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Explaining the persistence of “decentralisation” of education in Egypt

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  • Allam, Dina

Abstract

This study examines how and why decentralisation remained central to education reform in Egypt over the period 1990–2016 despite the mixed outcome at both the national and international levels. Three decentralisation models were examined: community schools, public-private partnerships and school-based management. Network analysis was combined with a process-tracing approach to identify the key actors and mechanisms causing policy persistence. Analysis revealed international agencies used coercion through funding and persuasion by framing the models to match political sponsors’ interests. There was also bounded-rational learning by national actors from foreign experts and experiences and several complementary mechanisms with minor influence.

Suggested Citation

  • Allam, Dina, 2021. "Explaining the persistence of “decentralisation” of education in Egypt," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000109
    DOI: 10.1016/j.ijedudev.2021.102357
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