This article presents an analysis of the self-governing school (SGS) models developed in Australia, USA, Britain, Spain, the Czech Republic, New Zealand, South Africa, Hong Kong and Thailand. The study includes the different approaches adopted in the introduction of SGS based on the current literature and small and large scale research projects undertaken by the authors in the above systems. In an examination of the management of school systems around the globe, there appears to be significant shifts towards decentra-lization and devolution of authority to schools. The study shows that all major models of decentralization are characterised by devolution ofpower and authority, autonomy, participatory decision-making, and flexible funding with accountability.
Educational Practice and Theory Vol. 27, Issue 2, p. 35-58