Teachers' Views of Curriculum Policy: The Case of Estonia

Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a system where both input and output are centrally controlled.