Abstract
Implementation of education policy on infrastructure facilities’ development needs resources (human, non-human), creativity and innovation in execution of tasks during the construction process. Entrepreneurship education is deemed significant in imparting life skills, creativity and innovation to entrepreneurs in management of resources. The presence of entrepreneurs in societies is an asset particularly as they engage in supporting the provision of services and amenities in schools and assist in collection of construction resources. Some entrepreneurs in communities have been lagging behind and unwilling to engage in development activities in schools due to poor management styles undertaken by school managers during community mobilisation. Given the importance of management in realising desired goals, the study investigated the management models applied by school managers and their suitability in mobilising entrepreneurs towards implementation of education policy on infrastructure facilities’ development in public secondary schools in Mara Region, Tanzania. The study employed a mixed method’s research approach to collect and analyse the findings. The sample size consisted of 254 participants who were selected using simple random and purposive sampling techniques from 35 public secondary schools. The data were collected by using questionnaires, face-to-face interviews, documentary review and non-participant observation. The findings indicate that the Scientific and Bureaucratic Management (SBM), Post-Bureaucratic Management (PBM), New Public Management (NPM) and Post-New Public Management (PNPM) models were applied by school managers in mobilising entrepreneurs towards construction of classrooms, laboratories and washrooms in public secondary schools. However, the PNPM model was suitable and recommended to be adapted.
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Joseph, M.M., Ndeskoi, T.T. Management models and their suitability in mobilising entrepreneurs towards implementation of education policy on development of school infrastructure facilities. Entrep Educ 6, 273–293 (2023). https://doi.org/10.1007/s41959-023-00103-4
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DOI: https://doi.org/10.1007/s41959-023-00103-4