By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo
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Towards the end of 2007, a team of OECD education experts visited the Victorian state schools system for a case study. In its final summing up of the Victorian case study, the OECD team has agreed with the views expressed by Richard Elmore in an unpublished internal communication on “Educational Improvement in Victoria”. T. Gamage and J. Zajda The good news is that Victoria, because of the thoughtful design of its improvement strategy, is on the leading edge of policy and practice in the world.
The former approach argues that education is restructured according to the requirements and demands of the economy (to make people and countries competitive in order to increase the companies’ profit of the TNCs (Dale 2000). The latter approach assumes that states structure themselves because of the cultural pressure from the IGOs (proposing the world models), and that the same applies to education. Globalization has direct as well as indirect effects on education; the former is the borrowing from or imitation of world models (Steiner-Khamsi 2004) and the latter is the societal changes that the schools, teachers and students experience related to globalizing forces.
The spread of the political philosophy of the New Right encouraged the belief that a policy of community participation and parental choice in education could help make the school administration more efficient and effective, within the limited resources available. T. Gamage and J. Zajda more complex, with more and more responsibilities placed on the school systems, with less and less resources at their disposal. Now, in the face of these new challenges, there appears to be a consensus for a gradual implementation of SBM (Gamage and Zajda 2005b) in most school systems In short, the SBM model, which modifies the old bureaucratic type of school management, comes with autonomy, flexibility, shared decision-making, transformational leadership and accountability.