ABSTRACT
Decentralization has been a key word in educational reforms in Norway since the 1970s. The basis of the main arguments has been that greater decentralization would mobilize resources that were not available under more centralized conditions, and that decentralized systems could utilise available resources more efficiently. Management by objectives is said to be a central principle of governance, and new national curriculum guidelines have been launched, in which the goals are more clearly articulated and tied to a national assessment programme. In White Papers from the government there seems to be a strong belief that better leadership and assessment in school are the keys to school improvement.
