ABSTRACT
Over the course of the past century or more, the allocation and operation of primary and secondary schooling in most countries has become a largely government function.2 Th is trend has been supported by two diff erent but mutually reinforcing arguments. Early on, the rationale presumed that scarce expertise required to operate schools could be captured by increased consolidation, centralization, and professonalization of schooling-from the classroom to the school, district, region, and state (Tyack, 1971). In other words, with specialized expertise in short supply, the few knowledgeable offi cials at the top of the hierarchy directed the schooling work of those under their authority.
