Kufaine, Noel Drake2009-01-072009-01-072009-01-07http://hdl.handle.net/10539/5920The government of Malawi has embarked on a decentralisation program, whose primary objective is to improve service delivery. The program is implemented by transferring responsibility and authority from central office to the district assemblies. The study aimed at assessing the implementation situation of education decentralisation and its effects on the district education office operations and the primary school support. The study uses qualitative research method and undertook a case study of two districts. Data was collected by using in-depth individual interviews and document analysis. The results show that decentralisation is a complex phenomenon with problems at all stages from design to implementation. On the one hand the government appears committed to transferring responsibilities and authority gradually to district assembly level while on the other hand it is not prepared to compensate for the disparities existing in the districts by increasing resources. There is an acute shortage of material and human resources in terms of numbers as well as competency levels. This has affected the pace and smooth implementation of decentralisation. Because decentralisation is not a ‘once and for all’ act but a complex process, it is recommended to intensify advocacy, capacity building and support with relevant resources at all levels.enDemocracyParticipationGovernanceAccountabilityThesis