Delivery Of Quality Education Research Articles

STRATEGIC EDUCATIONAL QUALITY FOR CRISIS ADAPTABILITY

This article examines the central role of educational quality as a linchpin for crisis management in the education sector. Faced with challenges ranging from economic downturns to public health crises, the study seeks to unravel the complex relationship between educational quality and the resilience of educational institutions. Using a comprehensive approach, the paper delves into the multiple dimensions of educational quality, examining indicators such as curriculum design, teaching methods and institutional accreditation. Methodology. The study uses a mixed-methods approach that combines quantitative analysis of educational indicators with qualitative assessment of crisis management strategies. Data is collected from a variety of educational institutions, including schools, colleges and universities, to provide a detailed understanding of the current situation. Surveys, interviews, and case studies contribute to a comprehensive examination of the dynamic relationship between education quality and crisis response. Results. The findings underscore the critical role of quality education in building resilience to crises. Institutions with a strong emphasis on educational quality demonstrate greater adaptability, use technology for distance learning, implement effective contingency plans, and foster a culture of adaptability among educators and students. The study identifies key indicators that serve as predictors of an institution's ability to successfully manage crises, providing valuable insights for policymakers and educational leaders. Practical implications. The research offers practical implications for educational institutions seeking to improve their crisis management capabilities. Recommendations include the integration of technology for distance learning, the development of comprehensive contingency plans, and the maintenance of a flexible learning environment. The practical strategies outlined in the article aim to enable institutions to respond proactively to crises and ensure the uninterrupted delivery of quality education. Value/Originality. The originality of the research lies in the comprehensive analysis of quality indicators and the identification of practical strategies that can strengthen the education sector against unforeseen challenges.

An Investigation into the Reasons of Conflicts Between Learners and Teachers: A Case of Three Selected Secondary Schools in Zambezi District

The purpose of the study was to investigate the reasons of conflicts between learners and teachers. The objectives of the study were to identify the teachers’ weakness in coming into conflicts with learners, to establish learners’ weakness in coming into conflicts with teachers and to find out views from the community about the reasons of conflicts between learners and teachers. Data was collected from forty respondents from three selected secondary schools in Zambezi district. The study used descriptive survey design and data was collected using interviews, questionnaires and focus groups guides. Random sampling was used to determine the participant. The findings revealed that there are some conflicts between learners and teachers emanating from over socialization. The study therefore, recommends upholding of professionalism among teachers and well discipled learners for quality education delivery.

Influence of selected management factors on strategic planning process in secondary schools in Lagos state

For quality education delivery, quality assessment and suitable policy environment to achieve the goal of secondary schools’ education, principals should transform their schools through development and appropriate implementation of strategic plans. This study investigated influence of selected management factors on strategic planning process in secondary schools in Education District VI Area of Lagos State. Three research questions and one hypothesis were generated for the study. The study employed descriptive survey design. A sample of one hundred and twenty (120) respondents was used. Instrument tagged “Management factors and strategic planning Questionnaire” (MFSPQ) was used to elicit information from respondents. Pearson Product Moment Correlation (PPMC) of 0.81 was obtained as the reliability coefficient. Data collected were analyzed using descriptive and inferential statistics, standard deviation t-test statistical methods). The findings showed that constraint of financial practices, personnel, inability to establish school implementation team, among others affect implementing their schools’ strategic plans by 59.2%. Analyses revealed that there is a significant difference between urban and rural schools in terms of the problems they encounter in the implementation of strategic plan (t= -.689, df = 118, p<0.05).The study recommended among others that schools’ management and educational stakeholders should carry out a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis and identify strategic issues affecting the schools; All stakeholders such as SBMC, Principals and staff should be trained in the art of preparation, implementation and continuous evaluation of strategic plans. Government should also assist the rural schools with necessary facilities to enhance the procedure for strategic plans.

