ABSTRACT
In the preceding chapters, a wealth of evidence related to the translation and implementation of LCC policy was presented. That data indicated that the LCC, a centrally mandated decentralization policy, had no virtually no impact at the school level. This puzzle is an intriguing one. Literature on educational reform generally suggests that teachers are eager to augment their authority over curriculum and instruction. Yet the Indonesian teachers I observed displayed little interest in wielding more influence in their schools. When offered control of the LCC, they demurred and continued to wait for direction from above. Why did the Indonesian teachers reject the opportunities presented to them to increase their autonomy? Were they satisfied with the status quo, or is the answer to that question tied to action at the national level? Did MOEC employees interfere with the transfer of authority to the localities out of a desire to protect their own power? Did the reform stall because teachers lacked the resources necessary to translate the plans for change into action?
