Reforming School Governance in Taiwan and South Korea: Empowerment and Autonomization in School-Based Management

Purpose: The article aims to use the globalization theory and the implications of democratization for social policy to analyze the school governance reforms in Taiwan and South Korea. Design/methodology/approach: The article describes the main features of decentralization policy in the school sectors in the two societies with a historical review of their democratic transition and educational reforms during the 1990s. It then classifies decentralization into two categories, namely managerial decentralization and societal decentralization, by conceptualizing their context, rationales and policy instruments. It closes by considering the implications of Taiwan's and South Korea's experiences for educational decentralization and education reforms. Findings: It is found that in Taiwan there is a comprehensive and institutionalized empowerment of teachers and parents but full institutionalization of involvement of the school community is still in progress in South Korea. Originality/value: This article reviews and compares the development and major changes of school governance in Taiwan and South Korea. (Contains 2 tables and 1 figure.)