Parenting and Learner Support in Rural South African Schools: Home Involvement as a Conduit for Strengthening Home-School Partnership

For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools. Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

BUILDING ON SUCCESS: REVISITING THE TELE-ARAL PROGRAM THROUGH THE LENS OF APPRECIATIVE INQUIRY

As the pandemic challenges the education sector, alternative and innovative delivery of quality education has to be done. Notably, this study focused on a qualitative investigation of the successes and strengths of the Tele-Aral program using the 4-D process of Appreciative Inquiry (AI). The data were gathered using both semi-structured interviews and focus group discussions. Guides for the interviews and FGDs were aligned with the research questions and validated by experts. Similarly, I followed the ethical research standards to protect human subjects while maintaining the study's trustworthiness. Additionally, nonprobability sampling techniques such as purposeful and criterion sampling were used in determining the study participants. Then, the data were thematically analyzed and methodologically triangulated. The findings revealed that the Tele-Aral program gave specific benefits to its stakeholders during the discovery stage. Participants envisioned that the program would become more successful in catering to struggling learners in the future. To achieve and sustain these visions, the participants looked into personal and collective upskilling and promoting the program to the local government units to reach more learners. Furthermore, I recommend that education stakeholders explore using appreciative inquiry in making various school reforms. Likewise, further studies are encouraged, focusing on the limitations of this study.

An Analysis of Leadership Training on Management of Lower Primary Grades in Selected Primary Schools of Kafue district, Zambia

Leadership training symbolizes one of the instructional tools that school leaders can employ in order to deliver quality education in lower primary grades in Zambia. The delivery of quality education has been reiterated by Zambia in the Vision 2030 whose objective is to offer all-encompassing and quality education to all children by the year 2030. The objective of this study was therefore to analyse how school leadership training could improve the management of lower primary grades in selected primary schools of Kafue district. In order to achieve the objective of the research, a qualitative, interpretivist approach was adopted. The research design was descriptive in nature. The sample size comprised twenty-four (24) respondents, who were drawn from three (03) primary schools, in Kafue District, Zambia. Overall, the research found that school leadership was critical in the management of lower primary school grades as such grades are the bedrock and foundation of the entire educational ladder. School leaders should provide academic, professional, moral, financial and social support to teachers in order to motivate them for school improvement and lower primary school results improvement. They should set directions, develop teachers and make the school organisation work through monitoring teacher preparedness and the learning activity. Based on the research findings, the primary recommendation of the research was that school head teachers, senior teachers and school in-service coordinators should ensure that Teacher Group Meetings (TGMs), Continuous Professional Development (CPD), and School Program of In-service for the Term (SPRINT) activities take place in their schools as they are a cost-effective way of raising teacher capacity and professional development. In addition, monitoring of teacher preparedness should be taken as a priority in order to improve results.

Peran Dinas Perpustakaan Dan Kearsipan Kabupaten Labuhanbatu Selatan dalam implementasi sustainable devolepment goals

The Library and Archives Service of South Labuhanbatu Regency is an agency implementing local government affairs in the field of libraries and archives. The purpose of this research is to find out the various efforts of the South Labuhanbatu Regency Library and Archives Service in implementing work programs that are in line with the SDGs. This study uses data collection techniques through observation, interviews, and documentation. In this study, researchers used a data validity test through data triangulation. The data analysis used refers to the Miles and Huberman model. In this study there were 4 people as informants, consisting of librarians at the Library and Archives Service of South Labuhanbatu Regency. Based on the research that has been carried out, it can be concluded that the Library and Archives Service of Labuhanbatu Selatan Regency has an important role in supporting the SDGs, especially in pillars 1 and 4, namely poverty alleviation and delivery of quality education. The results of this research can be used by libraries to develop information services that support the SDGs.

