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Strengthening
Strengthening school management school
committees: a framework for management
committees
process and outcome
Nauman Adil 701
Department of Management Sciences,
Received 22 March 2017
Khadim Ali Shah Bukhari Institute of Technology, Karachi, Pakistan Revised 17 August 2017
Zaki Rashidi 8 September 2017
Accepted 10 September 2017
Iqra University, Karachi, Pakistan, and
Reema Frooghi
Department of Business Administration,
Khadim Ali Shah Bukhari Institute of Technology, Karachi, Pakistan

Abstract
Purpose – The purpose of this paper is to analyze the existing mechanism of school management
committees (SMCs) and to propose an improved framework for strengthening its process and outcomes. In
2005, the Education and Literacy department, Government of Sindh decentralizes the administrative and
operational authorities to school level in the form of SMCs. These committees have been vested with several
roles and responsibilities in accordance with the objective of SMCs set in by government in assistance with
different international donor agencies.
Design/methodology/approach – The purposively selected respondent that includes 35 stakeholders
among which 25 stakeholders has been interviewed individually while other ten has been interviewed in the
form of two focused groups consisting of five members each. The findings based on the interviews are
analyzed using the thematic analysis. This study analyzes the formation of SMCs, roles and responsibilities of
members, Allocation SMC funds and its utilization methods. The study includes the challenges faced by these
committees in school administration and operations with their recommendations for overcoming such
challenges. Some common challenges include limited financial resources, interference of landlords and
potential people of the community, limited administrative authorities and lack of interest of government
toward government schools.
Findings – The recommendations have been categorized into three broad themes: strengthening of
mechanism, strengthening through functions, roles and responsibilities and revising SMC fund allocation
and its utilization.
Originality/value – The study proposed an improved framework for strengthening the process and
outcomes of SMC.
Keywords Community participation, Mechanism, SMC, School management committee
Paper type Research paper

1. Introduction
The province of Sindh is the gateway of Pakistan. However, the overall state of its education
sector is quite dismal as compared to other provinces in Pakistan. Government of Sindh own
programs and greater emphasis is given to females of the rural areas. Accessibility, poor
quality of education, lack of facilities, irrelevant curriculum, untrained teaching staff, staff
absenteeism, paucity of books and teaching aid, lack of community participation, weak
governance, financial constraints and lack of incentives for private sector/NGO participants
have been considered critical issues of education sector of this province.
To address these issues, Government of Sindh has taken several initiatives.
International Journal of
These initiatives includes promulgation of free and compulsory primary education, Educational Management
province wide awareness campaign through media, distribution of free text books, regular Vol. 32 No. 4, 2018
pp. 701-718
teachers in-service and pre-service training, reopening of closed schools and constitution of © Emerald Publishing Limited
0951-354X
school management committees (SMCs), etc. DOI 10.1108/IJEM-03-2017-0072
IJEM Among all these initiatives, the constitution of SMCs is one of the important achievements.
32,4 Ideally community participation is the core element to solve most of the educational problems,
particularly issues related to poor quality of education and to address immediate
needs/problems of the school. Communities can effectively participate to solve the problems of
drop out, low enrollment and participation, teachers’ absenteeism, construction of schools,
day-to-day management of schools, monitoring and evaluation of teachers, etc. Most
702 importantly, communities can play a very vital role in learning outcomes of children. Basically
parents and communities are the pivotal agents for children learning; however, in the existing
education system this aspect of community’s role has not been recognized largely.
Initially, it was very difficult for the government to form such committees due to its
procedural issues and acceptance in the community. The government followed certain steps
for the formation of SMCs in 2005 (Figure 1).

1.1 Governance through community participation

The term “community participation” emerged for improving education in rural areas of
Pakistan. Some disappointments in the educational projects financed by world finance
agencies became the source for researchers and governments to consider this important
factor, community participation, as a compulsory component of their programs. Some
successful experiences of other developing countries in their rapid educational development,
particularly because of community involvement, have become the reasons for Pakistanis to
take community participation seriously in the process of educational development.
Strengthening of SMCs has accordingly become a fundamental pillar in the overall
school-based management reforms so that they are able to maintain discipline, decrease
dropout ratios, promote gender equity in education, improve academic performance through
monitoring teachers’ attendance and performance, give incentives to teachers, increase
parental interest and supervision, maintain, improve, or create physical and educational
facilities, manage utilization of funds and generate funds for curricular and extra-curricular
activities. In order to facilitate these objectives GoS undertook a training program of SMCs
under which 1,300 SMCs were trained.

Improvement

Review and
Monitoring

Roles, Responsibilities
and functions of SMCs

Formation of SMCs

Pilot Testing

Legal framework: SMC Ordinance

Figure 1. Consultative Sessions and development of operational

Initial framework for Framework
the constitution of
school management Conceptualization and initiation by Government of Sindh
committee in Sindh
1.2 SMCs Strengthening
Education and Literacy Department, Government of Sindh issued SMC notification in 2001 school
which converted Parent Teacher Association (PTA) into SMC with change in compositions and management
roles. The authorities have been decentralizing at school level through SMCs and the community
participation in schools was encouraged. Several objectives and goals have been set with the committees
formation of such SMCs. Currently, there are 41,253 SMCs operating in public schools in Sindh.
SMC is formed by the general body comprising larger section of the community (all teachers, 703
parents and guardians, NGOs, prominent educationist, community leaders and social workers).
This general body then elects the executive committee which is composed of five persons. The
headmaster/principal of the school acts as a general secretary of the executive committee and is
responsible to conduct executive committee election after every two academic years.
SMCs have been vested with two broad objectives, i.e. academics and administration.
Academically, the SMCs are responsible for the student-teacher participation and
interaction in the classroom and to observe teacher attendance including the increase in
school enrollments. Administratively, they are responsible for the development of school
improvement plan and to enhance/maintain school assets.
The donors encourage community participation to ensure proper flow of funds utilization
and decision making. The donors conducted several studies to explore the benefits of
community participation and concluded positive findings. For them, the community is the
immediate beneficiary of any project/program. Second, it helps the donor agencies in
identifying the deficiencies of the particular sector based on the gap between the community
expectations and the actual scenario. The community participation also ensures commitment
to the program and helps the donor agencies in eradicating such deficiencies. It also ensures
the donor the availability of resources and enhances their trust level. The community
participation also contributes toward social learning and self-reliance.

