Existing literature provides ample evidence on how people understand accountability in different contexts. However, little attention has been paid on the integration of various theoretical perspectives about understanding accountability for education service delivery. Discussing theoretical premises against the empirical evidence from the community schools of Nepal, this article explores common ground of various theoretical perspectives about understanding school actors' accountability.
Journal of Management and Development Studies
Seeking Theoretical Common Ground: An Integrative Framework of Understanding Accountability for Service Delivery in the Community School in Nepal
Published on: 06/04/2019
Published on: 09/15/2016
Published on: 04/10/2019
Hari P Dhungana