The role of school management committees in monitoring school improvement grant in Mzimba north district public primary schools

Abstract

Primary schools acknowledge how the School Improvement Grant has improved their schools, but little attention is placed on tracking the fund's best usage. Assessing School Management Committees' monitoring roles will demonstrate whether the program is improving their education and the competence of SMCs in carrying out their roles. Therefore, this study assessed the roles of school management committees in monitoring the implementation of school improvement grant in 4 public primary schools of Mzimba North Education District. A qualitative approach and a case study design were used in this study. Ten participants from each school in total 40, which comprised of one head teacher, 7 school management committee members, and two teachers were part of the sample, nonetheless, the actual sample size was determined by reaching a saturation point. Respondents were selected from four public primary schools of Mzimba North Education Office in the Ministry of Education in Malawi. In this study, data was collected through interviews, questionnaires, focus group discussions, and observation. Data analysis was done thematically. The findings of this study have revealed that SMCs are not effectively carrying out SIG monitoring as required. Most of them do not have the capacity to track expenditures as required. Some committee members struggle to comprehend the training content, thus relying heavily on headteachers for assistance, which affects the monitoring process. Additionally, the training programs do not adequately emphasize the importance of monitoring SIG usage. Instead, they focus on showcasing items to stakeholders, neglecting crucial aspects such as tracking expenditures, providing evidence of item distribution to students, and evaluating the impact of SIG funds on student performance. The research also highlights internal conflicts within SMCs, often initiated by close collaboration between headteachers and selected few members. These results will guide the Ministry of Education, policymakers, and administrators to revise school grant policies that can promote effectiveness in the implementation of the programme.