1.3 Research problem

Since 2005, different models have been introduced and implemented by Government of
Sindh to strengthen SMCs. Currently, more than 41,000 SMCs are functional in Sindh which
include campus schools. The identification of decencies and take appropriate steps to
resolve those decencies is the major function of SMCs. But, SMC members are not fully
aware of their responsibilities and functions of SMCs. Due to which the functions of SMC are
not completely fulfilled in achieving its proposed objectives. “The purpose of this research is
to identify the current framework and process of SMCs, provide insights into their existing
mechanism and then to propose an improved framework for strengthening School
Management Committees in terms of their functioning and mechanism based on the
challenges faced by different stakeholders.”
The following research questions will be answered by this study:
RQ1. Why and how SMCs are formed? And what is the role of these committees in
improving the overall education quality and school administration in Sindh?
RQ2. What is the existing mechanism to develop and functioning of SMCs? How
effective is this mechanism in the existing scenario of education in Sindh?
RQ3. What are the problems and challenges faced by SMC’s due to the existing
mechanism? And how different stakeholders are dealing with them?
RQ4. What can be new framework for strengthening the process and outcome of SMCs?
The objective of this research includes the analysis of the formation of SMCs, functions,
roles and responsibilities of SMCs and to analyze the challenges faced by different
stakeholders and to propose an improved framework for strengthening SMCs.
IJEM 1.4 Limitations and delimitations
32,4 The scope of this research is restricted to the SMCs operating in government-owned
schools in Sindh. There are 41,253 SMCs currently operating in 28 districts of Sindh till
June 2014 and the SMCs inducted after the stated period is not be included in the scope of
this study.
Due to the time and financial constraints the proposed framework can neither be
704 implemented nor can a pilot study be conducted on the proposed framework.
Parent Teachers Associations/Parent Teacher committees are not included in the study.
Previously, Government of Sindh operates through Parent Teachers Associations, but then
government has changed the name of PTAs to SMCs and enhances their roles and
responsibilities. Many schools are still operating under PTAs. We do not include them in the
study due to their different roles and functions.

1.5 Scope of the study

The scope of this research is restricted to the SMCs operating in government-owned
schools in Sindh. Currently there are 41,253 SMCs operating in 28 districts of Sindh till
June 2014 and the SMCs inducted after the stated period are not included in the scope of
this study.

