Assessing the roles of school management committees in improving the quality of primary education: a case of Njelengwa zone in Chitipa district

Abstract

This study sets out to assess the roles of the School Management Committees in improving the quality of primary education within the Njelengwa Zone in Chitipa District in Malawi. Despite their importance in managing primary schools, SMCs seemed to struggle to effectively execute their roles. Specifically, the study sought to assess the knowledge of SMCs on their roles in ensuring quality primary education, analyse the effectiveness of the SMCs in carrying out their roles, and lastly, examine the challenges that the SMCs face in carrying out their roles. The study employed a cross-sectional design and a qualitative approach and was guided by the Open Systems Theory as its theoretical framework. This involved a desk review and field data collection through Key Informant Interviews and Focus Group Discussions, including twenty-one SMC members, three head teachers, nine teachers and one Primary Education Advisor. The data was then subjected to inductive and deductive thematic analysis. The findings revealed that most SMC members were aware of traditional roles but unaware of new roles, leading to partial and ineffective implementation. Challenges included limited access to updated information such as the 2022 Guidelines for the formation and functioning of SMCs in Primary schools, which have not been widely distributed or translated into local languages and resources, as well as a lack of comprehensive training. The study highlights the urgent need for comprehensive training programs for SMC members and better dissemination of educational policies to strengthen their capacity, which could lead to improved school governance and enhanced educational outcomes.