Does implementing problem-solving projects affect decisional style? Developing governance capabilities in school management committees

School committee composition: Exploring the role of parental and female representation in India

“…In the Indian context, for instance, government‐provided training has tended to focus primarily on providing information regarding the roles and responsibilities of SMCs. While this is an important first step, it does not by itself engender the skills required to participate effectively in school management, which may require a different approach focusing more closely on the development of concrete decision‐making capabilities (Chand & Deshmukh, 2019).…”

The effects of school‐based management on Indian government schools

“…Chand and Kuril (2018, p. 113) noted that the model "privileges participation over authority in matters of teacher and curriculum management," making for weak school accountability. On the other hand, there is skepticism about the extent to which SMCs can carry out even the limited functions they have been prescribed, particularly in schools that cater to socioeconomically disadvantaged and marginalized sections of the community (Chand & Deshmukh, 2019). Observers have also criticized the inadequate attention given to disseminating information and awareness among SMC members, particularly parents, about their roles and responsibilities (CSF, 2014), and the lack of training for SMC members to improve their decision-making capabilities (Chand & Deshmukh, 2019).…”

“…On the other hand, there is skepticism about the extent to which SMCs can carry out even the limited functions they have been prescribed, particularly in schools that cater to socioeconomically disadvantaged and marginalized sections of the community (Chand & Deshmukh, 2019). Observers have also criticized the inadequate attention given to disseminating information and awareness among SMC members, particularly parents, about their roles and responsibilities (CSF, 2014), and the lack of training for SMC members to improve their decision-making capabilities (Chand & Deshmukh, 2019). The evidence presented in this article shows that, despite these problems, SMCs have had positive effects on the provision of some aspects of school infrastructure and services.…”

“…Overall, these powers appear limited and place Indian SMCs at the lower end of the SBM autonomy spectrum. SMCs do not, for instance, have a say in teacher hiring and firing or in monitoring educational outcomes (Chand & Deshmukh, 2019). Although the original RTE Bill of 2005 provided SMCs the power to disburse teacher salaries and to deduct wages if teachers were absent from school, political pressure from powerful teacher unions ensured that these powers were withdrawn from the final version of the Act (Matthey‐Prakash, 2016).…”