Citation

Community participation and school-based management under the UPE policy: Case of Masaka District in Uganda

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Abstract:

Since the 1990’s, Universal Primary Education (UPE) has become an international commitment for educational development. The Education for All agenda has placed emphasis on shifting responsibility away from central government to local stakeholders, such as schools and communities.
This paper aims to analyze the situation and challenges of community participation in primary education in Uganda by educational sociologic point of view. The goal of this research is trying to find out the reasons why community participation does not work properly, through examining different stakeholders’ perceptions of community participation in education. To analyze community participation, this paper focus on the School Management Committee (SMC), which consist of community people and school staffs.
This study used Semi-structured interview and field observations to collect field data. At the school level, a total of fifteen primary schools in Masaka District in Uganda were selected as case study samples, and I interviewed 69 peoples. At the district level, two district officers were chosen for interview respondents. Five Ministry of Education officials were covered as respondents of the national level. There are 76 respondents in all. Data collection took place from August to September of 2010 in Uganda.
Based on the research, this study advance two factors which make it difficult for the community to participate in education in the context of Uganda. First reason is the confusion in recognition of community participation. At the school level, each stakeholder (headteachers, teachers and communities) have different perceptions of participation. It seems to be caused by luck of sensitization of UPE policy and community participation. As to second reason, the conflict was found between the SMC members. Not all headteachers willing to let community people to participate in school management. It makes the SMC activities different from expectations of national and district level.

Author's Keywords:

Community Participation
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492653_index.html
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MLA Citation:

Kitagawa, Chikako. "Community participation and school-based management under the UPE policy: Case of Masaka District in Uganda" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492653_index.html>

APA Citation:

Kitagawa, C. , 2011-04-30 "Community participation and school-based management under the UPE policy: Case of Masaka District in Uganda" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492653_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Since the 1990’s, Universal Primary Education (UPE) has become an international commitment for educational development. The Education for All agenda has placed emphasis on shifting responsibility away from central government to local stakeholders, such as schools and communities.
This paper aims to analyze the situation and challenges of community participation in primary education in Uganda by educational sociologic point of view. The goal of this research is trying to find out the reasons why community participation does not work properly, through examining different stakeholders’ perceptions of community participation in education. To analyze community participation, this paper focus on the School Management Committee (SMC), which consist of community people and school staffs.
This study used Semi-structured interview and field observations to collect field data. At the school level, a total of fifteen primary schools in Masaka District in Uganda were selected as case study samples, and I interviewed 69 peoples. At the district level, two district officers were chosen for interview respondents. Five Ministry of Education officials were covered as respondents of the national level. There are 76 respondents in all. Data collection took place from August to September of 2010 in Uganda.
Based on the research, this study advance two factors which make it difficult for the community to participate in education in the context of Uganda. First reason is the confusion in recognition of community participation. At the school level, each stakeholder (headteachers, teachers and communities) have different perceptions of participation. It seems to be caused by luck of sensitization of UPE policy and community participation. As to second reason, the conflict was found between the SMC members. Not all headteachers willing to let community people to participate in school management. It makes the SMC activities different from expectations of national and district level.


Similar Titles:
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Mandatory Community-Based Learning in a Large Urban School District: Policy Design and Implementation Realities

Out-Takes from a Code of Conduct: An Urban Case for Positive School- and District-Based Discipline Policy


 
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