Abstract

Education decentralization in Malawi is considered as a more effective and efficient strategy of education management. However, problems continue rocking the education system despite decentralized educational reforms such as District Education Plans (DEPs). Studies have been carried out trying to explain the problem but little attention has been paid to understanding the manner in which these reforms are formulated. It is on this background that the current study focused on analyzing formulation of DEPs in the context of education decentralization policy in Mchinji district council of Malawi. Specifically, it analyzed stages of DEP formulation and the extent to which DEP formulation process furthered principles of education decentralization. It also identified challenges that Mchinji district council faced during DEP formulation. Employing qualitative case study design, the study collected data using face to face semi structured interviews from six purposively sampled respondents. The data was, thereafter, analyzed thematically. Study results revealed that DEP formulation in Mchinji district council is less decentralized. As a devolved educational planning activity, its formulation process fails to satisfy principles of decentralized educational planning. The study also revealed that Mchinji district council faces numerous challenges when managing DEP formulation. These include: mismatch between district and central planning; inconsistent link of council level plans; ineffective local development structures; and lack of knowledge about DEP at de-central level. Since the manner in which DEPs are formulated and managed is informed by an institutionalized planning framework, it is the view of the current study that the framework does not internalize principles of education decentralization. Therefore, the study suggests another framework that centrally conceives key principles of decentralized educational planning.

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School	: School of Education
Issued Date	: 2017

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