Strengthening School Management
Strengthening School Management
Strengthening School Management
www.emeraldinsight.com/0951-354X.htm
Strengthening
Strengthening school management school
committees: a framework for management
committees
process and outcome
Nauman Adil 701
Department of Management Sciences,
Received 22 March 2017
Khadim Ali Shah Bukhari Institute of Technology, Karachi, Pakistan Revised 17 August 2017
Zaki Rashidi 8 September 2017
Accepted 10 September 2017
Iqra University, Karachi, Pakistan, and
Reema Frooghi
Department of Business Administration,
Khadim Ali Shah Bukhari Institute of Technology, Karachi, Pakistan
Abstract
Purpose – The purpose of this paper is to analyze the existing mechanism of school management
committees (SMCs) and to propose an improved framework for strengthening its process and outcomes. In
2005, the Education and Literacy department, Government of Sindh decentralizes the administrative and
operational authorities to school level in the form of SMCs. These committees have been vested with several
roles and responsibilities in accordance with the objective of SMCs set in by government in assistance with
different international donor agencies.
Design/methodology/approach – The purposively selected respondent that includes 35 stakeholders
among which 25 stakeholders has been interviewed individually while other ten has been interviewed in the
form of two focused groups consisting of five members each. The findings based on the interviews are
analyzed using the thematic analysis. This study analyzes the formation of SMCs, roles and responsibilities of
members, Allocation SMC funds and its utilization methods. The study includes the challenges faced by these
committees in school administration and operations with their recommendations for overcoming such
challenges. Some common challenges include limited financial resources, interference of landlords and
potential people of the community, limited administrative authorities and lack of interest of government
toward government schools.
Findings – The recommendations have been categorized into three broad themes: strengthening of
mechanism, strengthening through functions, roles and responsibilities and revising SMC fund allocation
and its utilization.
Originality/value – The study proposed an improved framework for strengthening the process and
outcomes of SMC.
Keywords Community participation, Mechanism, SMC, School management committee
Paper type Research paper
1. Introduction
The province of Sindh is the gateway of Pakistan. However, the overall state of its education
sector is quite dismal as compared to other provinces in Pakistan. Government of Sindh own
programs and greater emphasis is given to females of the rural areas. Accessibility, poor
quality of education, lack of facilities, irrelevant curriculum, untrained teaching staff, staff
absenteeism, paucity of books and teaching aid, lack of community participation, weak
governance, financial constraints and lack of incentives for private sector/NGO participants
have been considered critical issues of education sector of this province.
To address these issues, Government of Sindh has taken several initiatives.
International Journal of
These initiatives includes promulgation of free and compulsory primary education, Educational Management
province wide awareness campaign through media, distribution of free text books, regular Vol. 32 No. 4, 2018
pp. 701-718
teachers in-service and pre-service training, reopening of closed schools and constitution of © Emerald Publishing Limited
0951-354X
school management committees (SMCs), etc. DOI 10.1108/IJEM-03-2017-0072
IJEM Among all these initiatives, the constitution of SMCs is one of the important achievements.
32,4 Ideally community participation is the core element to solve most of the educational problems,
particularly issues related to poor quality of education and to address immediate
needs/problems of the school. Communities can effectively participate to solve the problems of
drop out, low enrollment and participation, teachers’ absenteeism, construction of schools,
day-to-day management of schools, monitoring and evaluation of teachers, etc. Most
702 importantly, communities can play a very vital role in learning outcomes of children. Basically
parents and communities are the pivotal agents for children learning; however, in the existing
education system this aspect of community’s role has not been recognized largely.
Initially, it was very difficult for the government to form such committees due to its
procedural issues and acceptance in the community. The government followed certain steps
for the formation of SMCs in 2005 (Figure 1).
Improvement
Review and
Monitoring
Roles, Responsibilities
and functions of SMCs
Formation of SMCs
Pilot Testing
2. Literature review
The decentralization in the education system has various nomenclatures across the globe.
