School Management and Effectiveness in Developing Countries: The Post-Bureaucratic School
This book is quite different from existing 'Western' books on school effectiveness. It describes and analyses the way in which schools operate in developing countries and also tries to explain why they are as they are. Examining them at three levels - the macro, the meso and the micro - the authors use a theoretical framework that they have termed 'post-bureaucracy.'
The book has four interlinked sections. First the authors examine the existing economic and theoretical contexts around school effectiveness, including an analysis of the causes of economic crisis and its impact on school management. In the second section the analysis of schools as bureaucratic facades is proposed. The reality of school life, from which any theory of school effectiveness must derive, is illustrated by an ethnographic account of the job of the headteacher in developing countries. The third section explores different ways to understand this reality, operating on three levels: global relationships, national and community cultures, and individual agency. In the final section Haber and Davies draw these levels and realities together. They argue for the democratization of schools as the only way forward for effective education fordevelopment.
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Education in the Context of Developing Countries
School Effectiveness and Ineffectiveness
Contextual Realities for School Management
School as an Organization Bureaucratic Facades
Leadership Headteacher as Taxi Driver
Explaining School Management Levels of Understanding
The Macro Level Transformational and Development Theories
The Meso Level School Management in Prismatic Society1
The Micro Level Scripts Discourses and the Individual Agent
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academic achievement activities Africa areas argued assessment authoritarian behaviour Botswana bureaucratic cent chapter classroom Colombia context cultural curriculum democracy democratic democratic school dependency theory developing countries discourse discussed economic educational management effective school effectiveness research examination example factors flexible formal schooling fragile gender Ghana girls goals Harber head headmaster headteachers impact important individual ineffective institutions instructional interests Kenya learners learning literacy Malawi Ministry of Education modern Mozambique Namibia Nigeria organizational outcomes Papua New Guinea parents participation particularly political primary education primary schools prismatic society problems programme pupils relationships Riggs role rural school effectiveness school improvement school management school organization schools in developing scripts secondary school skills social staff structure structure and agency success Tanzania teaching textbooks Thailand theory traditional UNDP UNICEF values Western World Bank Zimbabwe