MANAGING EDUCATIONAL CHANGE: A CRITIQUE OF THE TOP-DOWN PRIMARY SCHOOL MANAGEMENT DEVELOPMENT PROJECT IN BOTSWANA
Journal Title: European Journal of Business and Social Sciences - Year 2014, Vol 2, Issue 12
Abstract
The thesis of this article is that, in view of the increasingly complex nature of change and in the light of insights from the complexity theory, managing educational change for school effectiveness and school improvement should shift from top-down to consensus-based decision-making models. The discussion uses the Primary School Management Development Project in Botswana as a case study. The complexity theory and current research are applied to critically analyse the project. In the final analysis, an all-inclusive bottom-up model of management of change, reform and innovation that encourages active interaction, collaboration, partnership, involvement and participation in educational development is recommended.
Authors and Affiliations
Nkobi Owen Pansiri| Associate Professor University of Botswana. Email: pansirio@mopipip.ub.bw
Keywords
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