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Most of the policy discussion on the effects of privatization in social services (social services in general as well as a long-term “production” of education) has been premised on theoretical or ideological positions rather than evidence. Among all, decentralization was a primary goal and political value within most restructuring plans in dual educational systems. In educational terms, decentralization should be understood as an intended effect of school-based management, which redistributes decision-making authority. Presently, there are several aspects of school’s organizational change, which researches have investigated. On the other hand, the idea of social entrepreneurship combines the passion of a social mission with an image of business-like discipline, innovation, and determination because the major social sector’s institutions are often viewed as inefficient, ineffective, and unresponsive. Educational entrepreneurs operate in “market”; they also compete for additional financial resources (donations, local community support etc.), school’s image and trust of the community/ region, achievement of greater etc. The intention of this paper is to briefly consider a rationale of general policy with greater emphasis on the’ privateness’ /10/ than on the programs’ orientation (curriculum characteristics) or size of the private school sector.

Shaping New Paradigms In The Higher Education Development: Dilemmas For Transitional Countries