Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sajid Ali

Department

Institute for Educational Development, Karachi

Abstract

The school clustering policy is a reform for improving educational access and quality through a decentralized system of governance. There was insufficient knowledge about the School Clustering Policy Revised (2021) amongst school administrators, who face further challenges in implementing the policy. Keeping challenges in consideration, different sorts of training have been provided to the head teachers for their capacity building. Hence, the purpose of this this study was to explore capacity building under policy, and investigate the effect of capacity building on decision-making of cluster hub head teachers in management of resources and Professional Development (PD). Additionally, to identify the difficulties head teachers still encounter after attending the training and look for potential solutions to these problems. 
A qualitative methodology using the multiple case study was employed for this exploratory case study. The head teachers of two clusters from Karachi, two head teachers at cell schools, three guide teachers from cluster 1, two guide teachers from cluster 2, three subject coordinators from each cluster and two mentee teachers from cluster 1 were selected. Additionally, one official from RSU and one from UNICEF were selected using purposive sampling. Data was gathered through focused group discussions, semi structured interviews and document analysis. Data was analyzed through thematic analysis, within cluster and cross-cluster analysis. 
The study found that several factors impede resource management and PD, which in turn affect implementation of the School Clustering Policy 2021. These factors included resistance among cluster staff, unclear guidelines in policy i.e., unclear status of DMC schools and conflict of primary and secondary levels school administration, and single teacher schools. However, the school clustering policy’s capacity building initiatives have improved resource management and PD in clusters. The capacity building initiatives were useful in enhancing the understanding of policy, confidence building for managing cluster operations, imparting optimism, and contributing to finding innovative solutions. 
This study adds to the existing body of literature on School Clustering Policy by highlighting contextual factors that influence the implementation of policy in Pakistan specially Karachi. The study suggests the continuation of the capacity building for stakeholders specifically, cluster heads, feeder heads and other cluster staff for close cooperation, communication and ideas sharing. This can ensure smoother implementation of School Clustering Policy in Sindh, Pakistan.

First Page

1

Last Page

121

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