In countries like the UK, the USA and Canada, it is called as local management of schools,
school-based management committees, institute management committee, governing
bodies, etc. (Murphy and Beck, 1995; Torre and Murphy, 2016). In South Africa, initially
the financial powers have been decentralized to governing bodies (Dimmock, 2013). In
Zimbabwe, the academics and administrative powers of school have been transferred to
school development committees (Nyandoro et al., 2013). However, in the developed
countries like the USA, Egypt, etc. the devolution of power results in the injustice due to
high bureaucratic interferences (Gammage, 2008). Moreover, the allocation of academic
powers is inequitable and varies from school to school in African regions. This in
equitability results in the discouragement of other stakeholders as they feel ignorant and
do not participate effectively in school development (Zvobgo, 1997; Sykes, 2015;
Wadesango et al., 2016). The demerit of centralization is that the central administrative
departments pay less attention to every school and are only concerned with the schools
where there is high enrollment. The biggest challenge in centralization is the political
interference which bared the schools to develop (Pampalis, 2002). The centralization
also makes it difficult for the authorities to set the criteria for fund allocation to schools
and fails to monitor the utilization of those funds. Many countries decentralize the
power to raise the education standards and to bring equity in their education system
(Gammage, 2008).
SMCs play a vital role in strengthening the provision of quality education in schools, it
has been emphasized that a school leader plays a vital role in school effectiveness
(Osei-Owusu and Sam, 2012; Saitis and Saiti, 2018). In Pakistan, SMCs are considered
as an important component of education governance due to its focus on improving
teacher-student attendance and education standards. Second, many ghost schools have been
started in 2008 through the formation of SMCs. The community involvement plays an
effective role in raising the education standards of the school (Khalique and Arshad, 2010;
Aziz et al., 2014). Furthermore, the community involvement improved scholastic and
teaching pedagogy systems in Pakistan. The class room monitoring system encourages the
teacher to perform their assigned tasks with motivation, sincerity and make the
environment based on student-centered learning (Nasir et al., 2013). In India, SMCs
contribute effectively in ensuring and enhancing children access toward education. The Strengthening
involvement of parents in the decision-making process satisfies them with the schools school
performance and education standards of the school (Bandyopadhyay and Dey, 2011). management
Moreover, it also enhances their learning processes and mental standards. Furthermore, the
formation of SMCs helps to strengthen the administrative structure of school and provides committees
an opportunity to the teachers to attend training sessions and capacity building workshops
which results in the enhancement of the quality of education (USAID, 2010). In China, SMCs 705
contribute positively toward the development of staff and curriculum (Cheng, 1996). Second,
the school effectiveness also increases in China as the SMC members are able to explore the
deficiencies and try to resolve it on priority basis.
Communication within the school management is becoming as an important and a
challenging job (Saitis and Saiti, 2018). In Pakistan, the role of SMC members is found
limited as the members do not engage themselves in planning and budgeting of the school
(Khalique and Arshad, 2010; Aziz et al., 2014). Many head teachers consider the involvement
of parents as interference in school and, therefore, they discourage their participation in
SMC elections. Moreover, some schools are being managed by the politicians or landlords in
which there is minimal interference of SMC members and they are not properly empowered
(Nasir et al., 2013). Furthermore, the cultural issues in Pakistan where the girls are not
allowed to go out of homes for education purpose like Bagh, Gilgit, etc. face challenges in
strengthening the role of SMCs in those areas. The parents are unaware of SMCs and are not
encouraged toward the education of their daughters (USAID, 2010). In India, racism is the
biggest challenge due to which the proper representation of parents in school committees is
not possible. Second, the infrastructure and teaching aids are not sufficiently present in
some states of India (Bandyopadhyay and Dey, 2011).
The researchers and experts have discussed different investigation tools for qualitative
research. For the qualitative research of similar kind and nature many researchers found
interviews as an effective tool to collect information about the mechanism of SMCs and the
challenges faced by the members in achieving its objectives (Osei-Owusu and Sam, 2012;
Leroy, 2002). Moreover, some researchers argued that the interviews may not reflect the exact
position of the operations and the respondent may be biased while giving an interview.
Therefore, other researchers suggested for conduction of focused groups consisting of
four to five people in each group to collect the data. This suggestion consists of two different
levels – the first one includes stakeholders: school managers, parent’s representatives,
government officials, etc.; the second group consists of education experts that possess an
experience in community mobilization (Khalique and Arshad, 2010; Aziz et al., 2014; Sharma,
2008). On the contrary, the authors explored several studies on SMC using the questionnaires.
