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Education Initiatives in Africa

The task team envisages listening to the day to day experiences of those individuals working or receiving support and monitoring from the district. Thorough interviews and consultation with the identified stakeholders we aim to identify the delivery gaps which will be used to make constructive recommendations on improving the skills pipeline. .
             The following categories of stakeholders were earmarked for the proposed activity.
             District Manager/ District Director.
             District EMIS Managers Institutional Development officials interview instrument.
             District Subject Advisor Interview instrument (for Math, science and English).
             Senior District Planning Managers.
             District Principals.
             Secondary School .
             Primary Schools.
             District based Teachers .
             Secondary School .
             Primary Schools.
             Research strategies and Methods.
             Findings.
             The following section will reflect on the observations made during the interviews.
             1. The Ideal District Office.
             Throughout our discussions with various stakeholders it was clearly articulated that an "efficient and functional" District Office would contribute significantly to teaching and learning outcomes. The District office should have qualified staff managing the complexities and dynamics of the district. Through qualified and competent leadership schools would be directed and supported to implement strategies and policies effectively. A district office should also manage its resources responsibly which in turn will assist with skills and resources being transferred effectively. It was felt that financial and human resource management was fundamental for any district to successfully manage schools under its care. .
             A fully functional district office will also be one which disseminates information and documentation timeously and analyses the specific needs and requirements of schools both collectively and individually. Reference here can be made to the fact that policies are not fully implemented i.


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