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Title: Practice of change management for the improvement of complementary basic education : the case of Malawi
Author: Mwangala, Kondwani Precious
ISNI:       0000 0004 5363 359X
Awarding Body: University of Bolton
Current Institution: University of Bolton
Date of Award: 2014
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Managing change in education is a complex process. The Malawi education sector has many current trends including Complementary Basic Education (CBE). The practice of Change Management (CM), however, is subtle in education literature and as such limited on how it can be used for the improvement of CBE. This study explores how CM can be practiced in order to improve the CBE programme in Malawi. The inherent characteristics that call for a CBE specific CM framework are its positioning within the education system, stakeholder role complexities, implementation model and size of the programme. The study approaches CBE as a single case holistic. Through a cross-sectional approach, it concentrates on the 2006-2011 period. Key informants, community members and learners were interviewed individually and through focus groups. Content analysis is used to analyse the data. While there is a growing body of literature on CM in education, there is limited applicability to the CBE programme. This study proposes the 3 Step CM Model as a clearly defined framework for practicing CM in CBE and a clear road map for managing change to all stakeholders in CBE. Results from a comparative analysis of CM theories from literature are fused with empirical data to construct a clearly defined change management framework for CBE. Three themes of Planning Change, Implementing Change and Institutionalising Change are discovered as key categories of CM in CBE. Thereafter, a 3 step-CM framework, as intimated above, is constructed based on these themes and overlaps of CM theories as revealed from literature. Factors that influence CM in CBE are categorized under the three steps to provide an elegant CM framework with managerial terms. Factors like Strategy, Evaluation and Communication are exposed as those on which other CM steps hinge on. All data in the study was collected within the CBE programme and so, the findings may not be generalised for other non formal education systems operating elsewhere.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available