- Title
- The efficacy of education decentralisation policy in Zimbabwe: a case of Kadoma district
- Creator
- Mupindu, Wisemen
- Subject
- Universities and colleges -- Decentralization -- Zimbabwe
- Subject
- Education and state -- Zimbabwe
- Date Issued
- 2008
- Date
- 2008
- Type
- Thesis
- Type
- Masters
- Type
- M Soc Sc (Dev)
- Identifier
- vital:11410
- Identifier
- http://hdl.handle.net/10353/202
- Identifier
- Universities and colleges -- Decentralization -- Zimbabwe
- Identifier
- Education and state -- Zimbabwe
- Description
- The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.mplementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.
- Format
- 141 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management & Commerce
- Language
- English
- Rights
- University of Fort Hare
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