An evaluation of the national strategy for community participation in primary school management in Malawi : a theory-driven approach
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Authors
Chisamya, Grace Dingase
Issue Date
2025-07-16
Type
Thesis
Language
en
Keywords
National strategy , Education , Community participation , Decentralisation , School-Based management , School Management Committees , Parents Teacher Associations , Mother groups , Ladder of participation , Theory-driven evaluation , Programme theory , SDG 4 Quality Education
Alternative Title
Abstract
Using a theory-driven approach to evaluation, this study analyses the implementation and outcomes of the National Strategy for Community Participation in Primary School Management in Malawi. The country has been aligning with global commitments towards quality education, which is critical considering the challenge of declining education quality. The strategy was developed to provide policy direction for community participation in primary education management, governance, and development. The study was situated in the pragmatic paradigm to align with the theory-driven approach while allowing for practicality and plurality of methods. It adopted a mixed-methods approach, combining qualitative key informant interviews and focus group discussions with a quantitative survey. The thesis concludes that although the strategy was being implemented, it was done so suboptimally. Communities primarily participated through school management structures, such as School Management Committees, Parents-Teachers Associations and Mother Groups, and functionality of these structures varied. Capacity building and awareness were key in facilitating community participation but were not adequately provided. The understanding of community participation and practice was mostly limited to providing labour and resources for infrastructure development. Despite challenges with implementation, there were some positive outcomes, including enhanced efficiency and effectiveness, increased ownership and decision-making by communities, as well as accountability by school administrators. Besides, participation of communities enhanced community empowerment. Participation, in addition, improved education quality, equity, relevance and access.
The study offered several recommendations, including the need to revise the national strategy along with its guidelines and manuals to align with policy and ensure they are fit for purpose; increase capacity-building efforts; improve coordination; leverage mother groups; and strengthen the management of School Improvement Grants. The study concludes by proposing a programme theory that could be used as a conceptual framework for research and evaluation related to the strategy and community participation in education.