THE OPEN UNIVERSITY OF TANZANIA

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1 THE OPEN UNIVERSITY OF TANZANIA FACULTY OF EDUCATION MASTER OF EDUCATION IN ADMINISTRATION, PLANNING AND POLICY STUDIES REVISED PROGRAMME FACULTY OF EDUCATION THE OPEN UNIVERSITY OF TANZANIA P.O. BOX DAR ES SALAAM 2010

2 Introduction Preamble The Master of Education in Administration, Planning and Policy Studies (M.ED APPS) programme was established by the Faculty of Education and approved by the OUT senate in 2000 as a distance education programme. This document presents a revised programme of MED (APPS) which may also be offered in the Evening and Executive modes. The programme will be delivered first in Dar es Salaam (Evening mode) and Mbeya (Executive mode), and the experience gained be used to run the programme in other locations. Other potential locations for the Executive mode are Arusha, Dodoma, Mwanza and Zanzibar. However, choice of the other locations will depend on the numbers of interested applicants. Applicants wishing to undertake the course by the Distance mode may also do so. The preparations to market the programme are in progress; they include: brochure, posters and television, radio and newspapers advertisement. The basic structure of the current MED APPS i.e. core and elective courses that are currently on offer will still be offered in the proposed evening programme. What is being proposed in this document is diversification of mode of delivery by having a parallel face-to-face mode to cater for students who wish to study through face to-face programme; but not a different programme from the current MED (APPS). Rationale for the MED APPS Evening Programme 1. The Revised Programme will provide flexibility in teaching and learning in an open learning environment, i.e., providing a choice to students who wish to learn through faceto-face modes. The programme will be useful for employed individuals who wish to develop their education management knowledge skills and expertise, but find it difficult to join the distance mode due to various reasons. 2. The proposed programme responds to OUT s need for faculties to develop marketable and flexible programmes in line with market demands. This kind of programmes has the potential for sustainable income generation hence contributing to self-financing and staff incentive and a retention. 3. The proposed programme is expected to narrow the instructor-student gap that usually exists in delivery of the current M.ED (APPS) by distance. Understandably, most 2

3 distance learners experience difficulties in coping with isolation from the instructor, other learners, administration and technicians. This programme is also intended to enhance learners retention, fast completion, collaborative interactions and interactivity. In addition, the programme has the potential to fast-track the academic and career progress in the field. General objective The general objective of this programme is to facilitate and enhance students knowledge, skills and values that they need for effective management in educational settings. The programme is meant to raise the influence and the contribution of the Open University of Tanzania in effective administration, planning and policy development of education in and outside the country. Learning outcomes The learning outcomes in this programme reflect the specific objectives of the programme. It is expected that by the end of the programme students should be able to: 1. perform functions, activities and responsibilities related to administration, planning and policy analysis and development in the education sector; 2. explain and analyse theories and practice in educational administration, planning and policy development and analysis; 3. plan and conduct research and evaluation in educational administration, planning and policy; 4. identify best practices in educational administration, planning and policy; 5. mainstream current and cross-cutting issues into educational policy, planning administration; and, 6. relate with the local situation, the theories and principle of administration planning and policy. 3

4 General information about the MEd. (APPS) programme Programme Title: MASTER OF EDUCATION IN ADMINISTRATION, PLANNING AND POLICY STUDIES M.ED (APPS) REVISED PROGRAMME Final Award: MASTER OF EDUCATION IN ADMINISTRATION, PLANNING AND POLICY STUDIES M.ED (APPS) Awarding Body: THE OPEN UNIVERSITY OF TANZANIA SENATE. Faculty: FACULTY OF EDUCATION Host Department: EDUCATIONAL POLICY, PLANNING AND ADMINISTRATION Instructional Language: ENGLISH Number of Units: 12 Programme structure and mode of delivery Structure The programme is made up of taught courses and a dissertation. Each course is valued at one credit unit. Students will be required to study a minimum of 12 units. They will be assessed by a combination of coursework, final examination and dissertation. The assessment components comprise: One (1) term paper for each course: each student will have to write an assignment of between 2,500 and 3,000 words for each registered course; to be submitted by end of fifth month of the programme An annual examination for each course to be taken by the end of the ninth month Dissertation: students will have to do research and write a dissertation Assessment Assessments will have the following weights: Term paper 30% Annual examination 70% TOTAL 100% PLUS Dissertation 100% 4

