Governance, Management, and Accountability in Secondary Education in Sub-Saharan Africa by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9780821373460
Publisher: The World Bank
Published: 0101-01-01T00:00:00+00:00

The example suggests that the process of gathering, analyzing, and transmitting information between education offices requires specific processes and skills, and clear channels for communicating. The need for such processes is particularly critical when responsibility for education sub-sectors is assigned to different ministerial divisions and decentralized offices.

Conclusion

These issues are summarized in the following table below. What must be borne in mind is the need for policy to guide objectives, for governance structures to serve the objectives, and for legislation to regulate activities so that a decentralized system can function effectively.

Box 7. Conclusions for Governance in the Education Ministry

Issues Education Ministry Decentralized Education Offices

The duration and objectives for generaland technical secondary education must be clearly defined.

Ministerial responsibilities for the different types and levels of secondary education must be clearly assigned and aligned within the ministry in the manner that best serves educational objectives.

Legislation or regulation for decentralization must specify roles and responsibilities in decentralized education offices for different types and levels of secondary schools, including private schools.

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