2. Literature review
The decentralization in the education system has various nomenclatures across the globe.
In countries like the UK, the USA and Canada, it is called as local management of schools,
school-based management committees, institute management committee, governing
bodies, etc. (Murphy and Beck, 1995; Torre and Murphy, 2016). In South Africa, initially
the financial powers have been decentralized to governing bodies (Dimmock, 2013). In
Zimbabwe, the academics and administrative powers of school have been transferred to
school development committees (Nyandoro et al., 2013). However, in the developed
countries like the USA, Egypt, etc. the devolution of power results in the injustice due to
high bureaucratic interferences (Gammage, 2008). Moreover, the allocation of academic
powers is inequitable and varies from school to school in African regions. This in
equitability results in the discouragement of other stakeholders as they feel ignorant and
do not participate effectively in school development (Zvobgo, 1997; Sykes, 2015;
Wadesango et al., 2016). The demerit of centralization is that the central administrative
departments pay less attention to every school and are only concerned with the schools
where there is high enrollment. The biggest challenge in centralization is the political
interference which bared the schools to develop (Pampalis, 2002). The centralization
also makes it difficult for the authorities to set the criteria for fund allocation to schools
and fails to monitor the utilization of those funds. Many countries decentralize the
power to raise the education standards and to bring equity in their education system
(Gammage, 2008).
SMCs play a vital role in strengthening the provision of quality education in schools, it
has been emphasized that a school leader plays a vital role in school effectiveness
(Osei-Owusu and Sam, 2012; Saitis and Saiti, 2018). In Pakistan, SMCs are considered
as an important component of education governance due to its focus on improving
teacher-student attendance and education standards. Second, many ghost schools have been
started in 2008 through the formation of SMCs. The community involvement plays an
effective role in raising the education standards of the school (Khalique and Arshad, 2010;
Aziz et al., 2014). Furthermore, the community involvement improved scholastic and
teaching pedagogy systems in Pakistan. The class room monitoring system encourages the
teacher to perform their assigned tasks with motivation, sincerity and make the
environment based on student-centered learning (Nasir et al., 2013). In India, SMCs
contribute effectively in ensuring and enhancing children access toward education. The Strengthening
involvement of parents in the decision-making process satisfies them with the schools school
performance and education standards of the school (Bandyopadhyay and Dey, 2011). management
Moreover, it also enhances their learning processes and mental standards. Furthermore, the
formation of SMCs helps to strengthen the administrative structure of school and provides committees
an opportunity to the teachers to attend training sessions and capacity building workshops
which results in the enhancement of the quality of education (USAID, 2010). In China, SMCs 705
contribute positively toward the development of staff and curriculum (Cheng, 1996). Second,
the school effectiveness also increases in China as the SMC members are able to explore the
deficiencies and try to resolve it on priority basis.
Communication within the school management is becoming as an important and a
challenging job (Saitis and Saiti, 2018). In Pakistan, the role of SMC members is found
limited as the members do not engage themselves in planning and budgeting of the school
(Khalique and Arshad, 2010; Aziz et al., 2014). Many head teachers consider the involvement
of parents as interference in school and, therefore, they discourage their participation in
SMC elections. Moreover, some schools are being managed by the politicians or landlords in
which there is minimal interference of SMC members and they are not properly empowered
(Nasir et al., 2013). Furthermore, the cultural issues in Pakistan where the girls are not
allowed to go out of homes for education purpose like Bagh, Gilgit, etc. face challenges in
strengthening the role of SMCs in those areas. The parents are unaware of SMCs and are not
encouraged toward the education of their daughters (USAID, 2010). In India, racism is the
biggest challenge due to which the proper representation of parents in school committees is
not possible. Second, the infrastructure and teaching aids are not sufficiently present in
some states of India (Bandyopadhyay and Dey, 2011).
The researchers and experts have discussed different investigation tools for qualitative
research. For the qualitative research of similar kind and nature many researchers found
interviews as an effective tool to collect information about the mechanism of SMCs and the
challenges faced by the members in achieving its objectives (Osei-Owusu and Sam, 2012;
Leroy, 2002). Moreover, some researchers argued that the interviews may not reflect the exact
position of the operations and the respondent may be biased while giving an interview.
Therefore, other researchers suggested for conduction of focused groups consisting of
four to five people in each group to collect the data. This suggestion consists of two different
levels – the first one includes stakeholders: school managers, parent’s representatives,
government officials, etc.; the second group consists of education experts that possess an
experience in community mobilization (Khalique and Arshad, 2010; Aziz et al., 2014; Sharma,
2008). On the contrary, the authors explored several studies on SMC using the questionnaires.
According to them, the questionnaire is an effective instrument for random sample data. As in
random sampling, the sample size is relatively larger than of purposive or convenience
sampling, therefore, taking interviews or arranging focus groups for large number of sample
is not possible (Sumintono et al., 2012; Al-Ghefeili and Ghani, 2014).
The education department decentralizes its authority to make the education system of
the country effective in the shape of SMCs. These committees are responsible to identify the
deficiencies in school and take measures to overcome such deficiencies (Khalique and
Arshad, 2010; Aziz et al., 2014; USAID, 2010). Moreover, the core competencies of SMC
members include their assistance in reducing absenteeism, maintain healthy environment
for education, maintain all school-related records, to oversee and manage the utilization of
funds, to ensure effective implementation of school improvement plan, to plan for the
improvement of schools, reporting transparency and accountability and to establish
effective network and linkages to do resource mobilization (Al-Ghefeili and Ghani, 2014).
Furthermore, the SMC members also have to provide support to teachers in teaching and to
liaison with government officials for any immediate need (Sumintono et al., 2012).
IJEM The researchers recommended that many of the SMC members are not aware with their
32,4 roles and responsibilities (Osei-Owusu and Sam, 2012). However, a proper awareness
campaign to cater those members must be initiated to overcome such challenge. Furthermore,
the head teachers must be motivated to form school-based management committees
(Nasir et al., 2013). It has also been suggested that proper accountability and monitoring
mechanism must be formed to ensure proper functioning of schools under the management
706 committees (Sharma, 2008). Inclusion of potential people of the community in the committee to
liaison with government officials and politicians also play an important role in developing
effective system for schools (Nasir et al., 2013). Other researchers also recommend the proper
development of quality and accountability mechanism, as it helps the SMCs to work in
accordance within quality parameters (Sharma, 2008). In some areas, the role of SMC members
is found limited, this situation exists because of unawareness of the members regarding their
roles and responsibilities. Therefore, an emphasis must be given to the awareness campaign
and conduction of regular committee meetings to ensure the sharing of ideas, observations
and reservations (Khalique and Arshad, 2010; Aziz et al., 2014).
Many SMCs have sub-committees in their general body. These sub-committees includes:
Academic Audit Committee, Monitoring and Evaluation Committee, Financial Audit
Committee, etc. (Ali et al., 2016). The advantage of such sub-committees is the proper and
focused monitoring of each aspect of school and every committee is responsible for their own
tasks. Second, the school-based development policy and training methodologies allow the
school to grow and to enhance education standard which is not possible in the absence of
SMCs. The important aspect is “Gender gap” in which the SMCs are also responsible to
encourage female students to enroll in school. The involvement of community in school
encourages the parents to send their daughters to school (LoCasale-Crouch et al., 2008;
Welchons and McIntyre, 2015). The decentralization of powers from government to school
level improves the governance structure of the school. The SMC members are also required to
monitor class-room teaching. This monitoring enhances the teachers’ efficiency to teach which
results in the quality education (Khalique and Arshad, 2010; Aziz et al., 2014).
Participative decision making is an effective way of policy making and implementation.
This decreases individual responsibility to take decision but ensures proper accountability
(Lauen and Gaddis, 2016; Hough et al., 2016). The stakeholders involved in school-based
committees are confused of their role and agreed that these committees can be much effective
if the members are aware of their roles and responsibilities which results their involvement in
effective decision making. In Pakistan, the role of SMCs and stakeholders in school
management is reported to be 57 percent (Khalique and Arshad, 2010; Aziz et al., 2014).
In Hong Kong, the stakeholders consist of sponsor body managers, the principal and teacher
managers along with the independent manager and alumni manager. Every stakeholder has
their own pre-defined role and no stakeholder can replace other stakeholder (Chan et al., 2010).
Moreover, the parents are the key stakeholders and their commitment with the school is more
as compared with other stakeholders. The community involvement in SMCs enhances quality
education and decreases the absence ratio from the school (NCDC, 2008).
The decentralization of powers from central department to school-based management
committees empowered SMCs to take decisions to improve quality of education in school.
The committees have also been empowered to raise funds using different sources and to
provide scholarships from the excess funds. The committee may find donor agencies or
sponsors to manage the institutions effectively and efficiently (Nyandoro et al., 2013;
Godfrey, 2016). The empowerment increases commitment and sense of ownership among
parents which contributes toward school in two ways: one the parents are encouraged
to enroll their child in the school, second, they develop the class-room monitoring
mechanism which results in improved education quality and decreased absenteeism ratio
(Godfrey, 2016). In Tanzania, SMCs are empowered with strategic decision making
regarding the development of curriculum, procurement, repair, civil works and petty school Strengthening
expenditures (Acheampong, 2015). The SMCs are empowered to utilize the funds, develop school
faculty, preserve and increase school assets, repair and maintenance, etc. Moreover, the management
funds are utilized to bear the petty expenses, repair maintenance and in enhancement of
assets (Khalique and Arshad, 2010; Aziz et al., 2014). committees
In Pakistan, the SMC consists of five members having representation from parent body
and schools staff. This committee has been vested with several responsibilities that 707
includes increase enrollment in schools, decrease absenteeism ratio and to improve the
quality of education. This committee is empowered for the utilization of funds in
enhancement or repairing of infrastructure, class rooms and to provide basic necessities in
the school. Furthermore, the SMC elections are held after every two years under the
supervision of the headmaster (SMC Ordinance, 2003). The critiques are of the opinion that
the term of two years sufficiently allows the member to contribute toward the betterment
of the school. Moreover, they suggested that the role of members must not be limited for
the utilization of funds in petty repair and maintenance work but it also allows them to
give monetary benefits to the teachers on the basis of their performance and attendance
(Khalique and Arshad, 2010; Aziz et al., 2014). Whereas in Hong Kong, the SMC operates at
three different levels: sponsors body managers; principal manager; and lastly, teacher
managers, parent managers and independent managers (Chan et al., 2010). Moreover, in
India the SMCs consist of different community members with the special representation of
women (French and Kingdon, 2010).
The role of SMC members is found limited due to the restrictions on the utilization of
funds and unawareness of the mechanism of SMC. The committee members do not attend
regular meetings which create hurdle in decision-making process and the deficiencies in
school could not be eliminated (Osei-Owusu and Sam, 2012). Second, the funds sanctioned
for each school by the government is not sufficient to resolve the deficiencies of the school
(Khalique and Arshad, 2010; Aziz et al., 2014). The capacity building of teachers and staff
results in the enhancement of education standard. The training of teachers and staff is
found missing in many schools of the country (Ogundele and Adelabu, 2009).