5 Core Courses Code Course Credit Units OED 624 Development of organisation 1 OED 625 Educational planning 1 OED 626 Research methodology and computer application 1 OED 627 Policy analysis, implementation and evaluation 1 OED 632 Economics of education 1 OED 699 Dissertation 6 Elective Course (Any One) Code Course Credit Units ODL 600 Principles of open and distance learning 1 OED 606 Special education 1 OED 617 Gender development and education 1 Duration of the programme Students should complete the MED APPS (Evening and Executive) programme in 18 months: nine months will be spent for coursework and the other nine months for research. The programme schedule will present a detailed timetable of the duration. Students who opt for the distance mode will continue with the current duration as per prospectus. Mode of delivery The student is expected to use the taught modules as a major constituent of the background to research and dissertation writing in terms of subject matter, key models, and empirical research so far done on similar studies. The student is given opportunities to present at different stages. This is aimed at assessing both the viability of the study and the student s progress and to provide wide audience s opinion and feedback to the student. In order to achieve this, the Evening and Executive programmes therefore will be offered through lectures, discussions and research with a total of 35 hours for each course. The actual scheduling and timetabling will vary between the two programmes. While the 35 contact hours for the evening programme will be spread during evenings, for the latter the 35 hours contacts will have to be clustered in one or two weeks. 5

6 Admission criteria and assessment Admission criteria The programme is open to candidates with a variety of background in education. However, prospective candidates must satisfy the following minimum requirements: Must have a first or second class honours degree of the Open University of Tanzania, or Must have an equivalent honours degree from other universities or recognised/accredited higher learning institutions. Applicants holding unclassified degrees must have at least a B grade average. Applicants holding a pass degree may be considered for admission, if: The GPA is 2.7 Have worked for at least 2 years in an organisation, after graduation and Have satisfied the Faculty Board of their academic potentials Programme Management, Resources and Fee Structure Programme Management The programme shall be managed by the Dean of the Faculty of Education. The Dean may appoint an academic staff, preferably from the host department, to coordinate the programme. The coordinator will be responsible for: Marketing the programme Student admission and fee payments Coordinating and communicating with course instructors and students Ensuring quality of the programme Reporting to the Dean and DVC (AC.) on the activities of the programme Any other activities related to administration of the programme. In addition, the Dean may wish to appoint regional centre leaders, to coordinate teaching and learning activities in respective regions where the evening programme is going to be launched. 6

7 Teaching staff S/N Instructor Course 1 Prof. E. Babyegeya OED Prof. E. Maritim OED Dr. H. Mushi ODL Dr.E. Bagandanshwa OED Dr. V. Lema OED Dr. C. Muganda OED Dr. S. Mkuchu OED Dr J. Yambi OED Dr. M. Ng umbi OED Dr. Chacha Matoka OED 632 FEES STRUCTURE FOR THE PROGRAMME Mode of study Cost Number of Cost per module Total cost components modules Executive Application Registration Module Dissertation 6 500,000 10,000 20,000 3,000,000 1,000,000 Evening Distance Application Registration Module Dissertation Application Registration Module Dissertation 4,030, ,000 10,000 20,000 2,400,000 1,000,000 3,430, ,000 10,000 20,000 1,500,000 1,000,000 2,530,000 Programme schedule In general the approved academic year shall apply. However, owing to the intensive nature of the residential degree programme, it is necessary to have a different structure of the academic year. The proposed structure of the academic year is as follows: 7