Leading from within: Understanding the lived experience of Gen X school heads in a digitalized world

The issue that schools and school systems are dealing with nowadays is how to find, nurture, and maintain talented and committed leadership. For systemic change to occur, the leaders of tomorrow must be identified and developed. There is a need to change structures and redefine boundaries in order to fully utilize the leadership potential in schools (Beach, 2020). However, according to Werde (2023) Gen Xers have experienced difficulties in their quest for leadership roles due to a few major issues. First off, with only 20% of the workforce made up of members of their generation, they are the least represented. They are frequently referred to as "the forgotten middle child" in the workplace because of their smaller proportion and lack of majority, and the second obstacle to their ascent to top positions in organizations is their commitment to work-life balance.
 This study aimed at determining and understanding the leading from within: the lived experience of gen x school heads in a digitalized world. Specifically, this study determined the lived experiences of Gen X school heads in private schools in a digitalized world and to understand how Gen X being school heads in private schools face the demands and challenges in a digitalized world. 
 The researcher employed the phenomenological research design to understand and describe the lived experience of Gen X school heads in a digitalized world. Phenomenological research focuses on describing what all the participants have in common as they face the demands and challenges brought by the digitalized world. The basic purpose is to reduce individual experiences with a phenomenon to a description of the over-all essence.
 The salient findings of the study are: as to the lived experiences of Gen X school in a digitalized world: Three themes emerged with regards to their experiences as Gen X school heads in a digitalized world. It was revealed in their experiences that open communication and shared responsibility are evident in their school through their leadership. Being open with suggestions and willing to accept criticisms are some of the helpful and vital characteristics that they have to ensure communication among the teachers. It was noted that they also emphasize the significance of collaboration through open discussion in resolving issues or problems and understanding others’ sentiments. Moreover, some of the challenges that most of the participants’ encounter includes negative attitudes of teachers and students; digital divide since not all have the same level of technological skills, generation gaps considering the diversity of learners and the gap between them and the teachers and the slow internet connection and availability of teaching resources that affect the delivery of quality education. In addition, they also experience ways on how to keep up with the technological advancement, with this they have peer tutoring, programs that develop their own and the teachers’ digital skills, and being up-to-date with the latest technological advancements.

Integrating Life Skills Learning and Teaching Support Materials into Teachers’ Teaching Strategies

This paper investigated the integration of Learning and Teaching Support Materials (LTSM) into teachers’ teaching strategies to mediate teaching and learning in Life Skills Grade 3 Foundation Phase classrooms. The aim was to understand teachers’ teaching strategies integrating LTSMs to mediate teaching and learning. The South African National Policy Guidelines for LTSMs require teachers to be mediators of teaching to improve the quality of results. This paper was informed by Engestrom’s Cultural Historical Activity Theory, whose strength lies in its ability to enable researchers to understand learning as the complex result of tool-mediated interactions. The study used a qualitative methodology with an interpretive perspective. In order to gather and analyse data, semi-structured interviews, structured observation, and documents were used. Three Life Skills teachers were chosen using a purposeful sample process, and they were interviewed and observed in action. Themes that were formed from the subsidiary questions and coded for convenience referencing served as the guide for the data analysis under the guidance of content analysis. Findings revealed that teachers demonstrate a lack of learning and teaching support materials and a lack of professional development to integrate strategies during lesson presentations. The researchers concluded that there is an imperative need for Life Skills teachers to integrate LTSMs in their teaching strategies to guarantee access and support to the delivery of quality education. The authors recommend that the Department of Education should develop and equip Life Skills teachers to integrate LTSMs into their teaching strategies. Keywords: Learning and teaching support materials, Life Skills, Mediate, Teaching.

Disable access compliance to university infrastructure: built environment students’ perceptions