According to them, the questionnaire is an effective instrument for random sample data. As in
random sampling, the sample size is relatively larger than of purposive or convenience
sampling, therefore, taking interviews or arranging focus groups for large number of sample
is not possible (Sumintono et al., 2012; Al-Ghefeili and Ghani, 2014).
The education department decentralizes its authority to make the education system of
the country effective in the shape of SMCs. These committees are responsible to identify the
deficiencies in school and take measures to overcome such deficiencies (Khalique and
Arshad, 2010; Aziz et al., 2014; USAID, 2010). Moreover, the core competencies of SMC
members include their assistance in reducing absenteeism, maintain healthy environment
for education, maintain all school-related records, to oversee and manage the utilization of
funds, to ensure effective implementation of school improvement plan, to plan for the
improvement of schools, reporting transparency and accountability and to establish
effective network and linkages to do resource mobilization (Al-Ghefeili and Ghani, 2014).
Furthermore, the SMC members also have to provide support to teachers in teaching and to
liaison with government officials for any immediate need (Sumintono et al., 2012).
IJEM The researchers recommended that many of the SMC members are not aware with their
32,4 roles and responsibilities (Osei-Owusu and Sam, 2012). However, a proper awareness
campaign to cater those members must be initiated to overcome such challenge. Furthermore,
the head teachers must be motivated to form school-based management committees
(Nasir et al., 2013). It has also been suggested that proper accountability and monitoring
mechanism must be formed to ensure proper functioning of schools under the management
706 committees (Sharma, 2008). Inclusion of potential people of the community in the committee to
liaison with government officials and politicians also play an important role in developing
effective system for schools (Nasir et al., 2013). Other researchers also recommend the proper
development of quality and accountability mechanism, as it helps the SMCs to work in
accordance within quality parameters (Sharma, 2008). In some areas, the role of SMC members
is found limited, this situation exists because of unawareness of the members regarding their
roles and responsibilities. Therefore, an emphasis must be given to the awareness campaign
and conduction of regular committee meetings to ensure the sharing of ideas, observations
and reservations (Khalique and Arshad, 2010; Aziz et al., 2014).
Many SMCs have sub-committees in their general body. These sub-committees includes:
Academic Audit Committee, Monitoring and Evaluation Committee, Financial Audit
Committee, etc. (Ali et al., 2016). The advantage of such sub-committees is the proper and
focused monitoring of each aspect of school and every committee is responsible for their own
tasks. Second, the school-based development policy and training methodologies allow the
school to grow and to enhance education standard which is not possible in the absence of
SMCs. The important aspect is “Gender gap” in which the SMCs are also responsible to
encourage female students to enroll in school. The involvement of community in school
encourages the parents to send their daughters to school (LoCasale-Crouch et al., 2008;
Welchons and McIntyre, 2015). The decentralization of powers from government to school
level improves the governance structure of the school. The SMC members are also required to
monitor class-room teaching. This monitoring enhances the teachers’ efficiency to teach which
results in the quality education (Khalique and Arshad, 2010; Aziz et al., 2014).
Participative decision making is an effective way of policy making and implementation.
This decreases individual responsibility to take decision but ensures proper accountability
(Lauen and Gaddis, 2016; Hough et al., 2016). The stakeholders involved in school-based
committees are confused of their role and agreed that these committees can be much effective
if the members are aware of their roles and responsibilities which results their involvement in
effective decision making. In Pakistan, the role of SMCs and stakeholders in school
management is reported to be 57 percent (Khalique and Arshad, 2010; Aziz et al., 2014).
In Hong Kong, the stakeholders consist of sponsor body managers, the principal and teacher
managers along with the independent manager and alumni manager. Every stakeholder has
their own pre-defined role and no stakeholder can replace other stakeholder (Chan et al., 2010).
Moreover, the parents are the key stakeholders and their commitment with the school is more
as compared with other stakeholders. The community involvement in SMCs enhances quality
education and decreases the absence ratio from the school (NCDC, 2008).
The decentralization of powers from central department to school-based management
committees empowered SMCs to take decisions to improve quality of education in school.
