The push towards greater autonomy is one of the three main trends
in every modern educational policy, alongside quality assurance and
quality evaluation techniques and the need to devote attention to
special a" and often disadvantaged a" target groups. It is,
however, difficult to derive a unified concept of autonomya (TM)
from the comparative indicators which are published on a regular
basis and it has emerged that there are significant differences
depending on the specific area and the administrative organisation
of education in the country in question. During the discussions of
the annual Congress of the European Association for Education Law
and Policy (ELA) in Salzburg (1998) it was apparent that autonomy
has to be considered in its various applications.
Autonomy for school boards is realised through management,
administrative mechanisms, management of staff and pedagogical
options. Autonomy of administration requires competence, the
willingness to establish an autonomous administration and awareness
of each partya (TM)s responsibility in the educational process.
The contents of this Yearbook are an answer to the question of
how legislatures are responding to the trend towards greater
responsibility, decentralisation and autonomy. It is an overview of
the efforts made by the Member States of the European Union to
apply the principle of subsidiarity.
General
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