Abstract

The need for effective implementation of the public procurement policy in public schools is crucial for the success of schools in financial management. The Office of Director of Public Procurement in Malawi has been making efforts to improve the procurement process in education institutions but the process still displays different bases of order and compliance. This study assessed the implementation of the public procurement policy in selected schools in Kasungu District. The study was based on the institutional theory as expressed by Scott (2004) who posits that institutions are composed of regulative, normative and cultural cognitive elements that, together with associated activities and resources give stability and meaning to social life. This was a qualitative study that employed a case study design. Purposive sampling was used to select the schools and the respondents. The study targeted four public secondary schools and the respondents were 24. The respondents were head teachers, deputy head teachers, accounts clerks or teacher bursars and IPC members. Data was generated using semi-structured interviews, focus group discussions and document analysis methods. The findings of the study indicated that the public procurement policy was partly being implemented in public schools. It established that IPC members were failing to fully implement this policy due to lack of registered suppliers, lack of finances, and lack of training and cumbersome procedures in procurement. In addition, the measures that were being used to tackle the challenges created loopholes for corruption in public schools. The implication is that if the IPC members still procure goods and services using the little knowledge that they possess then there will be major losses of public funds in schools.

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School	: School of Education
Issued Date	: 2018

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