Educational Governance is   designed to utilise regulations and rules that are meant to create an environment conducive for proper learning and schools are closed as a temporary measure   in order to address a governance crisis. On the other hand, if an environment exists that is conducive for learning nothing should be done to disrupt such an environment. Our preliminary findings reveal that the schools mentioned have not experienced any governance crisis and an environment conducive to learning was in existence prior to their closure. The problem is the exclusion of a subject. The matter is therefore an administrative matter which is best handled by dialogue between the administrators of the school and the Ministry. We therefore hope that the Ministry will revoke the decision to close the schools and accordingly engage in dialogue with the school administrators to find a solution.  ]]>

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