The government of Malawi has embarked on a decentralisation program, whose primary objective is to improve service delivery. The program is implemented by transferring responsibility and authority from central office to the district assemblies. The study aimed at assessing the implementation situation of education decentralisation and its effects on the district education office operations and the primary school support. The study uses qualitative research method and undertook a case study of two districts. Data was collected by using in-depth individual interviews and document analysis. The results show that decentralisation is a complex phenomenon with problems at all stages from design to implementation. On the one hand the government appears committed to transferring responsibilities and authority gradually to district assembly level while on the other hand it is not prepared to compensate for the disparities existing in the districts by increasing resources. There is an acute shortage of material and human resources in terms of numbers as well as competency levels. This has affected the pace and smooth implementation of decentralisation. Because decentralisation is not a ‘once and for all’ act but a complex process, it is recommended to intensify advocacy, capacity building and support with relevant resources at all levels.

This study investigates in what ways a relevant and reliable accountability system that supports and strengthens the professional responsibility of teachers could improve quality. The study explores three issues: why teachers believe their professionalism is under attack, what they believe can improve the quality of learning outcomes in their schools, and what model of teacher regulation emerges from their accounts. The study is conducted by means of a case study of five individual “quality teachers” and five focus groups of teachers from five diverse “achieving schools” in Gauteng, South Africa. The beliefs and experiences of these teachers are investigated by means of an interview using a semi-structured interview schedule, a written questionnaire and a drawing. The data is analysed using grounded theory analysis. The study finds that the teachers’ professional identity is fragile. There are factors operating mostly at the internal level of the school and at the level of teachers’ capacity that strengthen their professional identity but others, particularly from the external environment, tend to fragment it. The study finds that if teachers, who are embedded in a nest of contractual obligations, do not have capacity and the other layers of the nest do not support the teacher, neither the teacher nor the school can improve quality regardless of the amount of pressure placed on them. To deliver quality teachers require a balance between autonomy and control. This is best attained by ensuring that teachers’ internal capacity/accountability is aligned to external accountability demands. A teacher-centred model of accountability that recognises the moral obligation of all parties, understands that the teacher is at the centre of the process of quality education and consequently invests in building their instructional capacity, and ensures institutional alignment, emerges as an appropriate model for quality improvement. This model respects and strengthens the professionalism of teachers.

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 36-39).

The purpose of the study was to examine institutional autonomy as it was operationalized in the University of Malawi. Specifically, the study focussed on University of Malawis (UNIMA) autonomy in the post multi-party political climate of the country. Research questions were designed based upon James (1965) elements of university autonomy, Ashbys (1966) ingredients of institutional autonomy, areas to be protected for institutional autonomy (Ajayi et al., 1996) and McDaniels (1996) components of governance. Six groups of research questions, which included governance, administrative matters, financial matters, personnel matters, academic matters and student matters were used as interview guides in the data collection exercise. The findings of the study were examined and interpreted through a framework adapted from Govindaraj et al. (1996): Hospital Autonomy in Ghana and McDaniels (1996): The paradigms of governance in higher education systems. <p>UNIMA, the only university in Malawi (1965 1998), has five constituent colleges with a central administrative office. The researcher made field visits to all the five colleges and the central office and collected data by means of interviews and document review This formed the internal players. As external players also have an impact upon university autonomy, the four groups that the researcher interviewed were the government, regulatory bodies, politicians, and a public university. Out of a total of 44 interviews, 32 respondents were from internal groups and 12 respondents were from external groups. In addition, some data for the study were also drawn from university documents and publications, local newspapers, and periodicals. It was shown in this study, that since the founding of UNIMA in 1965, Government took much interest and intervened in the activities of the then only institution of higher learning in the country, imposing its control on the running of the institution. Since the emergence of multiparty politics in 1994, the role of government has been moving from state authority towards market control as a result of the liberalization of the education sector. The amount of autonomy UNIMA had gained compared to the pre-1994 situation was notable and was increasing as government was progressively decentralizing decisions to UNIMA.<p>Malawi is facing a rapid expansion of the higher education sector as a result of the liberalization of the education sector, evidenced by the introduction of four new private universities since 1994. The findings point to a need for the establishment of the Commission for Higher Education (CHE), to act as a buffer body between government and higher education institutions. It is also necessary to revisit the university constitution to change the provision of appointing Head of State to also be the chancellor of the university. The current heavy dependence on governmental funding is not sustainable and UNIMA should be encouraged to diversify the generation of revenue through alternative sources. <p>Since the autonomy of UNIMA was in transition, the researcher suggests that longitudinal studies be made to ascertain the variables that might have changed over a given period. Further studies were also suggested to investigate the issue of autonomy in selected African universities and to compare these with UNIMAs experience. Such studies could be extended to Western universities.