3. Research methodology
The primary data have been used to conclude the findings of the study. This primary data
have been collected from 25 stakeholders and two focused group discussion. Each focused
group consists of five members. Public sector schools have been targeted for the study.
The SMCs comprise of five members who consist of:
(1) chairman is to be selected from the parent body;
(2) the headmaster/principal, who shall act as a general secretary;
(3) two members from civil society; and
(4) one member from parent body.
The stakeholders of the study were selected from the members of the SMCs of 25 different
schools from rural areas of Sindh.
The interview protocol for individuals and focused groups is developed in alignment
with the research questions. The study is qualitative in nature and it has been conducted
using latitude method of research. The study is based on the interpretive philosophical
framework using an inductive approach.
This study revolves around interpretivism philosophical framework. The philosophy
is based on the exploration of realities constructed through actions and personal
interactions. Second, this approach explores the sense of people of their societal world
by means of their writings and interactions. This philosophy believes that several
IJEM social realities exist because of different human experience that includes knowledge,
32,4 interpretations, experiences and views.
The population of the study includes all the government schools that consist of SMCs.
There are approximately 41,000 SMCs operating in Sindh. In each SMC, there are five
members. The purposive sampling technique is used to identify the respondents of the study.
This technique is used to identify a series of considered options about how, where and with
708 whom to conduct the study (Given, 2008). Among many strategies of purposive sampling, this
study includes the stakeholder sampling strategy. This strategy is used for policy analysis.
The data are collected at two levels. The first level includes interviews and second-level
consists of focused group discussion. The 35 stakeholders have been identified as the
respondents of the study among which 25 stakeholders have been interviewed and ten
stakeholders have been divided equally into two focused groups.
After transcription of these interviews the selective coding technique is applied to extract
the significant discussions which are aligned with the research questions and objectives of
the study. The thematic analysis is conducted after the selective coding step in order to
develop a proposed framework for strengthening SMCs.

3.1 Research setting

The population of the study includes all the government schools that consist of SMCs.
There are approximately 41,000 SMCs operating in Sindh. In each SMC, there are
five members. The purposive sampling technique is used to identify the respondents
of the study. This technique is used to identify a series of considered options about how,
where and with whom to conduct the study (Lisa, 2008). Among many strategies of
purposive sampling this study includes the stakeholder sampling strategy. This strategy is
used for policy analysis. This strategy involves the identification of the key stakeholders
who are involved in the administration or operations of the program or project that is been
studied and evaluated or may be its beneficiaries.
The data are collected at two levels. The first level includes interviews and second-level
consists of focused group discussion. The 35 stakeholders have been identified as the
respondents of the study among which 25 stakeholders have been interviewed and ten
stakeholders have been divided equally into two focused groups. The interview protocol
consisting of ten questions is developed in English which is later translated into an Urdu
language due to the less understanding of English language among the respondents.
Whereas the focused group discussion questions are only in English language.
Semi-structured interview of 25 stakeholders of SMCs is conducted to take their feedback
and suggestion over the current mechanism and its improvement, challenges faced by
SMCs, their understanding on the roles and responsibilities being an SMC member and to
take their recommendations for strengthening SMCs. The interview protocol has been
developed in alignment with research questions. The protocol is divided into five major
themes consisting of two major questions in each category followed by probes.
Second, the focused group discussion consisting of five stakeholders in each focused
groups is conducted to analyze the current mechanism of SMCs, challenges, utilization of
funds and their recommendations for strengthening SMCs in Sindh. The focused group
discussion is semi-structured consisting of nine basic questions in accordance with the
research objectives.

