Evaluation of Community Participation in the Management of Secondary Schools for Sustainable Development in Bayelsa State (original) (raw)
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Community participation has received increased attention in international and national policy in recent years as a means to poverty alleviation and sustainable development. This paper thus investigates the trend in community participation in secondary education and the potential outcomes of community participation in managing secondary education for sustainable development in Anambra State of Nigeria from 2002-2008. the findings revealed that communities have participated in the provision of school facilities and finance. However, their participation in other areas of school management was quite low. Some recommendations made were that principals and teachers should seek support, nurture good school-community relationship and mobilize community members in their areas for increased participation in school management, and schools should form school-community relations committees comprising community leaders, PTA members and school staff to strategies and implement actions towards enhanced community participation in schools.
The study was aimed providing empirical documentation of the perceptions of teachers and school heads regarding the contributions of parents teachers association, non-governmental organizations and community based organizations in the management of universal basic education in Delta state Nigeria between 2003-2009 and the benefits of community participation in educational management. The study employed the descriptive survey research design. Four research questions were raised and answered using descriptive statistics of mean and standard deviation. Stratified random sampling technique was used for selection of a sample of 600 Teachers and 400 School heads from schools located in the three senatorial districts of Delta State, Nigeria. The questionnaire was the instrument for data collection from the respondents The researcher argued that though government is a key player in educational provision, attaining the goals of education for all requires adopting a democratic approach in its management. The responsibility of providing quality education for all Nigerians via the Ube programme, government cannot do it alone, it requires a collaborative effort. Findings showed evidence of parents teachers association, non-governmental organizations and community based organizations participation in some areas in the management of UBE during the period 2003-2009 in the three senatorial districts. PTA participated in areas such as ensuring children regular school attendance, attendance at meetings, implementing policy decisions, communicating with school, giving talks to students and construction of classroom blocks .NGOs participation was in areas like provision of furniture and training of school personnel while CBOs participation was in areas such as provision of land and recruitment of teachers in important subjects in rural communities. Findings further revealed the benefits of community participation in educational management to include improved delivery, improved quality and access to education. The study concludes by recommending outreach campaigns using variety of media channels to create awareness of parents and communities on the need for increased community active involvement in educational management, formation of schools management committee, printing and pasting of advocacy materials at strategic corners for improved community participation in educational management in Nigeria.
This study investigated influence of community participation on the administration of public secondary schools in Benue State. The study focused on community participation in provision of funds, infrastructural facilities, maintenance of discipline, decision-making processes and provision of personnel. The study reviews literatures that are related to the study. The review was carried out under: theoretical framework, conceptual framework, related empirical studies and summary of literature review. Five research questions and five null hypotheses guided the study. This study used the survey research design. The population of the study was 4,536 while the sample was 368 respondents. Multi-stage sampling technique was used to determine the sample size of 368 respondents. The instrument for data collection was self-structured questionnaire titled “Influence of Community Participation on the Administration of Public Secondary Schools Questionnaire” (ICPAPSSQ)”. Five experts validated the instrument used for the study, three in Educational Administration and Planning, and two from Measurement and Evaluation, all from the Department of Educational Foundations and General Studies, University of Agriculture, Makurdi. The instrument was trial tested on 30 respondents in Buruku L.G.A of Benue state. The data collected were analyzed using Cronbach Alpha to compute the reliability estimate and the overall reliability coefficient of 0.77 was obtained. Mean and standard deviation were used to answer the research questions that guided the study, while Analysis of Variance (ANOVA) was used to test the null hypotheses formulated for the study at 0.05 level of significance. The major finding of the study were that communities to a great extent participate in the administration of public secondary schools in Benue State in provision of funds, infrastructural facilities, maintenance of discipline, decision-making processes and provision of personnel. Findings also revealed that there is no statistically significant difference in the mean ratings of the respondents on the influence of community participation in the administration of public secondary schools in Benue State. Based on the findings of the study, it was recommended among others that the school as a matter of fact should reciprocate by playing active roles in the community such as in organizing adult educational programmes that can help to solve community problems. Finally, conclusions were made, the limitations of the study were highlighted and suggestions were made for further studies.
Mediterranean Journal of Social Sciences, 2013
The study appraised Community involvement in Secondary School development in Okigwe Education Zone: Descriptive and inferential survey design was adopted for the study. The total population of 156 respondents, i.e. Principals and Chairmen of Board of Governors (BOGs) of Senior Secondary Schools (SSS) were used without sampling. Data were collected using a 20-item researchers made questionnaire, with response options of SA, A, D, SD. Four research questions and two hypotheses were used. Mean scores (X) of 2.50 were used to answer the research questions while Z-test statistics tested the hypotheses at 0.05 level of significance. The results show that, Communities in Okigwe Zone get involved on the development of their secondary schools through donation of lands, donation of money and payment of school fees for their children in the schools, they equally construct school buildings, provide facilities such as science and sports equipment, library facilities etc. It further revealed that the Communities do not monitor to ensure proper utilization of funds made available to the schools, launching and PTA levies are the major strategies Communities use in rasing funds for their schools etc. In the light of these, recommendations were made that Communities should not relax in their effort of school development after their initial involvement in setting up the schools; Principals should develop and adopt good school Community relationship strategies to attract assistance from the community, and have to ensure proper utilization and maintenance of the available school resources. etc.
