Assessment of the implementation of the decentralisation of education functions at primary schools in Chegutu education district of Zimbabwe: a case study

Abstract

This study sought to assess the implementation of the decentralisation of education functions at primary schools in the Chegutu education district of Zimbabwe. The study covered six purposively selected primary schools. The focus was on two government schools, two local authority schools and two church related schools. It further focused on members of the School Development Committees (SDCs) and School Development Associations (SDAs). These were the school heads, two senior teachers per school, two parent governors, and one education officer. The study adopted the qualitative research methodology and the interpretivist paradigm. It further adopted the case study design. For data collection, in-depth face- to-face interviews, non-participant observations and document analysis were used. The data was qualitatively analyzed based on themes. The study showed that whilst the legislation had contributed to high participation in infrastructural development, and moderate participation in financial management at schools, the extent of the same participation was determined by „street-level bureaucrats’ such as school heads. The areas of least to non-involvement of the school committees were recruitment and management of staff, school policy, curricular and supervision of staff. The study noted that the legislation gave parents through the committees pseudo ownership of schools resulting in the Ministry of Education and Responsible Authorities abandoning their responsibilities. As such, the decentralization of education functions has been characterized by problems inherent in both the legislation itself and implementation praxis which have compromised education standards and quality. The study found out that there was no absolute decentralization in the six schools, but centralized decentralization characterized by the need for committees to seek approval on key issues such as fees and levies. The study recommended that the Ministry of Education should do away with the dual system that created two separate statutory instruments. The study did not find any justifiable reason for the two, as in practice it was observed that the SDCs and SDAs performed the same duties and functions in the schools. The study proposes a tripartite model of shared responsibilities involving government, responsible authorities and school communities. There is need for proper monitoring and oversight, otherwise implementation of decentralization of education functions remains a façade which is meant to mean what it was never intended to mean in the first place.