8 Term 1 (3 months) OED 624 OED 625 OED 627 Development of organisation Educational Planning Educational policy analysis, implementation and evaluation Term 2 (3 months) OED 632 Elective courses ODL 600 OED 606 OED 617 Economics of education Principles of open and distance learning Special education Gender development and education Term 3 (3 months) OED 626 Research methodology and computer applications Literature review and presentations Development of project proposal and presentations The three terms will cover the initial 9 months of the programme. The next 9 months will be used for refining research proposals, data collection, analysis and writing. AWARDS Full award: Upon completion and passing all courses and dissertation, a student will be awarded a Masters in Education (Administration, Planning and Policy Studies) degree of the Open University of Tanzania Exit award: For students who successfully complete the coursework and fail to submit the dissertation may qualify for an exit award of postgraduate diploma in Administration, Planning and Policy Studies 8

9 COURSE OUTLINES OED 617: GENDER, DEVELOPMENT AND EDUCATION COURSE OUTLINE Introduction The socio-economic development of any country depends on the educated women and men, who have the ability to adapt, adopt, develop and apply knowledge, technologies and skills for production of goods and services. However, disparities exist between men and women in terms of participation and achievement in education. It has been noted in Tanzania for example, that the slow growth of the participation rate of women at various levels of education may be attributed to cultural preferences for educating male children, high drop out rates due to early marriages and pregnancies and relatively low performance levels of girls in class and during final examination when compared to boys (URT, Ministry of Education 1995). These are some of the gender issue that educationists need to discuss, understand and explore possible remedies for them. The aim of the gender, development and education course, therefore, is to stimulate the students thinking about explanations for gendered differences in development and in education; to reflect upon how gender issue affect educational policy and practice; and to explore positive approaches to planning, initiating and managing gender sensitive educational programmes. Objectives The basic objectives of this course are: 1. To promote the students conceptual understanding of gender, education and development. 2. To enable the students to trace and discuss historical development of gender movements in developed and developing countries. 3. To enable the students explore gender issues in relation to culture, region, employment, production and reproduction. 4. To promote positive attitude towards gender as a way of reducing gender imbalances in all types and levels of education. 9

10 5. To develop appropriate skills for planning, initiating and managing gender sensitive educational programmes. 6. To enable students acquire competence to conduct education research in gender and education research in gender and education aimed at advancing the frontiers of knowledge in this area. Level: Graduate Course 1. Mode of Delivery: Course material, Printed texts, Audio cassettes, Video cassette, face to face sessions Assessment Term paper 30% Annual Examination 50% Topics and Sub topics Conceptual understanding of Gender, Development and Education 1.1 Introduction Introduces the Course to the Students, elucidating the aims and objectives of the course. 1.2 The concept of Gender Examine the complex meaning of gender by explaining the social, Psychological and Cultural Characteristics of gender. 1.3 Gender in Development. 1.4 The relationship between gender, education and development. Suggested Readings 1. O Cornell, H. and One World Action (1996) Equality Postponed: Gender, Rights and Development, Oxford: World View Publishing. 2. FAWE (1998) ABC of Gender analysis. Nairobi 3. Women Education and Development (WED) Research Series. Dar-es-Salaam. 4. FAWE TANZANIA /DBSPE (1999 AND 2000) Research Reports on Dar es Salaam, Bunda, Manyoni, Mbeya and Rufiji Districts. 5. Spender D; (ed) 1984) Feminist Theories: Three Centres: Women s Intellectual Traditions: London: The Women s Press. 2.0 Historical Development of Gender Movements in Developed and Developing Countries. 10

