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REVIEW OF DEVOLVED SCHOOL MANAGEMENT: Working Group Report
B BACKGROUND
Following the issue of Circular 6/93 on 31 March 1993, Education Authorities
in Scotland were allowed to phase-in the introduction of DSM. However, the guidance
stipulated that DSM schemes should be in place in all primary and secondary
schools by 1 April 1996 and in all special schools by 1 April 1997. Circular
6/93 made no specific reference to the pre-school sector.
DSM specific objectives
The Group structured their questionnaires issued to Local Authorities and schools
in a manner, which allowed them to measure and analyse progress made towards
the four specific objectives of DSM, which are listed in the table below.
The Four Principles
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1 To improve the quality of decision-making by allowing schools greater
flexibility in deciding spending priorities at the local level.
2 To allow schools to respond quickly to needs, changes and priorities
at local level.
3 To ensure resources were used more efficiently and provide value
for money.
4 To raise the morale of Head Teachers and their staff.
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DSM General principles
It is also pertinent to detail the general principles on which DSM was to be
developed:
- There is a recognition that there are advantages to schools in having a
measure of delegation; in being able to take decisions on certain matters
quickly while remaining accountable to the Education Authority; and in having
some control over their own budget.
- The development and introduction of DSM schemes should take cognisance of
the views expressed by Head Teachers, school staff, School Boards and other
parties who use school facilities.
- Education Authorities should introduce a single scheme for all their schools,
although there could be variation and flexibility to suit particular school
requirements.
- Each DSM scheme should stipulate procedures and responsibilities in an easy
to understand and transparent manner, providing for equity of treatment among
schools and the criteria for the distribution of financial resources.
- DSM schemes should aim to afford maximum development powers to Head Teachers
on all services and functions relating to their individual school, except
for functions already delegated to a School Board under Section 15 of the
School Boards (Scotland) Act 1988.
Following their analysis of the returned questionnaires System Three Research
came to the conclusion that all Local Authorities have introduced DSM, but with
varying degrees of implementation and success.
Report Structure
This report presents the System Three Research findings in a way, which measures
impact and progress made across the four specific DSM objectives and it is arranged
into the following sections:
- Survey findings and key issues - provides a summary of the System
Three Research analysis and conclusions.
- Good Practice - provides details of the good practice to emerge from
the research and the framework for an efficient and effective business system
to support DSM schemes.
- Developing Practice - reviews the emergence of PFI/PPP, New Community
Schools, and pre-school provision and their likely impact on future DSM schemes.
- Potential Difficulties - considers the difficulties surrounding hypothecated
budgets, school support staff and the compatibility of information technology
resources.
- Conclusions - draws conclusions from the research information and
summarises the recommendations for future action.
- Summary of recommendations - the action considered necessary to improve
DSM schemes.
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