Assessment of the implementation of Decentralization Policy in the Ministry of Education: Case of Monze District
Date
2016
Authors
Miyoba, Beatrice
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
Despite various arguments which have been advanced in favour of educational decentralization, there is no ideal version of decentralization. This explains why success or failure in implementation tends to be context based and mostly influenced by a number of factors such as the availability of financial resources. By applying the qualitative study approach, this study purported to assess how the implementation of the decentralization policy was done in Monze District, specifically at the District Education Board and Monze Boarding Secondary School. This was necessitated by the existing gap between the policy and its implementation. On one hand, primary qualitative data was collected through the use of structured, semi-structured interviews and focus group discussions and on the other hand, official policy documents and reports were also used as important secondary data sources. One key informant from the District Board (the District Education Board Secretary) and the head teacher of the named school were drawn for interviews. Two focus group discussions involving ten teachers, five P.T.A. members and five school Board members were organized in order to solicit for views on the implementation of the policy from the primary beneficiary's point of view. The major findings were drawn from the objectives of the study which were (i) assessing the implementation of the decentralization policy at the level of the District Education Board, (ii) establishing how the policy is being implemented in the school, (iii) assessing community participation by the school Board and P.T.A. in the school and (iv) determining the problems faced by District Board, the school, PTA and the School Board in the implementation of the policy).
Firstly, this study established that the decentralization policy is not fully implemented at district level due to challenges like inadequate human, financial and material resources, lack of political commitment and interference of tight control from the top officials. In the case of teacher recruitment and financial matters, for example, the Ministry of Education (MoE) has delegated |authority to the DEBs, but in practice this authority is largely reclaimed. This board has, therefore, not been able to efficiently make decisions that could support effective implementation %f the policy.
However, it was revealed that adoption of educational decentralization has led to positive changes in the school, especially through community and teacher participation which have resulted in the transparency of school activities. This has been made possible through the P.T.A., teachers, and school Board. Nevertheless, the school is facing a challenge of limited resources for developmental projects, resulting from the government's regulation of the school fees and dormancy of some members.
This study concluded that although the decentralization policy is lowly implemented at the district office, it is moderately implemented at the school level.
Recommendations of the study, therefore, were that there was need for the government to strengthen institutional capacity by increasing political commitment and a clear and strong regulatory framework that will support the implementation of the policy. Additionally, there is need for the Ministry of Education to ensure that there is enough competent personnel to operate the decentralization activities and the District Board should promptly approve and give feedback on school projects proposed by P.T.A. Finally, the government should provide an alternative
Description
Master of Education in Educational Management
Keywords
Decentralization in government--Ministry of Education--Zambia , Ministry of education--Decentralization--Zambia