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Brief historical overview of education management in Namibia
The education system in Namibia was administered and managed by different authorities before independence. Before the German occupation, missionaries (Finnish and Rhenish missionaries) were the providers of education to the blacks and coloureds in Namibia (Cohen, 1994). After the German occupation in 1884, missionaries continued to control the coloureds1 and blacks, while the education system for whites was state-controlled (Ibid). However, ‘the colonial government was involved in the education for blacks and coloureds largely by awarding grants to mission societies whose schools satisfactorily taught the German language’ (Ibid: 69).
After the South African government occupied Namibia (then called South West Africa) in 1915 there was a change in the education administration for blacks, coloureds and whites in Namibia. When South Africa was given an official mandate to ‘take care’ of South West Africa in 1920, attempts were made to centralise education control in South West Africa (Cohen, 1994). The centralised management of education for whites, blacks and coloureds came into being with the issuing of Education Proclamation no.55 of 1921 which provided for the creation of a Department of Education with a Director of Education who was given the responsibility to ‘supervise all education in South West Africa falling within the Police Zone’ (Ibid: 83). However, the issuing of Education Proclamation no. 55 of 1921 did not significantly influence the management of the education system for blacks and coloureds.
Schools for blacks and coloureds continued to be in the hands of the missionaries. Another education proclamation, Proclamation No. 16 of 1926, repealed Proclamation No.55 of 1921. The proclamation attempted to introduce separate management of the 1 In the context of South Africa and Namibia, the term ‘coloured’ has been used as an official languge of racial differentiation between white and black racial groups education system for blacks, coloureds and whites. However, as in the case of Proclamation No.55 of 1921, the missionaries continued to have direct control over local management and supervision of black and coloured schools (Ibid: 85-86).
Two changes were introduced in the education management for whites, blacks and coloureds in the 1950s. During the early 1950s, ‘the education administration for whites, blacks and coloureds in the central and southern regions of Namibia was brought under a single controlling body, the Department of Education of the South West Africa Administration’ (Cohen, 1994:91).
In 1958, the South African government appointed a commission known as Van Zyl Commission to ‘look into the black and coloured education in South West Africa with a view to establish separate systems of education for the two groups’ (Ibid:95). Van Zyl Commission recommended separate education systems for whites, blacks and coloureds.
CHAPTER 1: INTRODUCTION
1.1 The purpose of the study
1.2 Rationale for the study
1.3 Methodology .
1.4 The context for the study
CHAPTER 2: EDUCATION DECENTRALISATION: A LITERATURE REVIEW
2.1 Definitions and basic concepts of decentralisation
2.2 Arguments for decentralisation of education .
2.3 Decentralisation of education: International trends .
2.4 Implementing education decentralisation reforms in developing countries
2.5 Origin, purposes and models of school cluster .
2.6 Existing knowledge base on the implementation of school clustering
2.7 School level decentralisation reform .
2.8 The existing knowledge base on the link between SBM and teaching
2.9 Conclusion
CHAPTER 3: RESEACH DESIGN AND METHODOLOGY
3.1 Research design
3.2 The research strategy .
3.3 Research instruments
3.4 The sample for the study
3.5 Data collection procedures
3.6 Data analysis .
3.7 Limitations of the data
CHAPTER 4: SCHOOL PRINCIPALS AND TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF CLUSTER-BASED SCHOOL MANAGEMENT REFORM .
4.1 Introduction .
4.2 Enhancing shared and collaborative, committed and competent school leadership
and managemen
4.4 Enhancing teacher involvement in school decision-making processes
4.5 Improving teaching
4.6 Conclusion
CHAPTER 5: HOW DID CLUSTER DYNAMICS SHAPE THE IMPLEMENTATION OF
THE CHANGE PROCESSES?
5.1 Introduction
5.2 How did the primary school clusters respond cluster-based school management
reform?
5.3 The synthesis of the responses of the three primary school clusters to clusterbased
school management reform .
5.4 Overall conclusions
CHAPTER 6: IDEOLOGY OF THE KEY ROLE PLAYERS IN THE IMPLEMENTATION OF CLUSTER-BASED SCHOOL MANAGEMEN
CHAPTER 7: TEACHERS’ PERCEPTIONS OF CHANGE
CHAPTER 8: DID THE CHANGE IN SCHOOL MANAGEMENT IMPROVE THE QUALITY OF TEACHING PRACTICES OF TEACHERS?
CHAPTER 9: SYNTHESIS OF FINDINGS AND CONCLUSIONS
LIST OF REFERENCES
APPENDICES
MATRICES
