This monograph was a result of research carried out on the Better
Schools Programme in Zimbabwe(BSPZ) cluster, a system of
inter-school collaboration to develop professional infrastructures
for teachers. The study evaluated the implementation of two BSP(Z)
clusters in Masvingo urban district since the appointment of
District Resource Teachers (DRTs) and Cluster Resource Teachers
(CRTs) in 2000. Various researchers' views on the critical
dimensions and performance indicators for the evaluation of the
implementation of clusters are discussed. Based on these, a survey
checklist was used to establish the presence and absence of
performance indicators and to identify obstacles to implementation.
Whilst findings revealed that implementation levels of the BSPZ
cluster were not high.Challenges and recommendations to effective
implementation are highlighted.The general view from findigs was
that with improved funding and effective management the BSP(Z)
cluster can be a better model to develop teacher professional
infrastructures particularly in developing countries.
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