11 2.1 Gender movements in Developed Countries 2.2 Gender movements in Movements in Developing Countries. Suggested Readings 1. Mbilinyi, M., Mbughuni, P., Meena R., Ole Kambaine P. (1991) Education with a gender perspective SIDA Report Education Document No Gambetta; D (1987) Where they published or Did they Jump? Individual Decision mechanisms in Education No. Centre Cambridge University Press. 3. FAWE TANZANIA/DBSPE (1990 and 2002) research reports on Dar es Salaam, Bunda, Manyoni, Mbeya and Rufiji Districts 4. Ministry of Education and Culture (1995) Education and Training Policy Dar es salaam: Ministry of Education 5. Pascall, G. & Cox, R. (1993) Women Returning to Higher Education Taylor and Francis. 6. Edwards, R. mature Women Students London: Taylor & Francis. 7. Miller, J. (1996) Schools for Women, London: Virago 5.0 Gender and Education Research 5.1 Voice and Silence in Research 5.2 Gender and Statistical Data 5.3 Research on Educational participation and achievement. Suggested Readings 1. Mbilinyi, M., Mbughuni, P., Meena R., Ole Kambaine P. (1991) Education with a gender perspective SIDA Report Education Document No Women Education and Development 9 WED) Research Series. 3. FAWE TANZANIA/DBSPE (1990 and 2002) research reports on Dar es salaam, Bunda, Manyoni, mbeya and Rufiji Districts 4. Ngaiza, M.K. & Koda, B. (reds) (1991) Unsung Heroines: Women s Life Histories from Tanzania, Dar es salaam: WRDP Publications. 5. Maynard, M. & Women s Lives from a Feminist Perspective, London: Taylor and Francis. Suggested Readings 1. O Cornell, H. and One World Action (1996) 11

12 Equality Postponed: Gender, Rights and Development, Oxford: World View Publishing. 2. FAWE (1998) ABC of Gender analysis. Nairobi 3. FAWE TANZANIA/DBSPE (1990 and 2002) research reports on Dar es salaam, Bunda, Manyoni, mbeya and Rufiji Districts 4. Snyder, M.C & Tadesse, M; (1995), African Women and Development: A History, Johannesburg: Witwatersrand University. 3.0 Gender and Equity in Education 3.1 Equity Discourses in Education Policy. 3.2 Gender and Equity in Tanzania s Education and Training Policy Suggested Readings 1. Secada, W.G. (Ed.) Equity in Education, Philadelphia: Falmer Press. 2. Gambetta; D. (1987) Where they published or Did they Jump? Individual Decision mechanisms in Education, Centre Cambridge University Press. 3. Ministry of Education and Culture (1995) Education and Training Policy. Dar es salaam: Ministry of Education 12

13 Gender Differences in Educational Experiences 4.1 Sex roles in early Childhood Education 4.2 Schooling and gender construction 4.4 Gender Issues in Higher Education 4.5 Gender Issues in Adult Education OED 606: SPECIAL EDUCATION INTRODUCTION This is two unit graduate courses intended for learners in Masters Programmes at the Open University of Tanzania. The intention of this course outline is to guide and help you in your effort to study the course. Follow it closely and try to read at least two of the Suggested Readings for each topic. You are also encouraged to read any other books and articles relevant to this course. The exercise at the end of each topic will help you think about the main ideas and development contained in the topic, thus making it more comprehensible to you. The exercise will also prepare you for answering the test and exam questions. Therefore, it is important that you take time to do these exercises. Check your answers against the readings that you have done and do corrections whenever necessary. You are highly advised to discuss your answers with other learners in your study group, educationists and professionals working with people who need Special Education. Introduction to the course This course is designed to enable you to understand, analyze and conceptualize issues in disability and services for the disabled people. This course will issues in disability and service for the disabled. This course will be introduced you to the people among us who need Special Education so as to realize their dreams and potentials. The purpose id to serve you, graduate learners, with knowledge on individual disabilities and equip you with skills that shall help you to work with disabled people and advice on matter related to disability and services for the disabled people. Course objectives At the end of this course it is expected that you should be able to: i. Express positive attitudes and understanding of disability, disabled people and their programmes. 13

