| This dissertation examines how nation-states accommodate to changes of internal and external conditions, in delivery of public education with special attention to their choice of a centralized and decentralized structure, by exploring major advanced nations, France, Japan, the Netherlands, England, Sweden, Germany, and the United States, and developing countries.; The establishment of public education has been deeply rooted in building the nation-state since the modern period. However, the nation-state is not a static and independent entity, but rather an active and transforming part of the world. This structural reform of “institution” implies not only a system structure change of finance, administration, and control of contents of public education, but also transformation in the collective sense and values of civilization, language, and citizenship.; Since the modern period, education, an important nation-state project, was driven by the state-centered supply. However, there is a gradual recognition that governmental ability is reaching the upper limit to execute its task. This is not only because of the fiscal limit due to anarchical forces of globalization, but also because of problems from the diversified social class and culture, and impoverishment of communities.; The goals of the nation-state's project, public education, have been evolving over time. By employing statistical analyses, this study identified that the important key factors of change are powerful transnational capital economy, and social and political elements. Foreign aid, which involves donors' different motivations and rhetoric of development, is found as another key, but less important, of the nation-state's choice between decentralization and centralization.; Decentralization, as a structural adjustment policy, seems to be most influential in the recent education reform movement, to save the nation-state and its troubling economy since the late 1970s. However, this economic orientated policy neglects the cultural context of learning and development of people in periphery. To reach out these people, demand side financing and community orientation theory should be considered as important elements in the context of decentralization. In conclusion, I urge that dialogues between international agencies, the state policy makers, and communities are required for seeking solutions in multiple dimensions of life, in order to foster development. |
