With the use of relevant examples from developed and developing nations. Critically examine the contribution of community participation in improving education sector

Community participation is a crucial for the success of the community development programs. Development projects and programs with strong participation can enhance ownership and sustainability in development and projects are more likely to succeed in developing the community

Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option Yamada, S. (2012)..

Community participation and parental involvement in schools can play a critical role in school improvement across inputs, processes and even outcomes. Recognising this potential, Section 21 of the Right to Education (RTE) Act 2009 mandates the formation of School Management Committees (SMCs) – elected bodies at the school level that monitor functioning and oversee utilisation of grants. Since local communities have the greatest motivation for improving school quality, SMCs consist predominantly of parents along with teachers, local authorities and the principal. Mikiko Nishimura,( Mar 2017)

FUNCTIONS OF EDUCATION IN SOCIETY

Development of new social patterns: Today the world is changing very fast due to development of technology and communication. So along with preservation of traditional values, new values, social patterns need to be developed where Citizens rooted in their own cultures and yet open to other cultures are produced

Assimilation and transmission of culture/traditions: This needs to be done consciously and selectively because traditions need to be selected for transmission as well as omission depending on their value and desirability in today’s democratic set-up

ROLE OF COMMUNITY TO EDUCTION MATTER IN DEVELOPING AND DEVELPED COUNTRIES

 Roles of Community can play the substitute, complementary, and critical roles in school management. The substitute role is to substitute the government’s service due to the lack of government support. James (1987, 1995) explained the phenomenon of high private expenditure on education in developing countries by the excess demand model (James, 1987, 1995). This model describes the role of the private sector in satisfying excess demand and filling in the gap, relative to the size of the age cohort, created by inadequate capacity of the public sector. Private schools driven by excess demand often offer low-cost and affordable education, while some suffer from low quality education when there is no competition with other public or private schools.

The context of community also influences its function. Community may promote social cohesion in school through various forms of collaboration within itself, but can exclude or be competitive with others over available resources. Such resources include public or private financial resource allocation to schools, assistance by donors, and access to natural resources such as water. Thus, using the term “community participation in school management” requires caution in what we mean by community and careful consideration of the social context. Allison, C. (1983).

The complementary role for community is to provide alternative education to the existing education system. Contrary to the excess-demand model, the differentiated-demand model hypothesizes that the public education system is unable to meet the diverse demands of parents, especially for cognitive, religious, and linguistic education (Altschuler, D. (2013).. When the quality of public education is attractive enough to keep pupils from different socio-economic     backgrounds, there may not be the high demand for private schooling. In other words, the quality of public education determines the demand for high-quality education in private schools. There are also cases whereby cultural communities take initiative to operate non-formal schools for children and adults. Community organizations and non-governmental organizations (NGOs) offer adult literacy programs to target those who missed the opportunity of schooling due to poverty, war, conflicts, child labor, early marriage, and so on. In such cases, community organizations take alternative pedagogical approaches to the public schools. For instance, ActionAid’s reflect and access programs use participatory learning methods and suggest a new role of teachers as facilitators in promoting students’ learning in school . The program emphasizes the linkage between education and action, whereby the educational goal is not just to master systematic knowledge and skills offered in school, but also to empower learners to solve the problems in daily life

The community’s critical role is to be a friend of the school system and to address the issues and problems of school management from the side of the community. Let us look at educational evaluation as an example. The school-based learning assessments do not include the data on learning performance of those students who tend to be frequently absent from school or on un enrolled school-age children, thus providing a partial overview of learning output in school. Such assessments are often collected and compiled at the central level after administering the assessment in schools without school-based analysis or feedback to draw some practical implications for further pedagogical and managerial strategies at the school level. Educational evaluation tends to be regarded as a professional and policy matter, managed by central government officials and  professionals such as university professors and senior teachers, leaving out other stakeholders including parents, community members, and students as sole beneficiaries Yamada, S. (2012)..

Civil society organizations have emerged that challenge the closed form of educational evaluation and decision-making process on quality of education. The Annual Status of Education Report in India was the pioneer in this regard and conducted the learning assessment for 700,000 children in 5,000 villages in all parts of India in 2005. Such household-based learning assessment did not aim only to assess learning achievement of school-age children but also to promote discussion on quality of education with a wide range of people at the community level for social change. Such movement was rapidly expanded to Pakistan, Kenya, Uganda, Tanzania, Senegal, and Mali..UWEZO, a civil society organization established in 2009 in East Africa, conducts a large scale household-level learning assessment for the purpose of forming a civil society to take action with respect to the quality of basic education Avenstrup, R., Liang, X., & Nellemann, S. (2004, May)..

Accountability Mechanisms for Education Service Delivery

 The role of community in school management attracted attention in the 1970s, when the mainstream idea, that government is the sole actor to provide educational services, was challenged, and community-led alternative education programs were proposed as more relevant and effective for providing basic education. Since the 1980s, community has become the main actor of development, not the recipient, and participatory approaches in learning, such as Participatory Learning and Action (PLA), were adopted. Furthermore, in the early 1990s, neoliberal economic theory and liberal democratic theory were jointly called a “new policy agenda,” which regarded the market and private sector as the most efficient service providers and maintained that democratization and civil society form a strong foundation for economic success. Many donor agencies shifted their targets of assistance to non-governmental organizations (NGOs) and civil society organizations (CSOs), away from inefficient and corrupt governments. The critical role of community was further explored by the World Bank (2003), which provides an analytical framework of its accountability mechanism for the improvement of service delivery, as shown in Figure 1. There are long and short routes of accountability for schools to account for their service to the beneficiaries. The long route of accountability is for the citizens to elect the political leaders who then formulate education policies to respond to the will of the voters and to direct and supervise school.

      

CONCLUSION

 Genellary through the community participation in education sector influence increasing of education sector but involved with some challenges such economic problem, politically and socially which contributed conflict between the community and teacher of leaders.

REFERENCES

 Allison, C. (1983). Constraints to UPE: More than a question of supply? International Journal of Educational Development, 3(3), 263–276.

Altschuler, D. (2013). How patronage politics undermines parental participation and accountability: Community-managed schools in Honduras and Guatemala. Comparative Education Review, 57(1), 117–144.

 and the institutionalization of school management committees in Oromia R Ethiopia. Compare, 44(2), 162–185

Avenstrup, R., Liang, X., & Nellemann, S. (2004, May). Kenya, Lesotho, Malawi and Uganda: Universal primary education and poverty reduction. Paper presented at the Scaling Up Poverty Reduction; A Global Learning Process and Conference. Shanghai,

 K., & Demas, A. (2016). Measuring quality of policies and their implementation for better learning: Adapting World Bank’s SABER tools on school autonomy and accountability to Senegal. JICA-RI working paper No. 113. Tokyo: International Cooperation Agency Research Institute.

Mikiko Nishimura,( Mar 2017)Education, Change, and Development, Education and Society,   Educational Administration and Leadership

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Yamada, S. (2012). Determinants of “community participation”: The tradition of local initiatives