Centralize or Decentralize? - The Question Currently Facing Schools in Qatar
Abstract
This study sought to explore the policy implementation issues related to the recent transition from an advanced EFNE decentralization to a strict re-centralization from the perspective of Qatar’s school principals. It focused on understanding the advantages and disadvantages of decentralization and re-centralization to identify the most appropriate model for schools that ensures the stability of the educational policy context. Gender and total service years were also considered in the study. The data was collected from 29 principals in government schools through questionnaires. Gender and total service years were also considered. Based on this, this study reveals there to be a level of satisfaction with the current re-centralization that together with the associated accountability increases the desire to emphasize the centralized structure that previously existed. Furthermore, in terms of answering the question on whether schools should be centralized or decentralized, Qatar's current situation differs significantly from the Western concept from which it was borrowed when it was initially created. Decentralization, in some cases, is not likely to be implemented because it is simply seen of as glamorous. Therefore, it is necessary to understand the internal forces, influences, and expectations of a specific context given its cultural norms and dispositions, and the desired educational outcomes when deciding its educational future. Without evidence-based endeavors supporting any policy change proposals, it is doubtful that a practical policy implementation would succeed.
https://doi.org/10.26803/ijlter.21.2.22
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