School-based management transfers decision-making authority and responsibility for school operations from central government to local stakeholders to better reflect local priorities and improve student outcomes (Carr-Hill, 2017).
UNESCO. Accountability in education: meeting our commitments; Global education monitoring report, 2017/8. Paris: UNESCO, 2017
The scarcity of women among planners and managers may help explain the lack of reflection on the impact in gender terms of some popular management reforms. Take the example of school-based management (SBM). While the teaching profession is increasingly feminized, the position of head teacher remains male-dominated in many countries. As a result of greater school autonomy, the administrative and managerial workload of principals increases, to the detriment of their role as pedagogical leaders.
De Grauwe, A. 2010. ‘Is Educational Planning Gender-Neutral?’ IIEP Newsletter XXVII (1): 10–11.