|
Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
College of Education >
Thesis - Educational Planning & Management >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3659
|
| Title: | A STUDY OF LOCAL COMMUNITY PARTICIPATION IN THE IMPLEMENTATION OF PRIMARY SCHOOL IMPROVEMENT PROJECTS IN TIGRAI |
| Authors: | GEBRE KIDAN, WELDEGEBRIEL |
| Advisors: | Ato Haileselassie W/Gerima |
| Copyright: | May-2011 |
| Date Added: | 6-Nov-2012 |
| Abstract: | This study investigates the participation of local communities in the management and
resource support to current primary improvement projects in Tigrai Administrative Region.
Financial, material and human resources constraints are persistent problems in the education
system.
To meet the demand for primary education and improve its quality, it requires the
involvement of local communities and the NGO interventions through programs and/or
projects. The additional support gained from the community for schools do not seem carefully
scrutinized by the education administrators in the region under consideration. To observe the
level of local community participation achieved and how it is managed, the study was
conducted in 36 primary schools, 12 Woreda education offices, 4 zonal education
departments, and the Regional Education Bureau. Contributions of TDA-BESO and PEAP
projects were also studied.
Questionnaires and interviews were used for primary sources, and internal documents
for secondary sources of data collection and percentages were computed to analyze the data.
Focusing on issues related to additional inputsand management of primary school
projects, the study moderately explored where the major gaps remain and what encouraging
lessons have been learned. The fmdings suggest that the support gained from the local people
for primary school projects is promo sing. However, the study evidenced that the following
. participation problems prevailed in the implementation of primary school improvement
projects in the Region. There is lack of regular and open communication and cooperative
planning among major partners resulting overlap of project activities in the communities. The
accumulation of power from region to local administration but not to the school level reduces
its ownership of the projects. The low local community management capacity building has
created some problems on proper handling of the day to day activities of the projects such as
Vlll
financial matters, report writing and recording of usable information. In addition, the limited
knowledge of community conditions, the use of inflexible planning and implementation
procedures by education officials have hampered the enhancement of local community
support to primary education in the Region.
In planning and implementing intervention programs for primary education, there is an
urgent need for better coordination of the resources from different partners to primary school
improvement projects. Educational administrators are required to facilitate essential condition
for true participation. Policies, programs and/or projects implemented from above must be
balanced by a flow of information and participation from below. Conferences and symposia
should .be organized occasionally, to communicate and disseminate information on
operational procedures and investment priorities when implementing projects. The grant of
authority to local planning and management can ensure community ownership of the
programs.
IX |
| URI: | http://hdl.handle.net/123456789/3659 |
| Appears in: | Thesis - Educational Planning & Management
|
Items in the AAUL Digital Library are protected by copyright, with all rights reserved, unless otherwise indicated.
|