4. Results and findings

The findings are based on the interviews and focused groups conducted to analyze the
existing mechanism of SMC that consists of its formation, meetings, roles of members,
challenges of SMC, etc. The interviews and focused groups have been transcribed and
selectively coded. The thematic analysis is conducted on the coded data. Following are the Strengthening
few examples of interview extracts and their coding: school
management
Interview extracts Coding
School management committees have been formed by the SMC elections
committees
votes of general body
I think in large school the composition must be revised Recommendation for 709
re-composition
4 members have been selected through voting Composition
Identification of problem to its resolution, utilization Roles and responsibilities
of funds, etc.
Enhancement of student enrollment in school, reduce Roles and responsibilities
student-teacher absenteeism
Limited financial resources Challenges
The landlords of the area interfere in school operations Challenges
Government has no interest towards enhancement Lack of interest of government
of education standards

4.1 Formation of SMCs

SMCs were first formed in 2005 with the objective to decentralize the authorities within
school level to enhance the standards of education and improve school’s administration.
For the same, the government held several consultative sessions with the donor agencies,
NGOs and community experts and developed a complete framework for SMCs. This
framework includes comprehensive guidelines for the prospective SMC members.
4.1.1 Reasons for the formation of SMCs. In 2005, the government decided to decentralize
its authorities to school. The policy document stated that there were thousands of schools
which were not functioning well or closed due to the lack of interest and focus of government
on each school. There, the government found the need to form school-based management
committees to enhance the operational and administrative standards of the school.
The government in support with various international donor agencies mobilizes communities
and motivates them to take part in the school management to improve the school operational
and management standards. The document includes the basic aim behind the formation of
SMCs which was to enhance the enrollment in schools and improve education standards.
The involvement of parents in the school administration motivates them to register their child
in the school which eventually increases the literacy rate of the province.
4.1.2 Procedure for the formation of SMC. The working of SMCs in Sindh is categorized
at two levels among which one is the general body and other is the Central SMC. The
composition of SMC comprises of the general body including the students’ parents of the
school, the school teaching staff, the representatives from NGOs, potential and influential
people of the community and the principal of the school, who also acts as the general
secretary. These members have been vested with the voting power and elect the members of
their choice from the nominations. Furthermore, it is stated that the principal of the school
announces the election and is also responsible to conduct the elections for Central SMC. The
Central SMC consists of five members among that include two members from the parent’s
representatives among which one is elected as the chairman and other as a member.
The principal is an ex-officio member and acts as the general secretary of the Central SMC.

4.2 Roles and responsibilities of SMC member

The SMC has been vested with different roles and responsibilities. According to the
respondents, the roles and responsibilities include enhancement of education standard,
IJEM improve school administration, increase enrollment, reduce student absenteeism, secure
32,4 school assets, identification of deficiency(s) in school and develop school development plan.
The major responsibility of the SMC is to enhance education standards of the school and to
improve the teaching practices prevailing there. One of the respondent stated that bringing
NGOs and international donor agencies in the school assists the SMC in enhancing the education
standards. The NGOs arrange training session in the school for the teaching staff which allows
710 them to learn new teaching methods and update themselves with the curriculum development.
Second, the availability of basic necessities and cleanliness in the school also contributes toward
quality education. The SMC in the school in Thatta district ensures the availability of basic
necessities in their school. The other SMC member stated that the regular classroom monitoring
system enhances the education standards. It decreases the teacher absenteeism ratio and allows
them to focus on student-centered learning. Many of the respondents of the study were found to
be unaware with their roles and responsibilities. Other member suggested that SMCs can
contribute better toward quality education if they are empowered with the administrative power
of replacing the low-performing teacher with the new teachers.
The proper utilization of SMC funds is the second major responsibility of SMC member.
The government transfer SMC funds as per the set criteria. Few members argued
and opposed the allocation criteria whereas few members are satisfied with the funds
allocation. Sometimes, it is difficult for the SMC to even provide basic necessities in the
school. In some cases, the fund allocation do not support school development plan budget.
Therefore, the planning could not be implemented. Moreover, the policy has strict guidelines
for the utilization of funds. The SMCs has to follow the government procedures for the
utilization of such funds. These procedures are time consuming and bared the SMCs to
resolve issues immediately.
However, in very few cases the SMC seeks assistance from different NGOs and donor
agencies to support their plans. In such cases, the fund allocation is substantial and allows
the SMCs to utilize the funds effectively.
The SMC members found their role very limited. They emphasized on the hurdles and
interference made by the potential and influential people of their community in the
implementation of any decision of central committee. Second, some members consider
the roles and responsibilities of SMC effective and adequate. Moreover, the respondents
suggested advocacy and SMC awareness workshops for the SMC members to ensure the
working of SMCs more effectively and efficiently. Currently, many members in their own
personal capacity visit the schools and identify the deficiencies in school, monitor class
rooms and scrutinize the availability of basic necessities in school. The respondents found
the role of government very dismal in improving education and administrative standards in
school. The education district officers (EDOs) are not the part of SMCs and, therefore, they
do not visit the schools and minimal attention is paid on the complaints made by the SMCs
to the administrative department.
The stakeholders found the existing mechanism of SMC effective. According to them, the
mechanism is formulated in consultation with the World Bank and other international donor
agencies, therefore, it includes comprehensive roles and consists of potential functions for
the members. The respondents while commenting on the mechanism stated that because the
central committee is elected by the general body through proper election procedures,
therefore, it is expected from central committee that they play their vital role in achieving
the objectives of SMCs. One of the respondents emphasized that the general body members
only vote for those potential people whom they think can play an active role in improving
school management which, in return, brighten the future of their child (Figure 2).
The main function of SMC includes identification of problems and takes measures to
resolve them. The common deficiencies includes the availability of basic necessities in
school, motivation in student, teacher absenteeism, lack of physical activities, cleanliness,
 Strengthening
school
Elections Central SMC Functions Roles and
Responsibilities SMC Funds Utilization of
funds
management
• To attend
• SMC funds are
committees
• Identify monthly
• Chairman meetings and to give on CSR • Repair and
• General Body (Parent deficiencies and
conduct annual Ratio (Classroom improvement of
that consists of Representative) resolve them – Student Ratio)
parents, teaching
faculty and staff
meeting of
general body
classrooms and
school walls,
711
• The principal to • Regular every year washrooms and
are vested with Institution Visit
the power of be act as general • To make plan for Furniture
voting to elect secretary school
Central SMC • To give support development • Purchase or
• One to teachers in
• To aware the repairing of fans
Representatives management/
teaching general body
of parents members about • Repair and
school maintenance of
• 2 Representative • Secure, receive, development
manage funds and electricity and
of NGO or civil plan electrical
society grants • To implement the appliances
school
• Accept and raise development
• Shuttle service
funds plan
for campus
• To improve and schools
• Utilization of to develop
curriculum to • Salaries of
funds domestic staff
improve
academics at Figure 2.
school level Existing mechanism
of school management
committees in Sindh