Journal of Educational Review, 2022
This study examines the constraints and restrictions to community participation in school developments at primary schools in the Sagnarigu Municipal, Ghana. Qualitative research approach was adopted. The design used was case study with an adoption of convenient sampling technique where three (3) primary school heads, six (6) primary school teachers, three (3) School Management Committee Members and three (3) Parents Teachers Association Members were selected. Face-to-face in-depth individual interviews were conducted. Data collected were analysed thematically. Findings revealed inadequate integrations of community initiatives in school developments, poor school-community relationships, inadequate consultation with communities, lack of awareness creation on community roles in school developments and there was inadequate incorporation of community voices into school decision making processes. Some recommendations made were that the Ghana Education Service (GES) should use Radio and Television media to constantly educate both schools and communities on the significance of community participation in school developments. School Management Committees should include influential members from the communities in school governance. Schools should at least in a year have three meetings with communities to inspire them develop a sense of schoolcommunity partnership and a sense of ownership. School Management Committees should incorporate community's voices and contributions into their decision making processes.
Community Participation and Decision-Making in North-west Zone Basic Schools, Nigeria
Abstract This study examines community participation in decision-making in North-west Zone basic schools, Nigeria. The study used descriptive survey research design. The population for this study comprise of 21220 UBE schools and their SBMCs. Simple random sampling technique was used to select four states (Jigawa, Katsina, Sokoto and Zamfara States). A sample of 370 basic schools was selected from Jigawa, Katsina, Sokoto and Zamfara States using proportionate, stratified and systematic random sampling method at different stages. In each of the selected school, eight SBMC members were selected to respond the questionaire. The members selected include the chairman, the secretary, the teachers’ representative, the students’ representative, the women leader, and any three other member available. Validated Community Participation Questionnaire (CPQ) was used in this study. Pilot test was conducted and test-retest method was used to determine the reliability index of 0.79 for the CPQ. Percentages and mean score were used to analyze the research questions. The level of community participation in decision-making in North-west Zone basic schools was found high. It was also found that, community participated in identifying projects to be executed in North-west Zone basic schools, Nigeria. The paper therefore recommended that the SBMC policies should be frequently evaluated to identify areas of improvement regarding how community should participate in decision-making in basic schools. Also, the SBMCs at school level should on their part endeavour to work harder in mobilizing members of their community to participate in school, particularly in decision-making. This will make community members feel the complete ownership of their school and get most committed. Keywords: Community Participation, Decision-making, Basic Schools, School-Based Management, School-Based Management Committee
COMMUNITY PARTICIPATION FOR SUSTAINABLE EDUCATIONAL DEVELOPMENT: THE NIGERIAN EXPERIENCE
ABSTRACT This paper has enumerated the concept of community participation for sustainable educational development, using Nigeria as a focal point. Participation is viewed as an education empowering process in which beneficiaries feel the sense of belongingness in the planning, implementation and sustenance of developmental project in their community. The paper also depicts some advantages of community participation among which is fostering adequate mobilization of human and material resources for sustainable educational development. It further identifies availability of funds as a major factor that ensures sustainability of community participation. Also in the paper how community participation is used as a tool for enhancing educational development in Nigeria is elaborated.
THE COMMUNITY PARTICIPATION IN THE MANAGEMENT OF SECONDARY SCHOOLS
Community is a locale group of people with collective leadership, responsibilities, consciousness and aspirations who wishes their values to be transmitted to their heirs. The school as an agency for implementing education programmes and is situated and it function within the community. That is the school as part of the community. The schools and their host communities are expected to support each other in terms of planning, working together for good, giving as well as receiving ideas. In this regards, one research question was raised. Certain assumes expected roles of the community in support of the school were itemized, and presented to 30 school principals and 30 community leaders for responses. All the relevant research procedures were strictly complied with the use of mean rating as the statistics for analysis of data generated. The result showed that the expected management activities of the schools in which the community can be involved are: planning, organizing, reporting, staffing and budgeting. Specifically, the community can be involved in the appointment and promotion of personnel’s among others communities involvement in the management of the schools in their communities were highlighted. The paper was concluded with some recommendations, amongst which was that School-Community Cooperation for Improved Education Outputs (S-CCIEO) to be properly nurtured.