The committees have also been empowered to raise funds using different sources and to
provide scholarships from the excess funds. The committee may find donor agencies or
sponsors to manage the institutions effectively and efficiently (Nyandoro et al., 2013;
Godfrey, 2016). The empowerment increases commitment and sense of ownership among
parents which contributes toward school in two ways: one the parents are encouraged
to enroll their child in the school, second, they develop the class-room monitoring
mechanism which results in improved education quality and decreased absenteeism ratio
(Godfrey, 2016). In Tanzania, SMCs are empowered with strategic decision making
regarding the development of curriculum, procurement, repair, civil works and petty school Strengthening
expenditures (Acheampong, 2015). The SMCs are empowered to utilize the funds, develop school
faculty, preserve and increase school assets, repair and maintenance, etc. Moreover, the management
funds are utilized to bear the petty expenses, repair maintenance and in enhancement of
assets (Khalique and Arshad, 2010; Aziz et al., 2014). committees
In Pakistan, the SMC consists of five members having representation from parent body
and schools staff. This committee has been vested with several responsibilities that 707
includes increase enrollment in schools, decrease absenteeism ratio and to improve the
quality of education. This committee is empowered for the utilization of funds in
enhancement or repairing of infrastructure, class rooms and to provide basic necessities in
the school. Furthermore, the SMC elections are held after every two years under the
supervision of the headmaster (SMC Ordinance, 2003). The critiques are of the opinion that
the term of two years sufficiently allows the member to contribute toward the betterment
of the school. Moreover, they suggested that the role of members must not be limited for
the utilization of funds in petty repair and maintenance work but it also allows them to
give monetary benefits to the teachers on the basis of their performance and attendance
(Khalique and Arshad, 2010; Aziz et al., 2014). Whereas in Hong Kong, the SMC operates at
three different levels: sponsors body managers; principal manager; and lastly, teacher
managers, parent managers and independent managers (Chan et al., 2010). Moreover, in
India the SMCs consist of different community members with the special representation of
women (French and Kingdon, 2010).
The role of SMC members is found limited due to the restrictions on the utilization of
funds and unawareness of the mechanism of SMC. The committee members do not attend
regular meetings which create hurdle in decision-making process and the deficiencies in
school could not be eliminated (Osei-Owusu and Sam, 2012). Second, the funds sanctioned
for each school by the government is not sufficient to resolve the deficiencies of the school
(Khalique and Arshad, 2010; Aziz et al., 2014). The capacity building of teachers and staff
results in the enhancement of education standard. The training of teachers and staff is
found missing in many schools of the country (Ogundele and Adelabu, 2009).
3. Research methodology
The primary data have been used to conclude the findings of the study. This primary data
have been collected from 25 stakeholders and two focused group discussion. Each focused
group consists of five members. Public sector schools have been targeted for the study.
The SMCs comprise of five members who consist of:
(1) chairman is to be selected from the parent body;
(2) the headmaster/principal, who shall act as a general secretary;
(3) two members from civil society; and
(4) one member from parent body.
The stakeholders of the study were selected from the members of the SMCs of 25 different
schools from rural areas of Sindh.
The interview protocol for individuals and focused groups is developed in alignment
with the research questions. The study is qualitative in nature and it has been conducted
using latitude method of research. The study is based on the interpretive philosophical
framework using an inductive approach.
This study revolves around interpretivism philosophical framework. The philosophy
is based on the exploration of realities constructed through actions and personal
interactions. Second, this approach explores the sense of people of their societal world
by means of their writings and interactions. This philosophy believes that several
IJEM social realities exist because of different human experience that includes knowledge,
32,4 interpretations, experiences and views.
The population of the study includes all the government schools that consist of SMCs.
There are approximately 41,000 SMCs operating in Sindh. In each SMC, there are five
members. The purposive sampling technique is used to identify the respondents of the study.
This technique is used to identify a series of considered options about how, where and with
708 whom to conduct the study (Given, 2008). Among many strategies of purposive sampling, this
study includes the stakeholder sampling strategy. This strategy is used for policy analysis.
The data are collected at two levels. The first level includes interviews and second-level
consists of focused group discussion. The 35 stakeholders have been identified as the
respondents of the study among which 25 stakeholders have been interviewed and ten
stakeholders have been divided equally into two focused groups.
