Transforming Education through School-Community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe

Autor/inn/en	Bhengu, Thamsanqa T.; Svosve, Evangelista
Titel	Transforming Education through School-Community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe
Quelle	In: Africa Education Review, 16 (2019) 2, S.16-35 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1257918
Schlagwörter	Foreign Countries; Indigenous Knowledge; School Community Relationship; Case Studies; Rural Schools; Preschool Education; Partnerships in Education; Administrator Attitudes; Educational Resources; Educational Improvement; Teacher Attitudes; Fees; Educational Change; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Pre-school education; Vorschulerziehung; Hochschulpartnerschaft; Bildungsmittel; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Gebühren; Studiengebühren; Bildungsreform; Simbabwe
Abstract	This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01