Democratisation of Education Using School Governing Board Members in Zambia: Voices from School Governors

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
9:45am to 11:15am
Room: Room:
Gardenia
Session Track
Session Format

Speaker(s)

 The intent of the study was to establish whether or not school governing bodies enable or disable democracy at a secondary school level in Zambia. A qualitative research design was adopted to unearth the practices of school governing board members. The findings of this study revealed that while the democratic practices were noted in schools, the issues of participation and leadership practices are on the other hand failing to have a significant impact on democratic practice in schools. The paper concludes by advocating for improved institutional and school-based democratic leadership practices that are in line with systemic policies.

 

  • Session References +

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    MoE (2005). Guidelines on the Functions of Education Boards in Zambia. Lusaka: MoE.

    MoE (2003) Decentralising of Education System in Zambia: Institutional Roles, Functions and Relations.     Lusaka: MoE.

    MoE (2002). Principles of Education of Education Boards: Governance and Management Manual.        Lusaka: MoE.

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    Mncube, V.S. (2007). Social Justice, Policy and Parents’ Understanding of their Voice in School Governing Bodies in South Africa. Journal of Educational Administration and History, 39:129-143.

    Mncube, V.S. (2008).  Issues of Social Justice and the Voice of Learners. South African Journal of Education, 28:77-90.

    Mncube, V.S (2009). ‘The Perception of Parents of Their Role in Democratic Governance of Schools in South Africa; Are They on Board?’ South African Journal of Education. Vol. 29, 83-103.