With the use of relevant example critically examine the contribution of community participation in improving educational sector in developing country like Tanzan

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Communities can be defined by characteristics that the members share, such as culture, language, tradition, law, geography, class, and race. As Schaeffer (2014) argues, some communities are homogeneous while others are heterogeneous; and some united while others conflictive. Some communities are governed and managed by leaders chosen democratically who act relatively autonomously from other levels of government, and some are governed by leaders imposed from above and represent central authorities. Nevertheless, for the purpose of our study community is defining as the group of people who share the same characteristic and live in the same location.

The concept of participation tends to confuse many scholars of development studies. In defining participation,  Oakley (2017) define participation as collaboration, in which people, voluntarily, or because of some persuasion or incentives, agree to collaborate with an externally determined development project, often by contributing their labour and resources in return for some expected benefits. World Bank (2015) defines participation as a process through which stakeholders influence and shares control over development initiatives and decisions and resources which affect them

The contribution of engaging communities in addressing barriers to education has come to the forefront as governments worldwide strive to reach their commitments to Education for All goals by 2015. Governments are increasingly recognizing the value of working with communities and sharing responsibility for, and ownership of, educational systems.

 Community Participation in Education Craig (2013) recognizes parent and community support as one of the key factors to determine school effectiveness in Sub-Saharan Africa. They identify five categories of parent and community support that are relevant to the region: (i) children come to school prepared to learn; (ii) the community provides financial and material support to the school; (iii) communication between the school, parents, and community is frequent; (iv) community has a meaningful role in school governance; and (v) community members and parents assist with instruction.

However, a lack of resources and management incapability has proven that governments cannot provide the community with adequate resources for education delivery, fully-equipped school buildings, and a full range of grades, teachers and instructional materials. This triggers the emergence of the collaborative model, in which community plays a supportive role in government provision of education.

Epstein (2005) summarizes various types of involvement to explain how schools, families, and communities can work productively together: Parenting to help all families to establish home environments that support children’s learning at school; Communicating to design effective forms of school-to-home-to-school communication that enables parents to learn about school programmes and their children’s progress in schools as well as teachers to learn about how children do at home;

Volunteering to recruit and organize parents’ help and support; Learning at home  to provide information and ideas to families about how to help students at home with home-work and other curriculum-related activities, decision, and planning; Decision-making to include families in school decisions, to have parent leaders and representatives in school meetings; and 15 Collaborating with the community to identify and integrate resources as well as services from the community in order to strengthen school programmes, family practices, and student learning.

Bray (2008) provides the following degrees of participation in education; designing policy, curriculum development, teachers hiring or firing, supervision, payment of teachers, teacher training, textbook distribution, certification, building and maintenance of classrooms and mobilizing resources.

Rose (2003) argues that there is potentially a range of areas in which communities can be involved in education from mobilizations of resources and constructing classrooms, to supporting the development of curriculum and design of policy. Drawing from the above one can conclude that community participation in education varies widely in different areas. However, community participation in education in this study referred to construction of classrooms, teacher’s houses, school toilets and teachers’ offices.

 Furthermore, participation is used to refer to attendance of meetings, contribution of cash, contribution of labour and involvement in decision-making in the sense elaborated by Shaeffer (2014). More specifically, participation in this study is focused on the construction of classrooms, teachers’ houses and school toilets. Importance of community participation in general It is now widely accepted that community participation contributes a lot to the development of projects. Specifically, community participation in education can improve the educational delivery in secondary schools. Extensive literature search has identified the importance of community participation in education. Lancaster (2002) points out the importance of community participation as follows: the approach helps the project to be sustainable as communities themselves learn how to adopt and correct changes resulting from the project; partnership or participation helps to protect interest of the people concerned; it enhances dignity and self-reliance among  people, that is, they are enabled to obtain and do things by themselves; communities become aware of the project implementation as they have a great store of wisdom and skills. They understand their local needs and the nature of their environment better than outsiders; participation makes local people to act as multiplier of new project which they achieve.

They can easily transmit the new knowledge they acquired to other communities, thus cause a rapid increase in growth of the new idea; participation promotes a sense of ownership among the community of equipment used in the project, and even projects itself. For example, they protect and maintain the project through their own means e.g. school buildings;

 

                                                            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                               REFFERENCE

Statistic in Tanzania (BEST) (2016-2017). Ministry of Education and Vocation Trainings. Tz

Chandan, J. S. (2013). Management Theory and Practice.Vikas Ltd., New Delhi. 507pp.

Carry J,and Lee L,(2015) Community Development as a process, University of Missouri

                                 Press, CA

Colleta, N. (2014).Participation in Education. Environment Department Paper Series

                                 No.001. Washington, DC,                                                                                            

The World Bank. 12pp. Cresswell, J.W. (2008). Research design; Qualitative and     

                                Quantitative Approaches.Sage Publications: London. Chinapah,

 

 

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