The purpose of the study was to examine institutional autonomy as it was operationalized in the University of Malawi. Specifically, the study focussed on University of Malawis (UNIMA) autonomy in the post multi-party political climate of the country. Research questions were designed based upon James (1965) elements of university autonomy, Ashbys (1966) ingredients of institutional autonomy, areas to be protected for institutional autonomy (Ajayi et al., 1996) and McDaniels (1996) components of governance. Six groups of research questions, which included governance, administrative matters, financial matters, personnel matters, academic matters and student matters were used as interview guides in the data collection exercise. The findings of the study were examined and interpreted through a framework adapted from Govindaraj et al. (1996): Hospital Autonomy in Ghana and McDaniels (1996): The paradigms of governance in higher education systems. <p>UNIMA, the only university in Malawi (1965 1998), has five constituent colleges with a central administrative office. The researcher made field visits to all the five colleges and the central office and collected data by means of interviews and document review This formed the internal players. As external players also have an impact upon university autonomy, the four groups that the researcher interviewed were the government, regulatory bodies, politicians, and a public university. Out of a total of 44 interviews, 32 respondents were from internal groups and 12 respondents were from external groups. In addition, some data for the study were also drawn from university documents and publications, local newspapers, and periodicals. It was shown in this study, that since the founding of UNIMA in 1965, Government took much interest and intervened in the activities of the then only institution of higher learning in the country, imposing its control on the running of the institution. Since the emergence of multiparty politics in 1994, the role of government has been moving from state authority towards market control as a result of the liberalization of the education sector. The amount of autonomy UNIMA had gained compared to the pre-1994 situation was notable and was increasing as government was progressively decentralizing decisions to UNIMA.<p>Malawi is facing a rapid expansion of the higher education sector as a result of the liberalization of the education sector, evidenced by the introduction of four new private universities since 1994. The findings point to a need for the establishment of the Commission for Higher Education (CHE), to act as a buffer body between government and higher education institutions. It is also necessary to revisit the university constitution to change the provision of appointing Head of State to also be the chancellor of the university. The current heavy dependence on governmental funding is not sustainable and UNIMA should be encouraged to diversify the generation of revenue through alternative sources. <p>Since the autonomy of UNIMA was in transition, the researcher suggests that longitudinal studies be made to ascertain the variables that might have changed over a given period. Further studies were also suggested to investigate the issue of autonomy in selected African universities and to compare these with UNIMAs experience. Such studies could be extended to Western universities.

This study examined the participation rates and performance results of students with emotional disturbance (ED) in a statewide reading assessment. Public school districts in Texas use the Texas Assessment of Knowledge and Skills (TAKS) test in assessing the reading performance of their students in grades 3 through 8 and in grade 10. Factors of gender, ethnicity, cognitive ability, school level socio-economic status and instructional setting in reading were examined. This study found that 58% of students with emotional disturbance enrolled in grades 3 through 8 and in grade 10 participated in the 2007 TAKS reading assessment. Implications include differences by sub grouping of students with ED. This study also found that 44 % of those students with emotional and behavioral disorders enrolled in the grades who took the test met proficiency standards on the TAKS reading assessment in 2007. Chi square analysis showed that there is a significant relationship between students’ instructional setting in reading and both their participation in and their performance on the TAKS Reading Assessment. Logistic regression analyses results showed that instructional setting in reading can be used as a predictor of both a student’s participation in and performance on the TAKS Reading Assessment.