PurposeHigher education institutions are the citadel of knowledge and are heavily involved in formulating building regulations and building infrastructure designs that must conform to the building regulations. The study aims to identify university infrastructures compliant with disabled access from the perspective of the built environment students in Ghanaian universities.Design/methodology/approachQuestionnaire surveys were administered to 500 built environment students across ten technical universities in Ghana with a total population of 3066; 341 were expected based on the formula used. However, upon several reminders, 176 responded. Data collected were analysed using Statistical Package for the Social Sciences.FindingsThe findings show that all university facilities are not fully compliant with disabled access. Structures found to be least compliant are the laboratories, canteens, hall of residence, toilet facilities, football fields, places of worship and transport stations. The facilities with high compliance are the administration block, library, hospital building, lecture halls, department offices and ATM areas. The leading causes for this non-compliant are lack of enforcement of the building regulations, low level of disabled students’ enrolment, age of the building, lack of knowledge and poor building designs.Practical implicationsCompliance with disabled access makes universities world class and creates safe learning spaces for individuals with disabilities, enforcing the right to education for all individuals, particularly those with disabilities. Lack of compliance with disabled access will hamper the full utilisation of these facilities, thereby affecting quality education delivery to people with disabilities.Originality/valueThe findings are essential to the Ghanaian built environment, the lives of disabled individuals and universities. The results provide knowledge on areas of improvement for complete access to structures and facilities by disabled individuals.

Massification of University Education and Instructional Delivery of Business Education Programme of State-owned Universities in South-South Region, Nigeria

In response to historical circumstances, most south-south universities enrolled students in excess of their capacity, resulting in massification and negative consequences for educational quality. Increased enrollment has addressed issues of learning content selection and designing appropriate instructional models, which are equally important issues in ensuring the delivery of quality education. Apparently, the graduation rates of students do not match up to address unemployment. The study investigated the relationship between Massification of University Education and Instructional Delivery of Business Education Programme of State-Owned Universities in South-South Region, Nigeria. Two (2) specific objectives, research questions posed were answered and corresponding null hypotheses were stated, posed, formulated and tested at 0.05 level of significance. Correlation research design was adopted for this study and the population consisted of eighty-three (83) Business Education lecturers in the six (6) state-owned universities offering Business Education in South-south region, Nigeria. No sampling method was employed as the entire population served as a sample of the study. Two (2) sets of instruments titled “Questionnaire on Massification of University Education (QMUE) and Business Education Instructional Delivery Scale (BEIDS)” were used for data collection, which were validated by three experts in Business Education and Measurement and Evaluation. The reliability index of 0.81 and 0.78 were obtained respectively using the test-retest method. Research questions were answered using Pearson Product Moment Correlation Coefficient and t- transformational test was conducted to ascertain if the null hypotheses were significant or not. It was found out that there was a significant relationship between Massification of University Education and learning/content selection and instructional models as components of instructional delivery of Business Education programmes in State-Owned universities in the South-South region. Based on the findings, it was recommended amongst others that Business Education lecturers should select, design, and organize learning materials that stimulate and arouse students to reflect on what and how they are learning as they provide a high tech approach for students to utilize different technologies to aid students’ learning.

Leadership Strategy in University Quality Control in the Digital Era Industry 4.0

The rapid growth of digital technology in the Industry 4.0 era has brought about significant changes in various aspects of society, including the education sector. As universities strive to improve the quality of education, effective leadership strategies are essential in implementing quality control measures. This article aims to examine leadership strategies in university quality control in the digital era of Industry 4.0. This study employs a qualitative approach using a case study method. The data was collected through interviews with university leaders and staff quality control, as well as through document analysis. The findings reveal that effective leadership strategies in university quality control in the digital era of Industry 4.0 involve the use of technology to monitor and evaluate educational processes, a collaboration between academic and administrative staff, and the implementation of a continuous improvement culture. Furthermore, this article highlights the challenges faced by university leaders in implementing effective measures of quality control in the digital era, including the need for continuous training of staff and the proper use of digital technology. This study provides valuable insights for university leaders and staff quality control in developing effective leadership strategies to ensure the delivery of quality education in the digital era of Industry 4.0.

