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The Ministry of Education’s Administration
The Ministry of Education, Sport Arts and Culture is headed by a Minister. All communications to the Ministry are done through the Permanent Secretary. These officials operate from the central office of the Ministry, which is situated in Harare, the capital city of Zimbabwe. In order to ensure effectiveness, the education administration system is made up of ten Administrative Educatio Regions (see Figure 2.4 below). Each of these Regions, is headed by a Regional Director, and further divided into Administrative Districts which in turn are headed by District Education Officers (DEOs).
The Regional Director and the DEO are responsible for the administration of the implementation of educational programmes in the Province and District respectively (MoESC, 2002). The Education Regions in Zimbabwe are shown in Figure 2.4 below. The arrows on Figure 2.4 below indicate the sites in the areas where this study was carried out, namely Harare and Masvingo. The number of Education Districts in each Education Region differs depending on the size of the Region. Prior to Harare and Bulawayo being made education regions, there were fifty-nine education districts in all (Ministries of Education, Sport and Culture & Higher and Tertiary Education and Technology, 2004). Harare has seven educational administrative districts (Ibid, 2004). Bulawayo has five educational administrative districts. In total, Zimbabwe has seventy-one education administrative districts. This increase in the number of education districts helps the education system to manage the education in schools (Ministries of Education, Sport & Culture & Higher; & Tertiary Education and Technology, 2004). However, the MoESAC remains responsible for the overall administration of the education system in all Zimbabwe‟s education regions. After completing secondary education offered by the Ministry of Education, Sport, Arts and Culture, students proceed for further education and training at Tertiary institutions headed by a different Ministry (MoESC, 2002).
CHAPTER 1 INTRODUCTION.
1.1 Introduction and Background to the Study
1.2 Problem Statement.
1.3 Significance of the Study .
1.4 Aim of the Study and Research Questions
1.5 Research Design used in this Study
1.6 Definition of Terms
1.7 Thesis Structure
CHAPTER 2 CONTEXT OF THE STUDY
2.1 Introduction .
2.2 The Zimbabwean Context
2.3 Social Services and Health .
2.4 International Relations
2.5 The Zimbabwean Education System .
2.6 Education Provision and Financing in Zimbabwe .
2.7 Monitoring and Evaluation of the Quality of Education in Schools
2.8 Conclusion
CHAPTER 3 REVIEW OF RELATED LITERATURE
3.1 Introduction
3.2 A Systemic Perspective on Quality of Education .
3.3 School Effectiveness and Quality of Education in Schools.
3.4 School Self-Evaluation of Quality of Education
3.5 Frameworks for Monitoring and Evaluating Quality of Education
3.6 Conceptual Framework for the Study
3.7 Conclusion
CHAPTER 4 RESEARCH DESIGN AND METHODS .
4.1 Introduction .
4.2 Research Paradigm Chosen for this Study
4.3 Research Design .
4.4 Overview of Research Methods
4.5 Methodological Norms
4.6 Ethical Considerations
4.7 Conclusion
CHAPTER 5 PRELIMINARY PHASE: IDENTIFICATION OF THE PROBLEM AND NEEDS ANALYSIS .
CHAPTER 6 ESTABLISHING THE DIMENSIONS AND QUALITY INDICATORS OF THESCHOOL SELF-EVALUATION INSTRUMENT (PROTOTYPES 1 AND 2) .
CHAPTER 7 ESTABLISHING THE CHARACTERISTICS OF THE SCHOOL SELF EVALUATION (SSE) FRAMEWORK (PROTOTYPES 3 AND 4)
CHAPTER 8 . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
REFERENCES