14 ii. Acquire essential skills to help disabled people, analyze disability and actively involved in service for the disabled people. iii. Describe what ought to be done for students to accept and have positive understanding of disabled people. iv. Make the communities to assist disabled people and learners. Assessment i. Term Paper worth 30% ii. Supervised Examination worth 70% 100% Topic one: introduction to the course This topic will described what makes an individual normal or disabled in the context of photobiology and / or behaviour. Different people have different definitions and perceptions on these conditions. We will also look at our educational system and its objectives in the whole population i.e. normal and disabled persons. Objective After studying this topic you should be able to: Describe normal and learners with disabilities who are not within the context of Special Education. Sub topics i. What is norm, normal and abnormal to - a) Teachers, b) parents c) Society Changes in definition depending on social and scientific development. ii. Criteria of Normality Statistical Approach - What is Idealistic Approach - What should be iii. Overview of Education System in Tanzania and its objectives. iv. Learners with disabilities are first and foremost human learners Special needs to realize individual and state educational objectives Suggest Readings 14

15 Toole, B of McConkey R (1993) Chapter 5 Clarizo, H & Mcloy G. F. (1989) Chapter 1 Davision, G. C. & Neale, J.M. (1990) Chapter I Cartwringt, Cartwright & Ward (19981) Chapter 3 Shea & bauer (1994) Chapter 1, 2, 13 Smith and Payne (1980) Chapter. 2 Hodapp, R.M. (1998) Chapter. 8 Haskell, S. H. & Barrett, E. K (1993) Chapter. 1 Exercises 1. How do people in your culture define normal and abnormal behaviour or people. 2. Between the Statistical and Idealist approach to defining Normality which do you accept and why. TOPIC TWO: Key concepts of Special Educations This topic will introduce to you key concepts used in Special Education in relation to learners with Special Needs. Objective At the end of this topic you should be able to define, identify and describe key concepts used in Special Education. Subtopics i. Impairment - Damage of organ tissue. ii. Disability - Malfunction as a result of impairment. iii. Handicap - Malfunction of individual in a special/particular environment of situation iv. Rehabilitation - Minimization of effects of a handicap. v. Special Education- Educational Programmes designed specially for people with disabilities. Suggested Readings Institute of Education (1984) Development of Special Education in Tanzania. Mittler, P.; Broillette, R & Harris, D. (1993) Chapter 2 15

16 UN (1982), World Program of action for Disabled persons WHO (1980) Classification of Health Terminologies Cartwright, Cartwright & Ward (1981) Chapter 3 Heward, W. L. & Orlansky, M. D. (1988) Chapter I Exercises 1. Write some of the handicaps of people with learning impairment 2. Describe some rehabilitation that can be made in your school to accommodate people in wheelchairs. TOPIC THREE Learners with visual disabilities This topic enables you to the characteristics and causes of visual impairment. Objective This topic will enable you to identify learners with visual disabilities and explain the characteristics and causes of visual disabilities. Sub-topics i. Visual Sensory System ii. Visual impaired a. Visually Impaired b. Blind c. Low Vision iii. Characteristics - Refractive errors myopia and hyperopia - Visual field - Colour vision - Photophobic - Total loss of sight - Behavioural - Physical appearance - Complaints iv. Causes 16

17 - Prenatal influences - Injuries and poisoning - Tumors - Infectious diseases - General Systematic Diseases Suggested Readings Cartwringht, Cartwright & Ward (1981) Chapter Shea T. & Bauer A.M. (1994) Chapter 14 Hodapp, R.M. (1998) Chapter 6. Heward, W. L. & Orlansky, M. D. (1988) Chapter 8 Exercise 1. Give and explain characteristics and handicaps of pupils who are colour blind. 2. Observe pupils in your school and write the behaviours and physical characteristics of pupils you suspect to have visual problems TOPIC FOUR Disabilities associate with hearing Impairment This topic introduces you to characteristics and causes of visual impairments Objective After studying this topic you should able to: a. Identify and recognize learners with hearing disabilities b. Describe causes and characteristics of learners with hearing disabilities. Sub topics i. Auditory Sensory System ii. Definitions of a. Hard of hearing b. Deaf iii. Characteristics - Prelingual, Postilingual, Sensorineural loss - Behavioral 17

