Download complete project material on Community Participation In The Improvement Of Public Primary School Management In Kaduna State, Nigeria
TABLE OF CONTENTS
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SECTION ONE:
INTRODUCTION
THE BACKGROUND OF THE STUDY
STATEMENT OF THE PROBLEM
PURPOSE OF THE STUDY
RESEARCH QUESTIONS
HYPOTHESES
THOERITICAL/CONCEPTUAL FRAMEWORK
SIGNIFICANCE OF THE STUDY
DELIMITATIONS OF THE STUDY
OPERATIONAL DEFINITIONS OF TERMS
SECTION TWO
REVIEW OF RELEVANT LITERATUREÂ Â Â Â
2.1Â Â Â Â COMMUNITY PARTICIPATIONÂ IN EDUCATION
2.2Â Â Â Â CONTEMPORARY ISSUES INÂ PARTICIPATION IN EDUCATION
2.2.1Â FORM AND DEGREE OF COMMUNITY PARTICIPATION INÂ EDUCATION
2.2.2Â DEGREE OF PARTICIPATION
2.2.3Â BENEFITS OF COMMUNITY PARTICIPATION IN EDUCATION
2.2.4Â PROBLEMS OF COMMUNITY PARTICIPATION IN EDUCATION
2.2.5Â STRATEGIES FOR SOLVING PROBLEMS OF COMMUNITY PARTICIPATION IN EDUCATION
2.2.6Â STIMULATION OF COMMUNITY FOR PARTICIPATION IN EDUCATION
2.2.7Â SUSTAINABILITY OF COMMUNITY PARTICIPATION IN EDUCATION
2.2.8Â MULTISPECTORAL APPROACH TO COMMUNITY PARTICIPATION IN EDUCATION
2.2.9Â MODELS OF COMMUNITY PARTICIPATION IN EDUCATION
2.2.10 THE POLITICS OF PARTICIPATION IN EDUCATION
2.2.11 SCHOOL BASED MANAGEMENT
2.3Â Â Â Â EXAMPLES OF COMMUNITY PARTICIPATION IN EDUCATION IN SOME COUNTRIES
2.3.1Â CHAD-BASIC EDUCATION PROJECT
2.3.1Â Â Â CHAD-BASIC EDUCATION PROJECT
2.3.2Â Â Â GHANA: COMMUNITY SECONDARY
SCHOOLS CONSTRUCTION PROJECT
2.3.3Â Â Â MALAWI: PRIMARY EDUCATION PROJECT
2.3.4Â Â Â CHANCE SCHOOLS IN UGANDA
2.3.5Â Â Â VILLAGE-BASED SCHOOLS IN MALI
2.3.6Â Â Â COMMUNITY PARTICIPATION IN GOVERNMENT PRIMARY
SCHOOLS IN SENEGAL
2.3.7Â Â Â TANZANIA: HUMAN RESOURCES
DEVELOPMENT PILOT PROJECT
2.3.8Â Â Â BOLIVIA: EDUCATION REFORM PROJECT
2.3.9 Â Â DOMINICAN REPUBLIC: PRIMARY EDUCATION
DEVELOPMENT PROJECT
2.3.10Â EDUCO: BASIC EDUCATION MODERNIZATION
PROJECT IN EL SALVADOR
2.3.11Â HODURAS BASIC EDUCATION PROJECT
2.4Â Â Â Â Â Â EMPERICAL STUDIES ON COMMUNITY PARTICIPATION
IN MANAGEMENT OF PRIMARY EDUCATION
2.4.1Â Â Â EFFECT OF PARENT INVOLVEMENT IN SCHOOL
GOVERNANCE
2.4.2Â FINDINGS ON THE SCHOOL MANAGEMENT
2.4.3Â Â Â FINDINGS ON STUDIES ON SCHOOL BASED
DECISION MAKING
- Â Â Â Â EDUCATIONAL MANAGEMENT
2.5.1Â Â Â ORGANISATIONAL STRUCTURE OF SCHOOL
BASED MGNT IN KADUNA STATE
2.5.2Â Â Â COMMUNITY PARTICIPATION IN PROVISION OF FUNDS
2.5.3 Â Â COMMUNICATION AND ACCOUNTABILITY
2.5.4Â Â Â SCHOOL BASED PLANNING IN PRIMARY SCHOOLS
2.5.5Â Â Â SCHOOL BASED DECISION MAKING
2.6Â Â Â Â Â SUMMARY OF THE LITERATURE REVIEW
Â
SECTION THREE
METHODS AND PROCEDURE
3.1Â Â Â Â Â Â RESEARCH DESIGN
3.2Â Â Â Â Â Â POPULATION AND SAMPLE OF THE STUDY
3.3Â Â Â Â Â Â SAMPLING TECHNIQUES
3.4Â Â Â Â Â Â INSTRUMENTS FOR DATA COLLECTION
3.4.1Â Â Â DESCRIPTION OF THE INSTRUMENT(S)
3.4.2Â Â Â PROCEDURE FOR INSTRUMENT DEVELOPMENT
3.5Â Â Â Â Â Â VALIDITY AND RELIABILITY OF INSTRUMENTS
3.6Â Â Â Â Â Â PROCEDURE FOR DATA COLLECTION
3.7Â Â Â Â Â Â METHOD OF DATA ANALYSIS
Â
SECTION FOUR
PILOT STUDY REPORT
Â
4.1Â OBJECTIVES OF THE STUDY
4.2Â RESEARCH QUESTIONS
4.3Â HYPOTHESES
4.4Â METHOD AND PROCEDURE
4.5Â RESULT OF THE PILOT STUDY
4.6Â DISCUSSION
REFERENCES
APPENDICES
SECTION ONE
INTRODUCTION
1.1Â Â Â Â Â Â THE BACKGROUND OF THE STUDYÂ
A significant body of research from around the world indicates that when parents and communities participate in their children’s education, the result is an increase in student achievement, improved student attitudes and other positive effects including increased attendance, fewer discipline problems, higher student aspirations, and increased number of years that children stay in school.
