Session Information
15 SES 14, International Boundary-Crossing Study of Higher Education Institutions Working in Partnership with Schools to Improve Participation in Systems and Learning
Symposium
Contribution
This paper is based on stage three of a three stage pilot action-research aimed at exploring students’ and teachers’ participation in institutional processes and practices at a well-established secondary school in a northern city of Pakistan. At the first stage data were collected in the form of questionnaires and semi-structured interviews from students and teachers. Findings revealed that students’ participation was almost non-existent at school policy and curriculum decision making level. Students indicated little, if any, awareness regarding any role they could play in participation in the school policies and management. However, they had participation in curricular and co-curricular activities devised by their teachers. Teachers’ participation was comparatively better and most reported they made decisions regarding curricular and co-curricular activities. However, their decision making seemed restricted to the implementation level rather than at the policy initiation level. Most teachers showed eagerness to have more independence to shape the educational experience of their students. The second stage will be the leaders’ implementation of change strategies informed by evidence from the first stage of the reesarch. This paper reports the study’s third stage, which focuses on sharing the findings of the impact of the change strategies at policy and practice level.
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