ABSTRACT
School systems are generally conceived of in national terms, even though there may be intercultural variation within nations regarding educational expectations and norms; to a lesser extent, this is also true of higher education. This chapter argues for devolved educational decision-making, with actors at each level of policy formulation and implementation encouraged to interpret current trends in their institutional contexts. This implies an acceptance that tensions such as that between community and competition must always be transacted yet can never be resolved.
