Curriculum Autonomy in the Education Systems of Portugal and Canada

Abstract

ABSTRACT Many authors argue that autonomy is nonexistent in a centralized education system, given that it is a characteristic of decentralization, whereas schools in a decentralized education system have more autonomy. The researchers compare the level of curriculum autonomy granted to schools in a centralized system (Portugal) and to those in a decentralized system (Canada), based on interviews and content analysis of those responsible for the administration and organization of schools. It appears that, in the Portuguese case, there is some school autonomy, essentially centered on the collective, although teachers do not recognize or take ownership thereof. In the Canadian case, autonomy is granted on an individual basis to each teacher.