18 - Physical - complaints iv. causes Heredity (Genetic) Infectious Diseases Foreign body in the canal Rapture of eardrum Malnutrition drugs Suggested Readings Hodapp, R.M. (1998) Chapter 5. Heward, W. L. & Orlansky, M. D. (1988) Chapter 7 Cartwringt, Cartwright & Ward (1981) Chapter 5 Shea T. & Bauer A.M. (1994) Chapter 12 Exercises 1. In your environment identify possible factors that may cause sensorineural loss. 2. Describe what should be done to eliminate the above factors. TOPIC FIVE Disabilities associate with Language Disorders. This topic introduces you to characteristics and causes of language disorders. Objective After studying this topic you should be able to: a. Identify and recognize learners with language disorders. b. Describe some of the courses of language disorders. Sub topics i. Definition of : a. Language b. Language disorder c. Speech d. Speech disorder 18

19 ii. Characteristics Language - dysgraphia - dyslexia Mental Retardation Speech disorders - voice problems - stuttering iii. Behavioural characteristics Causes Loss of hearing Mental Retardation Brain damage Suggested Readings Cartwright, P. Cartwright C & Ward M (1981) chapter 6 Shea, T. & Bauer A. M (1994) chapter 9 Institute of Education (1994) Mittler, P. Brollette R. & Harris D (1993) WHO (1980) Classification of Health Terminologies Howard W. L. & Orlansky M. D. (1988) chapter 6 Exercise 1. describe problems encountered by learners with language problems in the learning processes 2. Identify some emotional states associate with people with speech disorders. TOPIC SIX Learners with Physical Disabilities This topic will introduce you to the general characteristics and causes of physical impairments. Objective After studying this topic you should be able to: a) Identify and recognize learners with physical disabilities. b) Describe characteristics and some of the causes of physical disabilities. 19

20 Sub topics i. Definition of: a) Physically disabled - who is included - Who is not included? b) Is it a disability or a handicap? c) Cerebral Palsy d) Convulsive disorders - Symptomatic epilepsy - Idiopathic epilepsy e) Poliomyelitis f) Muscular Dystrophy g) Amputations ii. Characteristics of each of the above iii. Causes of each of the above Suggested Readings Haskell S.H. & Barrett, E. K (1993) chapter 5 Cartwright, P. Cartwright C & Ward M (1981) chapter 7 Shea, T. & Bauer A. M (1994) chapter 10 Institute of Education (1984) Mittler, P. Brollette R. & Harris D (1993) WHO (1980) Hoddap, R.M. (1998) chapter 7 Howard W. L. & Orlansky M. D. (1988) chapter 9 Exercises Explain how you will react, and train a class to react if one of the pupils has convulsive disorders. TOPIC SEVEN Learners with mental retardation This topic will introduce you to characteristics and some of the cause of Mental Retardation. Objective 20

21 After studying this topic you will be able to: i. Identify and recognize people with mental retardation. ii. Classify people with mental retardation Sub topics Definition of: i. Mental Retardation Mild - Educable Moderate - Trainable Severe - Custodial Profound - Custodial ii. Characteristics Cognitive skills Adaptive behaviour Language Social & Emotional iii. Causes Infectious diseases Brain Injury Biological Environmental Influences Gestational Suggested Readings Hoddap, R.M. (1998) chapter 3 & 4 Howard W. L. & Orlansky M. D. (1988) chapter 3 Cartwright, P. Cartwright C & Ward M (1981) chapter 8 Shea, T. & Bauer A. M (1994) chapter 14 Mittler, P. Brollette R. & Harris, D (1993) WHO (1980) Exercises 21

