Simulaneous Governance of Different Levels of Decentralization in the Curriculum Development System

In the process of deliberation aimed at the vital issue of centralization and decentralization, polar positions are inherently unqualified and do not yield fruitful results. Rather, simultaneous consideration of all possible alternatives or the range of decisions is suggested to be the more appropriate route to take. By considering all levels(and all kinds) of delegation of responsibility to other concerned bodies, the author contends, none of the alternatives should be categorically eliminated and that all possible kinds of decentralization could turn out to be good candidates for different milieus.This article proceeds with identifying six levels (or kind) of decentralization or degrees of freedom which can be put to practice at the same time by the central curriculum decision making body. The major responsibility of the central body, then, is to constantly monitor the conditions of different regions and localities to find out if the data calls for a more restrictive(centralized) treatment or, conversely, more degrees of freedom (decentralization) should be the order of business in that particular locale.Accordingly, a model has been proposed for better understanding the complexities that curriculum systems will encounter while trying to align their activities with the assumptions entertained above. The model is called “chaotic“to voice serious inadequacies deemed associated with the prevalent order seeking approaches.