Unmasking the bridge linking the network in local school governance: A case of one primary School Development Committee (SDC) in Zimbabwe

An extract from a broader study on implementation of local school governance reform in Zimbabwe, this article unmasks the school development committee (SDC) as the link or bridge connecting the network of stakeholders that participate in local school governance in the context of the Zimbabwe's 1991 school governance reform policy in Zimbabwe. Underpinned by an interpretive framework, the study was a qualitative case study of one rural (SDC) intent on understanding the central or linking role that the SDC occupied and played respectively in bringing different stakeholders into participation in school development efforts. Purposive sampling enabled involvement of fifteen participants actively involved in school development. Data generation techniques included indepth interviews, observation and document analysis, which provided for data corroboration and in-build triangulation to enhance trustworthiness of findings. Thematic analysis entailed identifying emerging themes form the data that patterned around categories and their constituent elements. Findings indicated the SDCemerging as the bridge or link connecting a convergence of genuine and spontaneous participation of various stakeholders in local school governance and development. Participants revealed various stakeholder constituencies that included local traditional leadership structures, local government (rural district council), local business persons, local representatives of government departments, donor agencies, and ordinary villagers. Benefits brought by participants ranged from providing labour, organisation logistics, material resources, expertise and skills, to conflict mediation and resolution. The study recommends regular capacity building of incoming new SDCs on building and stakeholder relationships and participation for sustainable school development.