Research outline primary education role of ADPEO
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Transcript of Research outline primary education role of ADPEO
Research Topic
Managing Large Education System
Role of an Assistant District Primary Education Officer (ADPEO) as a part of large education management system: Policies and Practices
Research Title
Research Problem
To address the district leadership in primary education
The formal and informal activities that promotes ADPEOs’ professional development
the views and perception of ADPEOs about the professional development activities
Collegial relationship in and around the office.
ADPEO) has to perform his jobs firstly according to the Government Order issued by the directorate of Primary Education (DPE) in 2013
At that time two posts of ADPEO in a district office created; one is called ADPEO (General) and another is ADPEO (Development).
TIB (2008) Reports say that there remain harassment and corruption at Upazila and District Education Offices:
Research Problem (cont.)
Research Question
1. Research Question: How an ADPEO is linked with the culture of large education management system?
2. Research Question: How are the roles and responsibilities assigned to ADPEO aligned to managing large education management system?
3. Research Question: How are those roles and responsibilities practiced in the district level?
4.
Purpose of the Study
To open a gateway for the policy makers to ensure the usage of knowledge, skill and attitude of ADPEOs in order to establish effective large management system.
To find out the practiced roles of ADPEO To improve professionalism in district
education office.
•This study is to help understand the different roles and responsibilities of an ADPEO practiced in the field.• The information and data of this study might be helpful to improve District Primary Education Offices.• The Analysis of data could contribute to develop professionalism in Primary Education
Significance
Initial Literature ReviewedIn the Report of USAID (2002), Bangladesh Education Sector Review: Teachers and Teacher Training (Formal and Non formal); it is said that to ensure effective management system monitoring has a great role and for the purpose new mechanisms have to be introduced to monitor the activities of the line managers and supervisors, especially the AUEO, the UEO and the DPEO.
Initial Literature Reviewed (cont.)
R. Govinda (1997) in his book ‘Decentralization of educational management: experiences from South Asia’ says that the field level officials of Bangladesh Primary Education Department have no specific training on the administration and management of primary education. He says also DPEOs and TEOs hold very important posts; but their power and authority is very limited. DPE has laid down what they are supposed to do and what they cannot do...
Initial Literature Reviewed (cont.)
DPEOs cannot appoint teachers as and when need arises in any school under their jurisdiction. They have practically no say in the planning of primary education in their district. All the aforesaid work is done centrally. Thus, in every respect they are dependent upon the decisions of the higher authority. The entire system is hierarchy based and highly centralized.. R. Govinda (1997)
Initial Literature Reviewed (cont.)
In the ‘Thematic global evaluation of European Commission support to the education sector in partner countries (including basic and secondary education); Final Report (2010) it is stated that District Primary Education Officer (DPEO), assisted by ADPEO. The tasks and responsibilities of DPEO offices are to take decisions related to administration and supervision of all primary schools (government-government) in the District.
Initial Literature Reviewed (cont.)
To take steps related to transfer of and disciplinary action against the teachers To act as appointing authority of primary school teachers; To grant leave to employees and the primary school teachers to grant and gratuity of the employees and teachers; Supervising and monitoring activities of UEOs and AUEOs approval of their tour diaries; Executing the duties and instructions transmitted by the MOPME and the DPE.
Research Methodology
Research Participants
Number of
Participants
Method Site
Director (Admin.)
1 Interview 3 Sites, Dhaka, Rangp
ur, Kurigra
m
PS to DG 1 InterviewPS to ADG 1 InterviewDeputy Director
1 Interview
DPEO 3 InterviewADPEO 3 Interview,
FGD and Observation
Data Collection tools
Interview Guide FGD Guide Observation Checklist for Office Informal discussion & Document review
Research Approach
Natural setting (non-manipulated settings)
All data came in the form of interview notes, FGD notes, observation record and document analysis.
Descriptive and non-numerical
Qualitative approach appropriate for my study
Technique of Data Analysis
Data Analysis Process Transcribed the data from Mobile phone audio video recorder Wrote down the field notes clearly Categorized the data according to my research methods Check out those data repeatedly Highlighted the necessary data based on my research problems Organized the data according to themes Tried to understand what these data telling Presented qualitative data to analyze the main points under each theme.
Ethical issue
Research participants names will be kept secret. Participant’s consent will be taken by informing
them about my objectives before conducting research.
Strategies taken to make participants feel secured at all stages of thesis.
Seek permission to record audio visual phenomena
Readiness in receiving stakeholders’ diverse comments
Trustworthiness: I will try my level best to keep myself out of biases
and will use authentic data in an authentic manner. Use triangulation to show the study’s findings are
credible. use thick description to show that the research
study’s findings can be applicable to other contexts, circumstances, and situations.
Findings accurately portray participants’ responses. use inquiry audit in order to establish dependability
Limitations:
It is conducted within a small group and small area. It does not represent the picture of the whole system.
No brainstorming of the interviewees happens at the time of interviewing less creativity in responses
Lack of prior research studies on the topic Translation of Bangla into English might be
variable Equity and equality in gender, age and ethnicity
ignored
References
1. DPE (2013): Office Order: Memo No. 1045/559 Date: 4 August
2013, Dhaka2. TIB (2008): Administration and Management of Primary
Education: Problems and the Way Out; Dhaka
3. USAID (2002) Bangladesh Education Sector Review: Report No. 4Teachers and Teacher Training (Formal and Non-formal) , Washing DC
4. Govinda, R. (1997), Decentralization of educational management:
experiences from South Asia, UNESCO: Paris
5. USAID (2002), Thematic global evaluation of European Commission support to the education sector in partner countries (including basic and secondary education): Germany
)
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