The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community. The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development? The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies. The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system vi support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.

The awarding of section twenty-one status to schools is seen as part of the democratisation of education in South Africa. The aim of this study is to determine the impact that the allocation of section-twenty one powers has on the functioning of School Governing Bodies in rural section 21 schools. A case study involving three schools; a moving school, stationary school and a promenading school was conducted. The SGB members in these schools were interviewed to elicit information and get their viewpoints. Non-participatory observation was also conducted to add on the information gathered from the respondents. Other stakeholders involved in education were also interviewed, for instance the Chairperson of the National Association of School Governing Bodies and the Section 21 co-ordinator. It has emerged from the findings of the study that many SGBs are not coping with the allocated functions thrust upon them because of lack of skills and involvement. This results in the bulk of the SGB duties being performed by the principal or educators. / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

本研究之主要研究目的在於探討我國公立中小學教師檢定與聘任制度之現況、相關問題及具體改進建議，包含教師檢定與教師証相關問題、甄聘介聘教師相關問題以及教師聘約相關問題三個部分。為達成上述目的，研究者採用文獻分析法、問卷調查法以及訪談法；首先分析教師檢定與聘任制度之理論基礎，以了解教師檢定與聘任制度之意義、功能與理想制度該如何運作；接著探討美國公立中小學教師檢定聘任制度可供我國借鏡與參考之作法；接著編製『國民中小學教師檢定與聘任制度運作成效與改進途徑之問卷』，針對臺北縣市國民中小學教育行政人員、兼行政之教師、未兼行政之教師、人事、校長及家長會委員進行調查研究；然後依問卷回收後之分析結果，選取專長為檢定聘任制度的學者、教育行政界之專家、學校行政界之專家進行訪談。最後綜合研究結果，建議我國公立中小學教師檢定與聘任制度可行之改進途徑，以提供相關單位決策及後續之研究。 本研究之問卷調查對象為臺北縣市之公立中小學教育人員以及教育局行政人員，樣本之取得採分層抽樣而來，共抽取47所學校與2所教育局，574位教育人員，回收有效樣本為490份，問卷資料處理採用SPSS10.0版進行統計分析；訪談資料處理則是逐題將專家學者之意見條列歸納。 據此，研究者係將本研究之調查結果發現與文獻探討發現作成結論如下： 一、教師檢定與教師証相關問題方面 （一）我國現行初檢與複檢制度不具篩選功能，形同虛設。 （二）現行實習制度問題重重，應取消現行制度，改為職前培育課程之一部分。 （三）應將現行教師檢定制度加入檢定考試。 （四）應儘速建立教師証撤回機制以保障學生受教權。 （五）應儘速建立教師証換証機制以成為教師專業化之基礎。 二、甄聘、介聘教師相關問題 （一）教師甄選與介聘之辦理方式以縣市教育局統一辦理為佳，但仍應尊重各校選擇。 （二）各校自行辦理教師甄選有其優點，然實務上缺點更多。 （三）無論公費分發或教育局甄選介聘而來之教師都應接受教評會審查，但其審查權應有所規範。 （四）校長對教師人選有異議，仍應尊重多數教評委員之決定。 （五）教師甄選評比方式各有優缺，唯相互搭配使用，才較具客觀性。 三、教師聘約相關問題 （一）一般國民中小學教評會沒有能力、也沒有意願處理教師之解聘、停聘、不續聘及淘汰學校之不適任教師。 （一）同一學校長聘教師之聘期宜統一訂定。 （二）我國教師聘約之設計不具實質意義。 本研究根據文獻探討、調查研究發現與結論作成以下建議： 一、教師檢定、聘任制度專業組織方面，本研究之建議如下： （一）建議教育部成立全國性教師資格檢定單位，且應為常設機構。 （二）建議各縣市教育局成立教師聘任審議單位，且應為常設機構。 二、教師檢定與教師証相關問題方面，本研究之建議如下： （一）由各師資培育機構負責第一階段檢定工作，可考慮加入校內資格考。 （二）國家舉辦之檢定考試應為教師基本能力測驗。 （三）仿美國之變通檢覈制度為我國另類教育另闢師資來源管道。 三、甄聘、介聘教師相關問題，本研究之建議如下： （一）應對選擇自辦之各校有所規範，使其甄選過程兼具公正與專業。 （二）各校自行決定教師甄審辦理方式之規定可考慮加入「罰則」。 四、教師聘約設計相關問題，本研究之建議如下： （一）各校教評會對教師解聘、停聘、不續聘之職權行使，若未盡其職，校長或校務會議有權移請主管教育行政機關依法處理。 （二）建議加入定期評鑑教師之制度以為續聘之依據。 （三）適度增加長聘教師之福利待遇。 / The purpose of this study is to explore the current situation and problems of teacher certification and employment system of public elementary and junior high schools in Taiwan, and then to look for the best and practical solutions to the problematic issues, which are inclusive of teacher certification and teacher certificate/licensure, teacher selection and employment, and teacher agreement. The methods of this study comprise literature analysis, comparative approach, questionnaire investigation, as well as follow-up interviews. Subjects of this study consisted educational and school administrators, teachers, parents, and experts in Taipei. Valid data from 574 subjects were analyzed together with the information of interviews from 7 experts. The major findings of this study include : 1.Both the first stage and the second stage of current teacher certification were considered dysfunctional in evaluating pre-service teachers, so that most subjects supported the certification exam. 2.The current internship system is supposed to be cancelled, and to become a part of teacher preparation curriculum of colleges or universities. 3.1t is necessary to establish renewal and withdrawal system of teacher licensure in order to promote the teaching quality. 4.The city/county committees of teacher selection were mostly supported, but each school should still have the right to choose the way of selecting teachers. 5.Every kinds of teachers should be examined and assessed by SCTSE (school committee of teacher selection and employment ) before employed. 6.The principals should respect the decisions made by most members of SCTSE. 7.The SCTSE was considered unable and unwilling to deal with employing and unemploying teachers. 8.The device of teacher tenure was considered unmeaning.