Decentralization may be defined as “the transfer of decision-making authority, responsibility, and tasks from higher to lower organizational levels or between organizations” (Hanson, 1998, p.112). There are at least three types of decentralization, deconcentration, devolution, and delegation.

Decentralization curriculum, refers to the extent to which authority has been passed down to the individual school. Site based management or private schools and institutions is an example of decentralization in which individual schools can make their own decisions related to finances and curriculum. However, the locus of power remains with the central body.

Decentralization pattern is wider is scope and the authorities are diffused to the lowest most level of management. Delegation of authority is a complete process and takes place from one person to another. While decentralization is complete only when fullest possible delegation has taken place. For example, the general manager of a company is responsible for receiving the leave application for the whole of the concern. The general manager delegates this work to the personnel manager who is now responsible for receiving the leave applicants(Astiz, M.F, Wiseman. A.W. and Baker, D.P. (2002)). In this situation delegation of authority has taken place. On the other hand, on the request of the personnel manager, if the general manager delegates this power to all the departmental heads at all level, in this situation decentralization has taken place. Decentralization is wider in scope and the subordinate’s responsibility increase in this case.

The simiralities of centralized and decentralized curriculum may be traced as the importance of their roles in the contemporay society that articulating or practising it.Hence the following are amongs of the simiralities  between centralized and decentralized curriculum

Both promotes cultural and norms to the community . Community members and parents share valuable insight about how schools can be improved to better educate the children in the community. Parents having a greater stake in the educational process, would have a better understanding of the problems facing schools, and would tend to increase their support when needed.

Both promotes the elements of professional development of principals. Everyone has the innate tendency towards self actualization. Therefore, being responsible for the development of school goals and objectives and their implementation would encourage principals to seek various means for achieving professional growth while maximizing their potentials.

Both  schools are given the opportunity to make decisions, a higher degree of morale and commitment to the organizational goals and objectives are fostered. If the principal through decentralization is given the authority to generate and disburse funds, great gains could be realized. The staff, then, would exert more effort since it would be a means by which their strategic plans for curricula and program development could be implemented

Both  involves evaluation. Evaluation refers to a periodic process of gathering data and then analyzing or ordering it in such a way that the resulting information can be used to determine whether  a work or program is effectively carrying out planned activities, and the extent to which it is achieving its stated objectives and anticipated results.Hence centralized and decentralized  curriculum (evaluation) involves the systematic assessment of educational activities  and  the main objects of evaluation include instructional programs, school initiatives and education goals. The growth in federal funding for education and policy-makers' increased calls for school accountability  have contributed to the growth of educational evaluation. Many large school districts have personnel responsible for evaluation activities.

Generally the concepts of centralization and decentralization are important ones to consider as they ultimately affect the effectiveness of schools in educating the children of a nation. Simply because when we view Centralization  curriculum as the condition whereby the administrative authority for education is vested, not in the local community, but in a central body and  this central body has complete power over all resources for instance  money, information, people and technology, outomatically it decides the content of curriculum, controls the budget, is responsible for employment, the building of educational facilities  and  discipline policies. Decentralization  curriculum, on the other hand, refers to the extent to which authority has been passed down to the individual school. Site based management is an example of decentralization curriculum  in which individual schools can make their own decisions related to finances and curriculum. However, the locus of power remains with the central body. Advocates of decentralization believe it will result in higher student performance,  more efficient use of resources, increased skills and satisfaction for school administrators and teachers , greater community and business involvement in and support for schools. Decentralization curriculum promotes greater parental and community involvement  rather than centralized curriculum so  a community members and parents can provide valuable insight about how schools can be improved to better educate the children in the community. Parents having a greater stake in the educational process, thus they would have a better understanding of the problems facing schools, and would tend to increase their support.

REFERENCES.

Astiz, M.F., Wiseman, A.W. and Baker, D.P. (2002). Slouching towards Decentralization:              

                   Consequences of Globalization for Curricular Control in National Education Systems.

                    Comparative Education Review, vol. 1, no. 1, 66-86.

Kubota, S. (1994). From a Viewpoint of Comparative Education: Bulletin of the Japan Educational

                 Administration Society, No. 20, 90-100.

Muta, H. (2000, October).  Deregulation and Decentralization of Education in Japan. Journal of

                 Educational Administration, Vol. 38, No. 5, 455-567.

Paqueo V. and Lammert J. (2000). Decentralization & School-Based Management Resource KitRequest  more information to,

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