N/A School-Based Audio Clip Lessons in Social Studies for Modular Distance Learning

Modular distance learning (MDL) poses significant challenges to teachers, parents, and students in the delivery of quality education in the country. The study evaluated the effectiveness of School-Based Audio Clip Lessons in Social Studies. It is an intervention program proposed to address the learning issues raised by parents of Grade 1 to Grade 6 MDL students at a public elementary school in Rizal, Philippines for the school year 2020-2021. Mixed methods research was used in the study. Results showed that the Audio Clip Lessons in Social Studies had a positive impact on the MDL learners (average MPS = 1.627), with an emphasis on the intervention being implemented across all learning areas in the school. Furthermore, the parents strongly agree that the use of Audio Clip Lessons is significantly beneficial and necessary for their children's studies. Thus, it is recommended that the use of audio clip lessons be implemented for the next school year across all grade levels in all learning areas. In addition, it is also suggested that funds be allocated to produce high-quality audio clip lesson materials and that marketing materials be used to encourage other schools to sign adopt the program.

The Impact of Climate Change on Quality Education Delivery: A Case Study of Four Selected Secondary Schools in Kabwe District, Zambia

The study was an attempt to establish the impact of climate change on quality education delivery in selected four secondary schools in Kabwe district of central province in Zambia. Two objectives were at the heart of the study, namely: to establish effects of climate change commonly experienced in Kabwe district and to investigate how such effects affect provision of quality education in the selected four secondary schools within the district. 128 participants comprising 40 teachers, 80 pupils and 8 school administrators were purposively selected from four different secondary schools in Kabwe district. A survey using structured interviews and questionnaires were used. On challenges associated with effects of climate change commonly experienced in Kabwe district, the study established the following: impassable access roads to schools due to floods, destruction of homes, school buildings, obliteration of field crops and livestock due to heavy rains and droughts, and escalation of diseases and stress. On how the afore mentioned challenges affect quality education delivery, the study established the following: high absenteeism rate among pupils, deprivation of pupils with quality physical learning environment, increased hunger and reduced attention span in pupils, and compromised health of pupils. The study has proposed the following interventions: upscale tree planting programs, parents-teachers associations in concerned schools to aggressively lobby local authorities to maintain strategic roads in townships and residential areas leading to schools, to continue promoting use of eco-friendly practices such as conservation farming, strict control of both forest and charcoal burning, ban open air trash burning.

An Analysis of Secondary School Learners’ Psychological State in Written Texts

The study was undertaken to analyse learners written texts in order to assess their psychological state. The research design used was purely descriptive in nature. The study was conducted in six selected secondary schools in the outskirts of the Central Business Area (CBA) of Lusaka District of Lusaka Province in Zambia. The sample size was 60 participants. The researcher used a non-probability subjective sampling. This was purposively done. The sampling was also homogeneous, focusing on particular subgroups (school administrators, teachers of English language, guidance teachers, and learners. The instruments used for collecting data were Interview Guide (IG), written scripts and Transect Walk/Observation. The major findings were that learners do express their state of mind as well as their emotional feelings through their written texts. Findings reveal that teachers’ perceptions of their learners vary, with some belittling what learners write; others discrediting learners’ written text; others labeling learners written text. Unanimously, guidance teachers and school administrators adamantly observed that “there is little or no educative help given to learners emanating from their written text”. The study recommended that the Ministry of Education through the Curriculums Development Center (CDC) should realign teaching approaches in order to improve in the teaching and delivery of quality education. The study also recommended that teachers should play a critical role in using written texts to identify learners’ needy areas to shape their writing skills, develop critical reasoning and interpretive skills so as produce critical, classical and creative writers.

Challenges of Using e-learning Resources for Quality Education Delivery in Post COVID19: A Case Study of Secondary Schools in Zamfara State

Challenges of Using e-learning Resources for Quality Education Delivery in Post COVID19: A Case Study of Secondary Schools in Zamfara State

Accountability of Education and Secondary School Performance in Tandahimba and Mtwara Districts, Tanzania