attendance, poor governance, petty repair and renovation. According to the respondents,
there is no system formulated by the government for the identification of deficiencies in
school. Therefore, the members created their own systems to identify such problems. Like
many respondents visit the school periodically to identify the deficiencies. Other members
identify those problems through their children, who are studying in that school.
The stakeholders also receive complaints from parents and send it to central SMC for their
resolution. The stakeholders observed that the parents representative engage themselves in
identifying the deficiencies in school as they are concerned with the education of their
children studying in that school. However, very less efforts have been observed from
members other than parents representative in identifying the problems existing in school.
The deficiencies are of different natures and are resolved accordingly. The respondents
informed that the time taken to resolve the deficiency varies from problem to problem.
Sometime it takes 1 day and sometimes it takes a year to resolve the problem due to
government procedures. Furthermore, they stated that sometimes it is beyond the authority
of the members to solve that problem like building repairing and maintenance or heavy
procurement. Moreover, they direct the administrative issues to the principal and authorize
him to take necessary actions as per the government services rules. Several respondents
argued that the issue relatively takes longer time if there is an involvement of finance in
solving the problem as the committee has to follow the government procedures to utilize
funds for repairing, procurement, etc. But, mostly the SMC members take appropriate action
toward every complaint and put efforts to resolve it in a month time. But, mostly there are
financial issues due to which many problems remain unanswered.
The central SMC holds their meeting periodically. The respondents being the stakeholder
of SMC receive meeting notification from the chairman. In some cases, the respondents
receive the agenda item with the meeting notification whereas in other cases only the
notification is received due to which the members are not aware with the agenda items to be
discussed in the meeting and could not prepare themselves properly for the meeting. The
IJEM chairman presides the meeting and discuss the problems identified by parents or other SMC
32,4 members. The respondents further stated that the agenda items and identified problems are
discussed in the meeting and the solution is made by each member to resolve the problem.
Finally, the solution is resolved with the majority votes of the members. The chairman then
directs the principal of the school to implement the resolved solution in school. The
respondents observed that many stakeholders attend the meeting whereas many
712 respondents claimed that they found many members absent from the committee members.
It has been observed that every member has their own criteria to measure the effectiveness
of SMCs. Some members measure the effectiveness through policy implementations. In their
opinion the policies must be practical and easy to implement. Proper implementation of
policies ensures improved education standards. Whereas the other member measures the
effectiveness through number of students enrolled in school. According to them, the main
function of SMC includes the enhancement in students enrollment and the parents only get
their children enroll in the school where education standards are relatively better. Some
members measure the effectiveness through the percentage of deficiencies identified and
resolved by the SMC. According to these stakeholders, SMCs have been formed to identify
and resolve day-to-day problems or petty problems of the school in order to improve
administrative structure of the school. Some respondents measure it through student
attendance and with their motivation level. The stakeholders emphasized that the student
attendance depicts the motivation level of the student and their interest toward education.
Moreover, less teacher absenteeism, cleanliness in school and availability of basic necessities
in school are also the factors to measures the effectiveness of SMC.
Some respondents suggested that the mechanism can be improved and little efforts may
make the existing mechanism more effective. Like due to the lack of advocacy, many SMC
members are not aware with the policies; therefore, they face difficulties in implementing the
decisions. The respondents suggested that the government must organize training sessions
for the SMC members to define their roles and responsibilities and implementation policies.
Furthermore, it has been suggested to create a monitoring mechanism of SMCs. The
respondents are of the opinion that the formulation of a monitoring system will motivate the
SMC members to contribute toward school administration and operations effectively.