Educational policy mandates student participation in statewide accountability assessments with the expectation that students achieve proficiency on content objectives. Demonstrating proficiency may be most difficult for students with an Emotional Disturbance (ED) who experience poor school outcomes. This study examined the participation and performance of students with ED on a regular statewide accountability assessment in math and examined the relationship between student and school level factors to student participation and performance. In the study, 34% of the students with ED participated and met proficiency standards on the regular statewide assessment in math. Student level factors examined were grade level, gender, ethnicity, and intelligence. School level factors were school-wide socioeconomic status and instructional setting for math; ethnicity, intelligence, and instructional setting associated with participation; grade level, ethnicity, and intelligence associated with performance. Level of intelligence was the only factor predictive of both participation and performance on the regular statewide accountability assessment in math.

The purpose of this study was to examine the perceptions of high school principals? regarding the impact of a high stakes accountability system on instructional practices. The study assessed the differences in perception and influencing factors about the impact of a high stakes accountability system between and among high school principals based on campus ratings and selected demographic variables. The data for this quantitative study were obtained from a 59-question survey instrument given to high school principals from 37 school districts selected from Region I of the Texas Education Service Center and 42 school districts selected from Region XX of the Texas Education Service Center. The researcher collected 92 completed surveys, or 72% of the sample. An analysis of the data found that high school principals did indicate perceived changes to some instructional practices. The data showed a perceived increase in the use of problem-solving activities, open response questions, writing assignments, creative/critical thinking questions, peer or cross-age tutoring, interdisciplinary instruction, facilitating/coaching, collaborative/team-teaching, modeling, cooperative learning/group work, computers/educational software, calculators, computers, internet and/or on-line research service, lab equipment, and manipulatives. Principals also indicated a perceived decrease in the use of work sheets, true-false questions; textbook based assignments, lecturing, and the use of textbooks. In addition, the data showed that high school principals' perceived changes to instructional practices were influenced most by two factors: an "interest in avoiding sanctions at my school," and an "interest in helping my students attain TAKS scores that will allow them to graduate." The information obtained from this study can be used by researchers, educators and all stakeholders to ensure implementation of instructional practices leading to student achievement on high-stakes tests.

The study was designed to achieve three goals: the first was to discuss the contents of acts relating to the legal powers of local education authorities in the United States. Second goal was to explore the background, contents, and the effects of the takeover acts. Finally, to compare the takeover strategies adopted by four school districts. In order to achieve the above aims, the researcher adopted Bereday¡¦s comparative studies as the major research method. Firstly, to describe and explain the development of takeover practices happened in Paterson School District, Floyd County School District, Chicago Public Schools and Boston Public Schools. Secondly, the researcher proposed four tentative conclusions: 1.After takeover was practiced, the school district¡¦s student¡¦s grade, graduating rate and dropout rate have been improved. 2.Takeover is a top-down strategy for change. 3.The focus of change in each school district was almost the same, which might be deemed as the effect of main trend of educational development in the United States. 4.Because the atmosphere changes, mayoral takeover is getting popular. To support the four hypotheses above, the researcher concluded the following five findings: 1.The contents of educational reform act are highly related to the idea of accountability. 2.The idea of takeover is the product of changing time. 3.There is a thoughtful process of takeover strategies. 4.Takeover is a comprehensive scale of reform at the level of school districts. 5.After being took over, the district¡¦s student¡¦s grade and graduating rate have been on the rise. Finally, suggestions were proposed to the education authorities, schools and for future research.

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