After transcription of these interviews the selective coding technique is applied to extract
the significant discussions which are aligned with the research questions and objectives of
the study. The thematic analysis is conducted after the selective coding step in order to
develop a proposed framework for strengthening SMCs.
attendance, poor governance, petty repair and renovation. According to the respondents,
there is no system formulated by the government for the identification of deficiencies in
school. Therefore, the members created their own systems to identify such problems. Like
many respondents visit the school periodically to identify the deficiencies. Other members
identify those problems through their children, who are studying in that school.
The stakeholders also receive complaints from parents and send it to central SMC for their
resolution. The stakeholders observed that the parents representative engage themselves in
identifying the deficiencies in school as they are concerned with the education of their
children studying in that school. However, very less efforts have been observed from
members other than parents representative in identifying the problems existing in school.
The deficiencies are of different natures and are resolved accordingly. The respondents
informed that the time taken to resolve the deficiency varies from problem to problem.
Sometime it takes 1 day and sometimes it takes a year to resolve the problem due to
government procedures. Furthermore, they stated that sometimes it is beyond the authority
of the members to solve that problem like building repairing and maintenance or heavy
procurement. Moreover, they direct the administrative issues to the principal and authorize
him to take necessary actions as per the government services rules. Several respondents
argued that the issue relatively takes longer time if there is an involvement of finance in
solving the problem as the committee has to follow the government procedures to utilize
funds for repairing, procurement, etc. But, mostly the SMC members take appropriate action
toward every complaint and put efforts to resolve it in a month time. But, mostly there are
financial issues due to which many problems remain unanswered.
The central SMC holds their meeting periodically. The respondents being the stakeholder
of SMC receive meeting notification from the chairman. In some cases, the respondents
receive the agenda item with the meeting notification whereas in other cases only the
notification is received due to which the members are not aware with the agenda items to be
discussed in the meeting and could not prepare themselves properly for the meeting. The
IJEM chairman presides the meeting and discuss the problems identified by parents or other SMC
32,4 members. The respondents further stated that the agenda items and identified problems are
discussed in the meeting and the solution is made by each member to resolve the problem.
Finally, the solution is resolved with the majority votes of the members. The chairman then
directs the principal of the school to implement the resolved solution in school. The
respondents observed that many stakeholders attend the meeting whereas many
712 respondents claimed that they found many members absent from the committee members.
It has been observed that every member has their own criteria to measure the effectiveness
of SMCs. Some members measure the effectiveness through policy implementations. In their
opinion the policies must be practical and easy to implement. Proper implementation of
policies ensures improved education standards. Whereas the other member measures the
effectiveness through number of students enrolled in school. According to them, the main
function of SMC includes the enhancement in students enrollment and the parents only get
their children enroll in the school where education standards are relatively better. Some
members measure the effectiveness through the percentage of deficiencies identified and
resolved by the SMC. According to these stakeholders, SMCs have been formed to identify
and resolve day-to-day problems or petty problems of the school in order to improve
administrative structure of the school. Some respondents measure it through student
attendance and with their motivation level. The stakeholders emphasized that the student
attendance depicts the motivation level of the student and their interest toward education.
Moreover, less teacher absenteeism, cleanliness in school and availability of basic necessities
in school are also the factors to measures the effectiveness of SMC.
Some respondents suggested that the mechanism can be improved and little efforts may
make the existing mechanism more effective. Like due to the lack of advocacy, many SMC
members are not aware with the policies; therefore, they face difficulties in implementing the
decisions. The respondents suggested that the government must organize training sessions
for the SMC members to define their roles and responsibilities and implementation policies.
Furthermore, it has been suggested to create a monitoring mechanism of SMCs. The
respondents are of the opinion that the formulation of a monitoring system will motivate the
SMC members to contribute toward school administration and operations effectively.
Unawareness of roles and The members who are aware with roles and responsibilities try to
responsibilities of SMC member educate other members regarding their role as an SMC member
Table I. Limited financial resources Many schools partner with different NGOs. These NGOs helps the
Challenges and school to fulfill their financial requirements
measures Interference of landlords SMC complaints regarding such interference with the education and
taken by SMCs literacy department for their support
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2218 (paperback: ISBN-0-8039-6176-6, $23.95; hardback: ISBN-0-8039-6175-8), Corwin Press, Inc.,
Thousand Oaks, CA.
Corresponding author
Reema Frooghi can be contacted at: [email protected]
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