MINISTRY OF GENERAL

EDUCATION

TRAINING OF DISTRICT AND

SECONDARY SCHOOL EDUCATION
BOARD SECRETARIES
FEBRUARY
2016

Objectives

The objectives of the training workshop

are to:
1. Equip the District Education Board
secretaries with the knowledge and skills
in the governance and management of
the boards.

Objectives cont.
2. Appreciate the ABC of managing the
District before Devolution to the Local
Authority.

Outline of the Presentations

1.0 Introduction
2.0 Education Decentralisation
3.0 Components of Education Decentralisation
4.0 Education Boards
5.0 Types of Education Boards
6.0 Structure of Education Boards
7.0 Roles and Responsibilities of Education Boards
8.0 Responsibilities of Ministry Headquarters
9.0 Role of Provincial Education Office

1.0 introduction
The Ministry has decentralised the
education delivery system in response to
the Public Service Reform Programme
(PSRP) launched by government in 1993
whose aim was to transform the public
service into an efficient and cost effective
organ to deliver quality services to the
people of Zambia.

2.0 Education Decentralisation

Decentralisation involved decongesting the
education system which was highly centralised
with all functions being concentrated and
performed at the Ministry Headquarters.
The centralised education system meant that all
matters regarding planning and management
were being decided upon by Headquarters in
liaison with Provincial Education Offices.

Education Decentralisation cont.

The above scenario resulted into districts
loosing power and authority it once
exercised in the management of schools.
In addition, college and school authorities
also lost power to manage their own
institutions. Further, the existing lines of
answerability and communication channels
were very long and winding, thereby
creating unnecessary delays in decision
making.

Education Decentralisation cont.

The effects of the centralised education
system was inefficiency, marginalised
community involvement in what went on in
schools and colleges, thereby eroding the
sense of ownership that parents and
communities once had and should have in
the delivery of education services in their
respective areas. It also discouraged
innovation and initiative.

Education Decentralisation cont.

In order to remedy the above situation, and
in keeping with the democratic and liberal
philosophy the country has embraced, the
Ministry decided to undertake the
decentralisation reform programme by
decentralising the education delivery from
the national and provincial headquarters to
points of delivery the districts, colleges of
education and schools.

3.0 Components of Education

Decentralisation
The following are the main components of
education decentralisation:
Decentralisation of the payroll management from
the Ministry Headquarters to Provincial and
District Education Offices.
Development of the Education Management and
Information System (EMIS) for data collection,
storage and retrieval.
Development and implementation of the
Localised Curriculum aimed at addressing the
issue of curriculum relevance in education.

Components of Education
Decentralisation cont.
Decentralisation of the recruitment and
deployment of staff.
Establishment of Education Boards in districts,
colleges of education, secondary schools and
schools for continuing education.
Restructuring of the Ministry to provide
organisational and management structures that
would respond positively to the implementation
of the decentralised system.

4.0 Education Boards

Education Boards are the main vehicle through
which the Ministry expects to achieve the
objectives of the decentralisation programme.
The decision to establish Education Boards at
district, college and school levels is meant to
take certain powers in decision making to the
points of delivery, and involve communities in
planning and decision making in the education
delivery.

Education Boards cont.

The above scenario is expected to allow
for more prompt response to problems
and opportunities that occur at these lower
levels of the education delivery system,
thereby improving the learning
environment and consequently the type of
education provided.

5.0 Types of Education Boards

There are four types of Education Boards
established by the Ministry as follows:
District Education Boards;
College of Education Boards;
Secondary School Education Boards; and
School for Continuing Education Boards

Types of Education Boards cont.

District Education Boards oversee
operations of all primary schools in their
respective districts while Colleges of
Education, Secondary Schools and
Schools for Continuing Education Boards
supervise the running of their respective
institutions.

6.0 Structure of Education

Boards
An Education Board comprises the Governance
body (appointed members by the Hon. Minister),
the Management team (the administration who
are employees of the Ministry), the general staff
and the clients.
In case of District Education Boards, the clients
are all the primary school pupils. The clients of
Colleges of Education Boards are the students
while for Secondary School and Schools for
Continuing Education Boards are their pupils.

I THANK YOU FOR

YOUR ATTENTION

7.0Roles and Responsibilities

of Education Boards
For the smooth operation of Education Boards,
the Governance body and Management team
have each different roles they play which in the
end analysis compliment each other.
Once these different roles are properly managed
and effectively performed by each group, the
purpose for which Education Boards were
established will be achieved, thereby avoiding
unnecessary squambles and instead promote
peace and industrial harmony in the education
learning institutions for the benefit of the clients.

Group Work
Participants are requested to do group
work on the roles, responsibilities and
functions of the governance body and
management team.

Governance Body
The following are the primary roles,
responsibilities and functions of the
Governance body:
Formulating local policies for regulating
the management of the institution(s) for
which the Board was established.
Ensuring that the Board has a mission
statement that has a vision.

Governance Body cont.

Establishing the long-term goals of the Board
and ensuring that strategic objectives and plans
are established in order to achieve the goals.
Ensuring that the management structures are in
place to achieve the established goals.
Guiding the implementation of strategic
decisions, actions and advising management as
appropriate.
Reviewing and adopting of annual budgets for
the financial performance of the Board and
monitoring Board performance.

Governance Body cont.

Ensuring preparation of financial
statements.
Overseeing implementation of adequate
control systems and relevant compliances
with the law, governance, accounting and
auditing standards.

Management Team
The Management team has the following main
roles, responsibilities and functions:
Implementing decisions of the Ministry and the
local policies of the Board.
Initiating and managing the delivery of quality
education to the satisfaction of the clients,
parents and communities.
Identifying the needs for developmental projects,
managing and executing of the work in line with
the Boards annual work plan.

Management Team cont.

Identifying of training needs in the human
resource available including Board
members.
Managing Board finances through staff
and initiating the development of
fundraising activities.
Representing the Board at various
meetings.

Management Team cont.

Representing the Board in relation to third
parties and courts of law for all
transactions whatever, including
transactions relating to the acquisition of
assets, administration and expenditure of
the resources of the Board.
Reporting on the activities of the Board to
Board meetings, Ministry and other
stakeholders.

Management Team cont.

Preparing annual work plans for the Board
and Ministry.
Keeping the Board fully informed on all
works carried out and making
recommendations in reference thereto.
Keeping minutes of all meetings of the
Board and sub-committees, and sending
copies thereof to the Board as required.

8.0 Responsibilities of
Ministry Headquarters
Within the decentralised education
system, the Ministry Headquarters
continues to be responsible for the
following:
Policy analysis and development;
Strategic Planning;
Resource mobilisation and allocation;
Development of the national curriculum;

Responsibilities of Ministry
Headquarters cont.
Quality assurance and setting of
standards;
Supervision, monitoring and evaluation;
Determination of overall personnel policies
for the system; and
Collecting and analysing data.

9.0 Role of Provincial

Education Office
The Provincial Education Office continues to
perform the following functions in a
decentralised education system:
Monitoring and supervision of policy
implementation and management of
education standards in the province;
Coordinating education planning, teacher
education development and school guidance
programmes and activities in the province;

Role of Provincial Education

Office cont.
Maintaining an efficient and reliable
education database for the province;
Coordinating the provision of open and
distance education in the province; and
Coordinating and monitoring the
implementation of programmes and
activities of Education Boards in the
province.

Way Forward
Training of Board members in the
management of Education Boards
coupled with increased monitoring and onsite support by PEMC will bring about
positive results in the education delivery
system of our country.
GOD BLESS

I THANK YOU