4.3 Challenges and measures taken

The common deficiencies that the respondents highlighted can be categorized in five broad
categories: limited financial resources, interference of landlords and lack of support from
government, limited administrative authorities and unawareness among SMC members.
Some members stated that the deficiencies vary from urban to rural areas and from boys to
girls schools. However, the respondents of rural areas emphasized more toward interference
of landlords in SMC decisions whereas, the stakeholders of urban areas emphasized more on
limited financial resources and limited administrative authorities.
The respondents found the financial resources as the biggest challenge. The respondents
argued on the criteria set by the government to release funds to SMCs. They sated that the
large school receive huge funds whereas the small schools with high enrollment receives
less funds because of the set criteria. According to them, such funds are insufficient to
resolve the school problems and to make the basic necessities available in the school.
Moreover, the large schools with fewer enrollments receive less funds. The stakeholders
found those funds insufficient as the large schools have their own huge operational fixed
expenses which are not dependent on student’s enrollment.
The stakeholders found the interference of landlords and potential people of the
community as the challenge. The stakeholder from Nausheroferoz stated that the landlords
operate their own private schools in the district and they discourage the students of
community to study in government schools. The landlords compared the education
standards of government school with the fees which is hardly 500 rupees/year. But, in Strengthening
private school they charge 1,000-2,000 rupees per month and claims good education school
standards. Therefore, this interference in school administration barred the stakeholders management
from fulfilling their responsibilities. Some respondents claimed that these landlords have
some political affiliation also therefore the government supports their initiative and pays committees
less attention toward public sector school.
The SMCs face several challenges due to lack of interest of government in public sector 713
schools. The respondents negatively stated the role of government and their support toward
the improvement of school administration and operations. Some members claim that neither
EDOs nor other government officials visit the school. They are of the opinion that this lack
of interest negatively contributes toward the education system of the province. There is no
continuous training system of the teachers available with the government. The respondents
argued about the curriculum development also. Many members emphasized that the
curriculum is very old and needs to be revised. But, there exist negligence on behalf of the
government toward governmental school operations.
The role of the SMC member does not include the administrative powers regarding the
hiring and dismissal of teachers. The respondents stated this as their challenge to provide
good quality education. They explained that the teachers hired by the education department
are assured with job security. The SMC is not empowered to take the decision of the
dismissal of the less-performing teachers nor can hire good teachers for improving quality
education. The respondents satisfy the complaints received against teacher by requesting
the government for the transfer of the teacher only. The respondents negatively observe the
role of government in transferring the less-performing teachers due to any cause or any
political affiliation. The respondents also highlighted the issue that there is no restriction on
students to attend class nor there is any system for punishment in case of absence.
Some respondents observed that many SMC stakeholders are unaware with their roles
and responsibilities. This unawareness makes the implementation of decision challengeable.
However, other members disagreed with it and stated that now the members are aware with
their roles and responsibilities and they implement the decisions in accordance with
government rules. Few members are unaware of the fact that whether other members are
aware with the process and policies or not.
Instead of blaming on governmental policies and processes, the respondents stated the
lack of motivation and lack of government’s interest as a challenge. They stated that other
than annual SMC grant they do not receive any kind of support from government. Second,
some members blame the lack of advocacy and trainings as the causes of challenge but
support the argument of lack of governmental support.
The respondents take several measures to overcome the challenges faced by them.
Some respondents try to educate other members about the policies and governmental
procedures. Second, they take immediate actions against the administrative issues. To
overcome financial issues they partner with different NGOs and these NGOs help them in
fulfilling their financial requirements. They further stated that NGOs created a proper
mechanism of monitoring for their funding utilized in school administration or operations.
Furthermore, other respondent added that these days NGOs are contributing positively in
improving education standards especially in interior parts of Sindh therefore; their
support helps them in solving the administrative and operational problems of school in
minimum time (Table I).

4.4 Improved framework for strengthening process and outcome of SMCs

The findings based on the recommendations of the respondents and the analysis of existing
mechanism of SMCs in Sindh proposed the below framework for the process and outcomes
improvement (Figure 3).
IJEM 4.4.1 Re-composition. The respondents suggested the re-composition of the SMCs.
32,4 According to them, some decisions cannot be taken by the SMC members alone as they need
the consent and approval from government representatives before implementation. Therefore,
they suggested that the EDOs may be included as the ex-officio member of the SMCs. Some
respondents stated that government must include two members from government education
department and must be empowered to take decisions on behalf of government.
714 4.4.2 Enhancement of functions. The respondents claim that they are not fully
empowered to take administrative decisions of the school. Like, some respondents stated
that the common complaints are related to teachers of the school and they are helpless in
resolving those issues. Major issues that respondents encountered are teacher absenteeism
and poor class room management. The respondents suggested that they must be
empowered with the administrative authorities of hiring and firing of teachers. This
empowerment will help the respondents in replacing the less-performing teaching staff with
the potential teachers which in return will improve education standards of the school.
4.4.3 Enhancement in roles and responsibilities. The respondents suggested that their
roles and responsibilities must be enhanced. They must be given the authority to appoint
additional teachers on merit for contractual period. Furthermore, they suggested that their
responsibilities must also include the conduction of trainings and advocacy workshops in
schools from SMC funds.
4.4.4 Revision in criteria for SMC funds. The stakeholders suggested that the criteria for
the release of SMC funds must be revised. Currently, the government through single line,

Challenges Measures taken overcome such challenges

Unawareness of roles and The members who are aware with roles and responsibilities try to
responsibilities of SMC member educate other members regarding their role as an SMC member
Table I. Limited financial resources Many schools partner with different NGOs. These NGOs helps the
Challenges and school to fulfill their financial requirements
measures Interference of landlords SMC complaints regarding such interference with the education and
taken by SMCs literacy department for their support

Re-composition Enhancement Enhancement in Revision in the Enhancement in

of Central SMC of Functions Roles and Criteria for Utilization of
Responsibilities SMC Funds Funds process

