Democratic and Participative Approaches in Managing Change in Education

Abstract

The objective of this study is to give a critical analysis of democratic and participative approaches in managing change in education. Pre-independent Namibia was subjected to apartheid policies that continue to have consequences for present-day Namibia. After independence of Namibia in 1990, democratic and participative approaches were introduced. The theoretical framework of this study is grounded in democratic and participatory leadership approaches in managing change in education (Auala, 1999). Fundamental to the process of democratisation is an adherence to the basic belief that people have the right to participate in the change process and decisions that affect their lives. A qualitative research method was used by obtaining information from respondents through interviews. Documents analysis through literature review was also used in this study. The study addresses the following questions: 1) Explain why democratic and participative leadership approaches in managing change in education are so important? 2) Who should be involved in the change process at schools? 3) What are the causes of resistance to change and how can they be eliminated? The data analyses and the findings reveal that one of the best methods for reducing resistance to change is to involve those affected by the change to participate in the decision making, planning, designing and implementation of the change process in order to win the hearts and minds of the stakeholders. The study concludes that democratic and participative approaches in education are the key to quality education for all.