{'fraction_non_alphanumeric': 0.010512483574244415, 'fraction_numerical': 0.010512483574244415, 'mean_word_length': 6.055555555555555, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Role of Legislation in Educational Decentralization: The Case of Israel and Britain

Capitalizing on research on law-based educational reform regarding decentralization policy efforts, this article compares the role of legislation in educational decentralization in Britain and Israel. We chose these two countries because both have strong centralized educational policy, carried out by strong centralized Ministries of Education. Both countries went through extensive decentralization during the 1980s and 1990s initiated partly by their respective central governments. These two countries provide a meaningful lens for comparison because of their contrasting attitudes toward legislation as a major policy tool for advancing decentralization in education.