22 How can you identify a mentally retarded child? Describe problems encountered while identifying the mentally retarded. OED 624: DEVELOPMENT OF ORGANISATION Introduction Organisations, of all kinds, are facing the challenge of rapidly advancing technologies, and everincreasing levels of competition, both nationally and globally. They are also seeking to operate in an environment where organisations are competing for markets and where they are to market their goods and services instead of staying behind waiting for customers. Public organisations are now being pressurized to be come efficient and effective by adopting the private sector ways of doing business by becoming accountable to the public they are surviving. Development of organisation therefore, is making organisations more responsive, creative, innovative, productive and competitive. This course is designed to improve your understanding of organisation by exposing to you new perspectives of how organisations should be organised and pertinent issues that need to be addressed to make organisations improve the quantity and quality of the goods and services the produce and offer. Specifically the course is aiming at enabling you to: Help organisations to improve their performance. Identify institutional problems that inhibit improvements at the organisational and system levels, and work out how to promote the necessary changes to make institutions responsive, innovative, productive and competitive. Transform institutions (e.g., schools) from the bureaucratic practices to embrace learning and participative culture in the provision of services. CONTENT 1. ORGANISATIONAL CHANGE: FROM THE SCIENTIFIC MANAGEMENT TO THE BUREAUCRATIC MODEL OF ORGANISATIONAL DEVELOPMENT (a) The factory organisations and scientific management of organisations (b) The element of human relations in managing organisations 22

23 (c) The bureaucratic principles and the effect of the Weberian model in organisations. References Taylor, F. W. (1947), Scientific management. Harper and Row, New York Mayo, E. (1933), Human problems of an industrial civilization. Harvard University Press, Boston Weber, M (1947), The theory of social and economic organisation. Free Press, New York Hoy, W. K. and Miskel, C. (1996), Educational Administration: Theory, research and Practice. McGraw Hill, New York (chapter 1. CENTRALISATION AND DECENTRALISATION (a) The continuum of Centralisation and decentralisation (b) Decentralisation and types of decentralisation (c) Perspectives of decentralisation (d) Participation and empowerment in the decentralised organisation References Bagdanor, J. (1979), Devolution. Oxford University Press, Oxford Brookes, J. Z. (1984), Decentralisation and authority: A study in organisational behaviour. Halt Rinehart and Winston, New York Burns, D.; Hambleton, R. and Hagget, P. (1994), The Politics of decentralisation: Revitalising local democracy. Macmillan, London Chapman, J. D.; Boyd, W. L.; Lander, R. and Reynold, D. (eds), (1996), The reconstruction of education. Cassell, London. McLagan, M. and Noel, C. (1995), The age of participation. Berrett-Koehler Publishers, San- Francisco, 1. MAKING SENSE OF ORGANISATIONS 23

24 (a) The new perspective of organisation of organisational development (b) Organisational change for better results and success (c) Making organisation to be learning organisation (d) Education institutions as learning organisations References Bolman, L G. (1991), Reframing organisations: Artistry, choice and leadership. Jossey Bass Publications, San Francisco. Fullan, M. G. (1991), The new meaning of educational change. Cassell, London. Goodstain, L. D and Burke, W (1991), Crating Successful organisational Change, in Organisational Dynamics, 5 1 O Neil, J. (1995), On schools as learning organisations: A conversation with Peter Senge in Educational Leadership, Ouchi, W. and Prince, R. (1993), Hierarchies, clans, and theory Z: A new perspective on organisational development, in Organisational Dynamics, Senge, P. M. (1992), The fifth discipline: The art and practice of the learning organisation. Random House, Sydney. West, P. (1994), The concept of learning Organisation, in Journal of European Industrial Training, 18: (1), INTRODUCING POSITIVE REFORMS IN EDUCATION INSTITUTIONS (a) Organisational effectiveness of schools and other education institutions (b) Introducing and managing change (c) Creating climate and culture for effective change (d) Encouraging innovation in educational institutions (e) Information technology and organisational change References Chapman, J. D.; Boyd, W. L.; Lander, R. and Reynold, D. (eds), (1996), The reconstruction of education. Cassell, London. Dalin, P and Rust, V. D. (1996), Towards school for twenty-first century. Cassell, London 24

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