Community participation in education, according to Singleton (2007), is the active participation of members of the community in the management and design of policies of education that will better the future of children in the community.
Members of the community do not have to be involved only by contributing their financial resources, but they can also participate in the decision making process of schools in their community. Oakley (1989) asserts that participation in education is a lively process whereby members of that community who are to benefit from that education should wake up to influence whatever is happening in the school so that schools located in their community will have a steady growth rather than become stagnant.
It therefore means that involving the community in participation in education is one of the veritable tools for improving primary education, especially in the areas of school management, enrolment, retention, funding and provision of school facilities.
Communities in Kaduna State have long been involved in community participation in education. Most of the mission schools in the State were built by the communities. Schools like Saint Ann, Queen of Apostles, and Saint John’s were built by the communities but managed by the missionaries. There were also Koranic schools built by the communities and managed by the Imams and Mallams.  After the civil war, the demand for education increased considerably.
To solve the situation, Government decided to take over schools, but the quality of learning and performance declined considerably and this did not fulfil the aspirations of communities. The after effect of poor performance of pupils in primary schools led to a spill over effect of the performance of students in secondary schools.
Recently there has been agitation nationally to expand the mode of community engagement in education development. Hitherto engagement had been minimal, limited to PTAs, old pupils associations and isolated public spirited individuals and organisations. The recent agitation by communities has been expressly due to the continued deterioration of school infrastructure and services.
At the commencement of this research in 2007, there were various indicators that it had become necessary for the communities in Kaduna State to engage in the improvement of primary education. The first was lack of access to primary education.
The enrolment of primary school children seemed not to be encouraging for a state with an estimated population of 2.5 million children of school age. According to the statistics from the Kaduna State Universal Basic Education Board, the average enrolment in public primary schools between 1998 to 2007 was only 837,056. Despite the enrolment figure of 974,536 in 2007, there was a rise in the dropout rate from 0.5% in 2006 to 3.6% in 2007 with increased repetition rate of 1.1%, indicating that the drop out and repetition problems were increasing and needed urgent improvement. Although the Kaduna State government made efforts to mobilize communities for girl-child education, out of the total enrolment of 974,536 pupils, only 431,601 were females.
This number was not too encouraging. Another issue that needed urgent attention was inadequate school facilities. The 974,536 pupils enrolled in 2007 were competing for only 12,528 classrooms and 3,572 toilets while 33,446 teachers were competing for 1,757 offices and 5,925 staff rooms. There were only 33,446 teachers to teach a population of 974,536 pupils at that time. . Communities realised the dilapidated conditions of the primary schools.
This led to a general consensus that community engagement must be institutionalised to solve this situation because it was realised that government alone could not manage primary education. The National Council of Education approved active engagement of communities and advised states to establish School Based Management Committees.
Also, at the 1990World Conference on Education for All in Jomitien, there was the call for all nations to involve the communities in planning, management and evaluation of education programmes. In Nigeria, there was recognition by the government that it was now necessary to re-awaken the interest of their communities in the management of education.
Presently, it is very common to hear people of Kaduna espousing the need for community participation in education. Government has realized that the exclusion of the communities from participating in primary school education increased the problems of enrolment of pupils into the public primary schools and particularly the enrolment of female children in the primary schools, especially in the rural areas of the State.
Government recognized that when community members participate in decision making in the school the people will be informed of the developmental projects of the school. The people will know about what is going on in the management of the school and any government policy concerning the school will be sustained because the members of the communities are informed and involved.
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