Low Community Participation in Sustaining Community Primary Schools in Kinkiizi West Constituency, Uganda

Authors

  • Mandela Nelson School of Education, Department of Educational Management and Policy Studies, Moi University, Kenya
  • Kyalo B Wambua School of Education, Department of Educational Management and Policy Studies, Moi University, Kenya
  • Mwemezi Raymond Bonface School of Education, University of Dar es Salaam, Kenya

DOI:

https://doi.org/10.23918/ijsses.v9i3p73

Keywords:

Community Participation, Low Community Participation, Community Primary Schools, Sustainability

Abstract

This study explored low community participation in sustaining community primary schools in Kinkiizi Constituency, Uganda. A qualitative study, framed within an interpretivist paradigm, drawn on a multiple case study design was used to identify the causes of low community participation in community primary school sustainability in Kinkiizi West constituency, Uganda. Two community primary schools, namely; Karangara and Buhoma community primary schools were purposively chosen as cases of study. The data was generated using FGDs, interviews and analysed using thematic analysis. Purposive sampling was used to select 28 participants who are community members (parents and non-parents), community leaders, head teachers, and the District Education Officer. Findings revealed that low community participation is due to; poor socio-economic conditions, low value for education, poor school management, poor school-community relationship, closure of schools by government plus weather, and topography. These findings are of great importance to the Ministry of Education, teachers, communities, parents, and students. It will guide policy formulation that improves the levels of community participation and sustainability of community schools in Uganda.

References

Amanchukwu, R. N., Amadi-Ali, T. G., & Ololube, N. P. (2015). Climate change education in Nigeria: The role of curriculum review. Education, 5(3), 71-79.

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.

Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, CA: Sage.

Daniel, J. (2017). Strong collaborative relationships for strong community schools. National Education Policy Center.

Essuman, A., & Akyeampong, K. (2011). Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities. Journal of Education policy, 26(4), 513-527.

Fung, F. M. G. (2016). Youth leadership in participatory school management in support of sustainable school. Paper presented at the Association for Moral Education Conference Proceedings.

Gordon, M. F., & Louis, K. S. (2009). Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education, 116(1), 1–31.

Green, T. (2017). We felt they took the heart out of the community: Examining a community-based response to urban school closure. Education Policy Analysis Archives, 25, 21.

Green, T. L., & Gooden, M. A. (2014). Transforming out-of-school challenges into opportunities: Community schools reform in the urban Midwest. Urban Education, 49(8), 930-954.

Heers, M., Van Klaveren, C., Groot, W., & Maassen van den Brink, H. (2016). Community schools: What we know and what we need to know. Review of Educational Research, 86(4), 1016-1051.

Kavanagh, L., & Hickey, T. M. (2013). You’re looking at this different language and it freezes you out straight away: Identifying challenges to parental involvement among immersion parents. Language and Education, 27(5), 432-450.

Jabeen, S., Ul Haq, M. N., & Hussain, I. (2018). Community participation in socio-economic development through secondary education in one of the remotest regions of Pakistan. European Online Journal of Natural and Social Sciences, 7(4), pp. 663-680.

Miller-Grandvaux, Y., & Yoder, K. (2002). A literature review of community schools in Africa.

Msila, V., & Netshitangani, T. (2015). Poor rural parents and school management: Exploring African Models in enhancing parental involvement. Journal of Educational & Instructional Studies in the World, 5(1).

Mukisa, W. N., Mugisha, F., & Zeitlin, A. (2009). Primary education service delivery: Pupil performance and perceived challenges in Uganda. The Center for the Study of African Economies (CSAE).

Ngalawa, A. A., Simmt, E., & Glanfield, F. (2015). Exploring the emergence of community support for school and encouragement of innovation for improving rural school performance: Lessons learned at Kitamburo in Tanzania. Global Education Review, 2(4).

Njunwa, K. M. (2010). Community participation as a tool for development: local community´ s participation in primary education development inMorogoro, Tanzania: a case of Kilakala and Mindu primary schools.

Oakes, J., Maier, A., & Daniel, J. (2017). Community schools: An evidence-based strategy for equitable school improvement. National Education Policy Center.

Ocan, B. (2017). Impact of community level engagement in primary education: A case study of oyam district, Northern Uganda, Uganda, East Africa.

Pailwar, V. K., & Mahajan, V. (2005a). Janshala in Jharkhand: An experiment with community involvement in education. International Education Journal, 6(3), 373–385.

Prew, M. (2009). Community involvement in school development: Modifying school improvement concepts to the needs of South African township schools. Educational Management Administration & Leadership, 37(6), 824–846.

Republic of Uganda. 2015. Second national development plan (NDPII) 2015/16–2019/20. Kampala, Uganda: National Planning Authority.

Sheffield, P., Uijttewaal, S., Stewart, J., & Galvez, M. (2017). Climate change and schools: Environmental hazards and resiliency. International Journal of Environmental Research and Public Health, 14(11), 1397.

Suzuki, I. (2002). Parental participation and accountability in primary schools in Uganda. Compare: A Journal of Comparative and International Education, 32(2), 243–259.

Thanh, N. C., & Thanh, T. (2015). The interconnection between interpretivist paradigm and qualitative methods in Education. American Journal of Educational Science, 1(2), 24–27.

Wheeler, L., Guevara, J. R., & Smith, J.-A. (2018). School–community learning partnerships for sustainability: Recommended best practice and reality. International Review of Education, 1-25.

Downloads

Published

09.09.2024

Issue

Section

Articles

How to Cite

Nelson, M., Wambua, K. B., & Bonface, M. R. (2024). Low Community Participation in Sustaining Community Primary Schools in Kinkiizi West Constituency, Uganda. International Journal of Social Sciences & Educational Studies, 9(3), 73-82. https://doi.org/10.23918/ijsses.v9i3p73

Similar Articles

1-10 of 188

You may also start an advanced similarity search for this article.