Policy promise and the reality of community involvement in school-based management in Zambia: Can the rural poor hold schools and teachers to account?

Okitsu, Taeko; Edwards, D. Brent

doi:10.1016/j.ijedudev.2017.07.001

Cited by 14 publications

(18 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The World Bank Study (2007) also found out that several studies showed the impact of the new SBM on access to standardized test scores. In Zambia (Okitsu and Edwards, 2017), the application of SBM failed because it was not sufficiently funded and there was unclear policy which was delivered from the government to marginalized rural communities. The absence of clear guidelines from the government resulted in conflicts regarding the role of SBM members owned by the school principal, central staff and local school board.…”

mentioning

confidence: 99%

School-based management in marginal areas: Satisfying the political context and student needs

Ulfatin

Mustiningsih

Sumarsono

et al. 2020

Management in Education

View full text Add to dashboard Cite

This study aims to draw on elements related to the successful implementation of school-based management (SBM). Many studies show the success of governance but the objective is to examine whether SBM is tested to account for improving school effectiveness (SE) and student achievement (SA). A survey method design was used to know how the upper stream including political context, principal leadership and teacher performance (TP) contributes directly and indirectly to improve school quality and academic achievement. Questionnaires were given and were responded by teachers produced a model of direct and indirect structural relationships among the factors. The findings proved that there was a direct and indirect relationship between the upper stream factors that lead to TP to improve SE and SA as a lower stream. This shows how strong the role of a teacher as the central point of the innovation and education reform in schools. This study is limited to the secondary public schools in a marginal district. Furthermore, this study does not investigate deeply into facilitative factors within the implementation process. It focuses on factors that enable schools to bring the SA to scale.

show abstract

mentioning

confidence: 99%

School-based management in marginal areas: Satisfying the political context and student needs

Ulfatin

Mustiningsih

Sumarsono

et al. 2020

Management in Education

View full text Add to dashboard Cite

show abstract

“…Los 20 artículos analizados se encuentran recogidos en la bibliografía (Baker et al, 2017;Balarin & Benavides, 2010;Castro, 2020;Evans et al, 2006;Fahrenwald et al, 2013;Hannum, 2020;Johnson & Howley, 2015;Knutas, 2017;Morgan & Blackmore, 2013;Okitsu & Edwards, 2017;Pescador & Valentini, 2019;Qian et al, 2020;Rao & Ye, 2016;Romo, 2013;Sakaue, 2018;Sookrajh & Joshua, 2009;Yu, 2020;Zenda, 2020bZenda, , 2020aZhang, 2020;Zhao, 2011).…”

Section: Métodounclassified

“…11. Examinar si la política de participación de la comunidad en la gestión escolar se lleva a cabo en un caso objeto de estudio (Okitsu & Edwards, 2017).…”

Section: Objetivounclassified

Políticas implementadas en escuelas rurales: Análisis bibliométrico internacional (2001-2020)

Álvarez

Prieto

2022

EPAA

View full text Add to dashboard Cite

La escuela rural es una realidad en los cinco continentes, con rasgos característicos propios, aunque muy influenciables por las políticas educativas que se implementan en los diferentes países. En este estudio nos preguntamos cuál es el estado de la investigación sobre la política escolar rural a nivel internacional, para lo que realizamos un análisis bibliométrico de los artículos científicos publicados en los últimos veinte años. Los resultados revelan la existencia de 20 estudios, en los que examinamos las propensiones investigadoras y las políticas analizadas. Identificamos una clara tendencia de investigación: predominio de estudios cualitativos dirigidos a examinar políticas que se están implementando con participación del profesorado. Asimismo, las políticas educativas examinadas se inician en el ámbito de la salud y el curriculum, y se han ido diversificando hacia la gestión escolar, las políticas nacionales y supranacionales y la equidad. Cabe concluir que estamos ante un campo incipiente como objeto de estudio en el que están apareciendo diferentes estudios disgregados que no revelan cuáles son las principales políticas a asumir en las escuelas rurales para que puedan desarrollar una identidad y autonomía propia.

show abstract

“…On the other hand, policymakers lack capacity to design CSD initiatives to influence local communities (Mckenzie-Mohr, 2000). Through demonstrating the potential catastrophe of mismanaged CSD strategies, Okitsu and Edwards (2017) agree this is due to the underestimation of the extent of barriers to CSD and that "unfunded and unclear policy that shifted financial responsibility to already marginalized rural communities," furthermore "direct hiring relationships between parents and teachers will dilute the importance of the political accountability of the state to ensure quality education for all" (Okitsu and Edwards, 2017). Similar challenges and opportunities of CSD practicality are further discussed in the following section.…”

Section: Community Capacity-building For Sustainable Developmentmentioning

confidence: 99%

“…However, for CSD to have greater impact on participants, higher education institutions and their stakeholders should standardize CSD practices and prioritize the abovementioned areas. In addition, Okitsu and Edwards (2017) agree that the insufficient value of these actions to the community is partly due to lack of confidence among many community members (specifically women and the elderly) when discussing attendance, teaching and student learning with teachers; the social cost at stake for community members when holding teachers accountable, especially as teachers are generally community members; the danger of 'Elite Capture' in community-based systems; the difficulty for school committees to properly discipline teachers considering distinct lack of alternative teacher and relatively low education of committee members and the difficulty of reprimanding teachers who receive very little compensation. Some remedial measurements to increase CSD value for communities include; adult literacy and numeracy education, publicly available information regarding school provisions, capacity building to aid participation in both public deliberation and anonymous election.…”

Section: Sdg 8 Decent Work and Economic Growthmentioning

confidence: 99%

Community capacity-building for sustainable development

Franco

Tracey

2019

IJSHE

View full text Add to dashboard Cite

Purpose Although the value of community capacity building is widely accepted within scholarly literature, these initiatives thus far appear to have achieved very little impact in the achievement of community development aspirations. This paper aims to increase knowledge regarding specific priority areas which when targeted will result in more effective pathways towards sustainable development. Design/methodology/approach This study was performed through utilization of a qualitative strategy, which involved the combination of a number of qualitative methods and techniques including individual interviews, surveys, focus groups, literary review and policy analysis. Findings The investigation found that improving identified CSD priority areas, aligned with the sustainable development goals (SDGs), seems to be the most effective strategy to enhance the ability of local communities to overcome sustainability challenges over time. SDGs 9, 4, 15, 16, 17 and 8 were identified as the areas of greatest significance for practical community capacity building for sustainable development (CSD). Originality/value This paper answers scholarly literature’s call for greater investigation into bringing sustainability research closer to society, to clearly define research direction and agenda. It also recommends ways to action the global goals locally.

show abstract

Policy promise and the reality of community involvement in school-based management in Zambia: Can the rural poor hold schools and teachers to account?

Cited by 14 publications

References 33 publications

School-based management in marginal areas: Satisfying the political context and student needs

School-based management in marginal areas: Satisfying the political context and student needs

Políticas implementadas en escuelas rurales: Análisis bibliométrico internacional (2001-2020)

Community capacity-building for sustainable development

Contact Info

Product

Resources

About