The addition of school

Representatives To organize training size is essential to be
of parents (1 and advocacy added in the criteria To organize
workshops
representative advocacy and
The fund allocation training workshops
on 200 students must contain the
enrollment) Formulation of training and advocacy
To hire new teachers component
School on contractual basis to
Development improve education
standards Salaries for the
plan
Education contractual staff
Figure 3. district officer
To pay the salaries
for contractual staff
Proposed framework shall be an ex- To suspend/punish hired for a certain
less-performing
for strengthening the officio member teachers for the period
Allocation of funds for period of time
school development
process and outcome of 6 months plan
of SMCs
transfers SMC funds which are inadequate. The respondents stated that their responsibility Strengthening
includes the formulation of school development plan. These members also prepare the school
budget to implement that school development plan. But, the budget release to them is as per management
other set criteria of the government which is classroom-student ratio and not in accordance
with the school development plan. Furthermore, the respondents suggested that the budget committees
must be allocated for school development plan. Second, the budget for training and
advocacy must also be included in the SMC funds. The respondents emphasized the 715
inclusion of contractual staff salaries in the SMC funds to fulfill the immediate requirement
of teaching staff for a certain period.
4.4.5 Utilization of funds. The respondents suggested that the policies for utilization of
SMC funds must also include the training and advocacy cost and contains certain portion to
pay the salaries of the contractual staff hired for a certain period of time.

5. Validation and explicit measures

The respondents argued that the policies must be modified as everything happens in SMC is
in accordance with government policies. Some members affirmed that the SMCs can easily
be strengthened and the current mechanism can be improved conveniently. Furthermore,
the respondents, who are aware with the policies and procedures, agreed that the
strengthening of SMC is difficult at the initial stage due to the absence of monitoring and
evaluation system. However, they suggested that the development of monitoring
mechanism and advocacy of the members regarding their current roles and
responsibilities are essential prior to the enhancement of roles and responsibilities of the
SMCs. Other respondents stated that if the stakeholders are motivated and government
assert little efforts and shows its interest then the SMCs can easily and effectively be
implemented. The stakeholders are also of the opinion that the donor agencies can play an
effective role in strengthening SMCs.
The reviewing of complete report is followed by the discussion with consultant, in which
the consultant shared the feedback relevant to the study and praised my work on this area.
She concluded that this research will help them in developing an improved framework for
SMCs in near future. Furthermore, she has identified the recommendation of re-composition
as the strength of the proposed model and agreed that the inclusion of EDO in the SMC will
solve many problems of the school directly. But, the consultant showed some reservation
over the addition of parent representatives in SMC in the ratio of student. She argued that
mostly they have incorrect numbers of enrollment in school so it will be difficult for them to
allot parent representation there. Moreover, she agreed with the recommendation of revision
in the criteria for fund allocation of SMC and enhancement in the utilization functions. The
reviewer agreed that due to the lack of advocacy many members are unaware with their
roles and responsibilities. The consultant stated that many international donor agencies will
be brought in loop and advocacy sessions will be arranged to make the members aware of
their roles and responsibilities.

6. Conclusion, recommendations and future research

The study was set out to analyze the current mechanism of the SMC and to explore the roles,
responsibilities and challenges faced by SMCs with the recommendation for an improved
framework for strengthening the process and outcome of SMCs. The semi-structured
interviews are conducted for 25 stakeholders along with two focused group discussion
in relevance with the research questions. The empirical findings answered the research
questions as.
In 2005, the government in order to decentralize its authorities formed SMCs (Gammage,
2008). These SMCs are working at two levels: the general body and the central SMC.
IJEM The general body consists of all the parents, staff and teaching faculty of the school and
32,4 it elects the members for central SMC consisting of five members to manage the
affairs of the school. This central committee is vested with several roles and
responsibilities among which the respondents are only involved in; improving education
standards, utilization of funds and enhancement of school enrollment. It has been
identified that many respondents are not satisfied with the existing composition of SMC
716 and suggested its re-composition.
Furthermore, it has been found that the existing mechanism is effective but the role of
members are found limited in its proper implementation. The study observed the
mechanism of elections, identification of deficiencies in school, time taken to resolve the
problem and the procedures of SMC meetings. The criteria for measuring the effectiveness
are different from member to member. Some members measure the effectiveness through
enrollment of students while some members measure it through less teacher absenteeism,
cleanliness in school and availability of basic necessities in school.
Moreover, the SMC members face several challenges. Some of the common challenges
include limited financial resources, interference of landlords, lack of interest of government,
limited administrative authorities and unawareness of roles and responsibilities of SMC
members. Members take several measures to overcome such challenges that includes
partner with NGOs, personal visits to school and education to other members.
On the basis of the existing mechanism and challenges faced by SMCs, the respondents
suggested several measures that can be taken by government in order to strengthen
SMCs. These suggestions include re-composition of central SMC, revision in the criteria
of allocation of funds, empowerment of SMCs and enhancement in the roles and
responsibilities of the members.
The study explored several challenges and limitation of the existing mechanism of
SMCs. On the basis of these challenges and limitations, an improved framework for
strengthening SMCs in Sindh has been proposed in the study.
The study drew several recommendations for the improvement in existing mechanism
that includes re-composition of central SMC, revision in the criteria of allocation of funds,
empowerment of SMCs and enhancement in the roles and responsibilities of the members.
The future research can be conducted on exploring more challenges and developing the
mechanism for enhancing community mobilization or community participation through
public-private partnership mode. The study may be conducted by using an in-depth
interviews and observations as data collection tools. The sample size may be determined
using stakeholder sampling strategy and the expert sampling strategy. This sample will
furnish the researcher with better recommendation and suggestions for the improvement
and strengthening of process and outcomes of SMCs. The proposed study beneficiaries
include donor agencies and government agencies.

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Islamabad.
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2218 (paperback: ISBN-0-8039-6176-6, $23.95; hardback: ISBN-0-8039-6175-8), Corwin Press, Inc.,
Thousand Oaks, CA.

Corresponding author
Reema Frooghi can be contacted at: reemafrooghi@yahoo.com

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