School Improvement Research and Future Educational Policy Efforts in Zimbabwe
Jaji, Lazarus Musekiwa
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Permalink
https://hdl.handle.net/2142/69214
Description
Title
School Improvement Research and Future Educational Policy Efforts in Zimbabwe
Author(s)
Jaji, Lazarus Musekiwa
Issue Date
1988
Doctoral Committee Chair(s)
McGreal, Thomas L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
History, African
Education, Administration
Education, General
Abstract
The study examined theoretically favorable factors for school improvement, and developed recommendations for implementing that improvement in Zimbabwe. It reviewed and analyzed current educational practices, policy discussions, and actions by the Zimbabwean government. New educational initiatives from research in the United States were directed to establishing more effective schools and implementing plans for improvement. Three research questions were developed for implementing major educational change.
The research combines analysis of past and current Zimbabwean policy materials, including the post-independence "New Education Plan." It includes current improvement and implementation research in the United States and also examines related studies from other countries with a view to transferring such educational changes to other settings outside the United States.
The study developed a questionnaire to be given to a sample of local school administrators in Zimbabwe. Analysis was used in conjunction with results from the findings reported under the three initial research questions to formulate the recommendations which become the basis of the study.
The questionnaire included a focus on nine types of major changes in the structure and content of education at the local school level. Findings indicated that the emerging educational policies culminating in the "New Education Plan" are geared toward major educational changes. However, it appears that the policies stemming from the central office of the Ministry of Education to the local school administrator levels are not vigorously enforced. Perceptions of administrators are mixed. The level of comfort (i.e., of administrators), in terms of the changes, suggests that those at the local school level need support and full understanding of the types of change they are to make. Those who run school administration programs need to undertake more applied research which reflects and provides guidelines, especially in areas of new policy efforts towards which the reformed government is heading.
The study concludes with suggestions for further research. It is hoped that the job characteristics of the respondents to the questionnaire and their educational attainments can be used as a basis for more vigorous recruitment and preparation to ensure grassroots implementation of school improvement efforts that fully benefit the rural and urban child's learning success.
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