Citation

New Approaches to achieving Education for All: Experiences emerging out of Participatory School Governance in Uganda

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Abstract:

1. Objectives
This paper will explore how the school governance approach in Uganda has worked to improve education outcomes in selected districts in Uganda. Specific experiences from the field will be shared by Plan international Uganda. The questions that will be addressed include: How is school governance defined and how is it measured? Who participates and why? What are the immediate and long term impacts of participatory school governance on educational access and equity? What strategies have proved successful? What lessons have been learnt and what challenges remain?
2. Main perspective and/or theoretical/conceptual frameworks

In order to realize the world’s commitment to ensuring education for all by 2015, important innovations and reforms are needed to increase the efficiency and capacity for action with inclusiveness. An estimated 57 Million Children are out of school; 28 million of them live in areas affected by conflict especially in Africa. Inspired by the Millennium Development Goal to see every child have access to a full course of quality primary education by 2015, Plan Uganda is implementing a participatory school governance project by mobilizing participation of all stakeholders in education governance to make schools more accountable to all education stakeholders including children. Participatory school governance ensures a greater share of resources reach schools and coordinates the efforts of diverse stakeholders to EFA goals within reach.

The presenter of this paper bring wealth of field experiences of involving the Children as beneficiaries, the parents and the community as the main drivers and teachers and school management who have to implement the good school governance process, while the school is what encompasses all these activities. Inclusive school governance will be presented as critical aspect for building a multi-stakeholder constituency that is committed to supporting the realization of EFA goal. By promoting participatory school governance, plan is not only strengthening the internal decision-making process by subjecting it to the scrutiny of diverse perspectives but also provides external legitimacy and increase the effectiveness of its implementation efforts. The presenter will share field experiences from plan’s ongoing programs and will offer recommendations for future programming in this field.

3. Importance of the panel session to comparative/international education or the conference theme

As the 2015 EFA deadline approaches, it is clear that considerable progress has been made since the EFA goals and Millennium Development Goals were established, but that the task is not yet complete. New challenges have emerged that threaten to reverse some recent successes, taking the heaviest toll on the poorest and most vulnerable countries. This requires new thinking and adoption of multi – dimensional approaches that include participation of all stakeholders.

This paper is of particular relevance to the theme of the CIES 2014 conference, “Revisioning Education for All”, because it addresses crucial questions at the heart of the global dialogue about equity and quality education for all. How quality is defined and promoted; who are the drivers in the growing consensus on what counts as quality?; How do education reformers, administrators, teachers, students and families across the world attempt to enact new notions of educational quality in the field?

4. Significance
This paper will particularly provide plan’s perspectives and best practices in encouraging Child Participation in education governance as resource for participants seeking deeper understanding of how to facilitate Child participation in education governance.

Presenters:
1. Deborah Kirabo – Co - presenter
2. Edison Nsubuga – lead presenter
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p717004_index.html
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MLA Citation:

Kirabo, deborah. "New Approaches to achieving Education for All: Experiences emerging out of Participatory School Governance in Uganda" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717004_index.html>

APA Citation:

Kirabo, d. , 2014-03-10 "New Approaches to achieving Education for All: Experiences emerging out of Participatory School Governance in Uganda" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717004_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: 1. Objectives
This paper will explore how the school governance approach in Uganda has worked to improve education outcomes in selected districts in Uganda. Specific experiences from the field will be shared by Plan international Uganda. The questions that will be addressed include: How is school governance defined and how is it measured? Who participates and why? What are the immediate and long term impacts of participatory school governance on educational access and equity? What strategies have proved successful? What lessons have been learnt and what challenges remain?
2. Main perspective and/or theoretical/conceptual frameworks

In order to realize the world’s commitment to ensuring education for all by 2015, important innovations and reforms are needed to increase the efficiency and capacity for action with inclusiveness. An estimated 57 Million Children are out of school; 28 million of them live in areas affected by conflict especially in Africa. Inspired by the Millennium Development Goal to see every child have access to a full course of quality primary education by 2015, Plan Uganda is implementing a participatory school governance project by mobilizing participation of all stakeholders in education governance to make schools more accountable to all education stakeholders including children. Participatory school governance ensures a greater share of resources reach schools and coordinates the efforts of diverse stakeholders to EFA goals within reach.

The presenter of this paper bring wealth of field experiences of involving the Children as beneficiaries, the parents and the community as the main drivers and teachers and school management who have to implement the good school governance process, while the school is what encompasses all these activities. Inclusive school governance will be presented as critical aspect for building a multi-stakeholder constituency that is committed to supporting the realization of EFA goal. By promoting participatory school governance, plan is not only strengthening the internal decision-making process by subjecting it to the scrutiny of diverse perspectives but also provides external legitimacy and increase the effectiveness of its implementation efforts. The presenter will share field experiences from plan’s ongoing programs and will offer recommendations for future programming in this field.

3. Importance of the panel session to comparative/international education or the conference theme

As the 2015 EFA deadline approaches, it is clear that considerable progress has been made since the EFA goals and Millennium Development Goals were established, but that the task is not yet complete. New challenges have emerged that threaten to reverse some recent successes, taking the heaviest toll on the poorest and most vulnerable countries. This requires new thinking and adoption of multi – dimensional approaches that include participation of all stakeholders.

This paper is of particular relevance to the theme of the CIES 2014 conference, “Revisioning Education for All”, because it addresses crucial questions at the heart of the global dialogue about equity and quality education for all. How quality is defined and promoted; who are the drivers in the growing consensus on what counts as quality?; How do education reformers, administrators, teachers, students and families across the world attempt to enact new notions of educational quality in the field?

4. Significance
This paper will particularly provide plan’s perspectives and best practices in encouraging Child Participation in education governance as resource for participants seeking deeper understanding of how to facilitate Child participation in education governance.

Presenters:
1. Deborah Kirabo – Co - presenter
2. Edison Nsubuga – lead presenter


Similar Titles:
Community Participation for Better Education Outcomes: Plan Uganda’s Experiences of working with Rural Schools

Connecting Multicultural Educational Theory With Field and Service Experiences in a School of Education: Emergent Competencies and New Literacies

Using a Community Based Participatory Action Research Approach to Initiate Inter-Professional Educational Experiences

The Politics of Participatory Governance: Autonomous Schools and the Quality of Primary Education in Nicaragua


 
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