This study sought to establish level of accountability of education actors in relation to current status of education delivery and its resultant academic performance of secondary schools in Tandahimba and Mtwara Districts, Tanzania. The study was underpinned by Principal-Agency Theory and Public Choice Theory and it employed the cross-sectional explanatory design through questionnaire as source of data from 229 respondents who were sampled from the population of 563 education administrators. Furthermore, seven district level officers were purposively selected for in-depth interview while 10 teachers and 10 parents were conveniently selected to participate in the focus group discussion. Quantitative data was analysed using descriptive statistics whilst qualitative data was analysed using content analysis. The quantitative findings indicate that education actors were accountable in their roles. However, the qualitative findings revealed that heads of schools and school management teams were not accountable for involvement of parents in school management; some heads of schools were burdens to schools since they did not have managerial skills, experience and knowledge. The findings are in line with the theoretical thinking of public choice theory, which proposes that lower accountability of education actors compromises delivery of quality education in secondary schools. Based on the findings, this study recommends that the local government should enhance the accountability of head of schools and school management teams by involving community and parents in the management of schools. Moreover, heads of schools have to be trained after being appointed so as to impart them with managerial knowledge and skills so as to regulate their performance and eventually their accountability.

PHILIPPINE LEARNING CONTINUITY PLAN: A POLICY ANALYSIS IN TIMES OF PANDEMICPHILIPPINE LEARNING CONTINUITY PLAN: A POLICY ANALYSIS IN TIMES OF PANDEMIC

This paper investigates the adoption of the DepEd Order No. 12, s. 2020 Basic Education-Learning Continuity Plan (BE-LCP) for Grade three students in a School District of a Schools City Division situated in the Southern part of the Philippines, utilizing the UNESCO analytical framework in policy analysis in education. A qualitative research design using case study method was employed to elucidate the experiences and challenges of teachers and administrators in this time of pandemic, particularly for School Years 2020-2021 and 2021-2022. Results showed an increasing enrollment rate, 100% promotion rate, and no manifestations of students at-risk of dropping out. Although the Proficiency Level is increasing, some students still have low reading performance. Regarding education sector management, the school district created curriculum adjustments, re-aligned learning materials, deployed various learning delivery modalities, and provided training to teachers and school leaders. Similarly, all schools utilized the provision of financial resources efficiently since the budget utilization rate is 100%. Also, the monitoring and evaluation mechanism was operationalized in the said district. It is recommended that the Department of Education must optimize access and equity in this new normal education and establish more educational infrastructures for there is a need for more learning spaces; likewise, to ensure the delivery of quality education, interventions must be conducted to address the learning gaps such as intensifying the reading program; correspondingly, the district should conduct BE-LCP review and adjustments for continuous improvement; lastly, similar studies may be conducted focusing on plans for post-pandemic scenarios.

Human capital development as a line manager responsibility in the South African education sector

Orientation: Human capital development (HCD) initiatives are crucial in the education sector to improve the delivery of quality education. At the centre of quality teaching and learning are educators and lecturers who are competent and well-equipped to adapt to the changing environment.Research purpose: To explore whether HCD was the key responsibility of line managers in the South African (SA) education sector.Motivation of the study: Line managers are expected to continuously develop the competencies of educators and lecturers by implementing HCD interventions. There is limited empirical evidence that explored HCD responsibilities performed by line managers in the SA education sector.Research approach/design and method: This study adopted a qualitative research method underpinned by the interpretivist paradigm. Semistructured interviews were conducted with n = 12 purposively selected participants. The data collected were analysed using thematic analysis.Main findings: The findings of this article indicated that line managers are responsible for identifying training gaps, implementing HCD interventions and monitoring performance. The study also found that support from key stakeholders is imperative for line managers to effectively implement HCD activities. Furthermore, the study revealed that line managers do not utilise evaluation models to determine the effectiveness of HCD interventions.Practical/managerial implications: The study proposed reciprocal support for HCD stakeholders’ model that can assist policymakers, line managers and HCD professionals within the education sector. The model provides for the division and allocation of HCD tasks.Contributions/value-add: This study contributes to the body of knowledge in HCD within the SA education sector. In the practical context, this article proposed a reciprocal support for HCD stakeholders’ model to improve the effectiveness of HCD initiatives implemented by line managers.