Negotiating roles and responsibilities in the context of decentralised school governance : case study of one cluster of schools in Zimbabwe.
Negotiating roles and responsibilities in the context of decentralised school governance : case study of one cluster of schools in Zimbabwe.
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在分权学校治理背景下谈判角色和责任：津巴布韦一组学校的案例研究。
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
V. Chikoko
中科院分区：
文献类型：
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作者：
V. Chikoko
在1980年获得独立后，津巴布韦对其教育系统进行了大量投资，以纠正殖民不平等，并在新国家迫切需要的知识和技能方面“自己种木材”。然而，1年后，政府在教育上的巨额支出不再是可持续的，也不再是站得住脚的。教育系统的迅速扩张引起了人们对经济效率的严重担忧。批评人士指出，通过率大幅下降，教育质量明显下降，随之而来的是学校毕业生的高失业率。此外，高度集中、自上而下的教育治理制度使系统各级的利益攸关方难以有效地参与决策。为了应对这些和其他压力，津巴布韦采取了一种分散的学校管理制度。虽然学校管理的权力下放和学校集群已成为国际上广受赞誉的旨在提高教育提供质量的改革，并符合善政的概念，但除其他外，关于负责实施这些改革的人如何理解、体验和应对这些改革，以及这对这些创新的成败产生的影响，仍然存在悬而未决的问题。这项调查调查了教师、校长和家长对分权学校治理的理解和经验，以及对一体化学校治理的反应
On attaining independence in 1980, Zimbabwe invested heavily in its education system in order to redress the colonial inequalities and to 'grow its own timber' in terms of the knowledge and skills desperately needed by the new nation. However, 1°years later, the heavy government expenditure on education was no longer sustainable or defensible. The rapid expansion of the education system gave rise to grave concern for economic efficiency. Critics noted the tumbling pass rates and evident decline in the quality of education, with the concomitant high unemployment rates for the school graduates. Furthermore, the highly centralised, top-down system of education governance made it difficult, if not impossible for stakeholders at the various levels of the system to participate effectively in decision-making. In response to these and other pressures, Zimbabwe adopted a decentralised system of school governance. While decentralisation of school governance and school clustering have become internationally acclaimed reforms targeted at improving the quality of educational provision, and are consistent with the notion of good governance, there remain outstanding questions regarding, among other things, how those tasked to implement such reforms understand, experience and respond to them, and the impact this has on the success or failure of these innovations. This inquiry investigates teachers', school heads' and parents' understandings and experiences of, and responses to decentralised school governance in one
DOI：
10.4324/9781315146027-2
发表时间：
2019-01
期刊：
Beiträge zur Landschafts- und Umweltplanung I Contributions to Landscape and Environmental Planning
影响因子：
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作者：
Bryce Lawrence
通讯作者：
Bryce Lawrence