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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

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