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QUALITY OF SCHOOL COMMUNITY SERVICES RENDERED BY TERTIARY EDUCATION INSTITUTIONS

CHAPTER ONE

INTRODUCTION

Background of the study

Education, the fulcrum of sustainable development, holds the key to ‗social inclusion‘. It is one of the necessary conditions for advancing quality of life and freedom. In other words, universal access to quality knowledge and skills ensures that everybody has an equal opportunity to play a full part in work and society (Inonda and Riechi, 2010). It is thus essential for integrating the marginalized and vulnerable in society into the development process. Promoting equity and active citizenship through a well-developed education and training system, therefore, needs to occupy the centre-stage of the development agenda in every society. However, even when the benefits of education are obvious, it has yet to acquire the required urgency in the development agenda of several nations (Ohba, 2012). As is the case with the secondary schools in the developing countries and more so, in Nigeria in Nigeria where community involvement in the schooling process is not a major concern. A major contributor to the success of children in schools as Baiz (2013) puts it confirms that family involvement is a powerful influence on children achievement in schools.

De Grauwe (2013) states that in most of the Organization for Economic Co-operation and Development (OECD) countries, legislation has been put in place to foster and enhance collaboration between teachers and parents. This relationship helps in good governance in schools and consequently enhances children‘s development in learning. A study on school community relationships for the last 15 years by Ballen and Moles

(2013) found out that some strategies for parent and community involvement in the educational process substantially improved the quality of student‘s educational experiences and their achievement in elementary and secondary schools. But Campbell (2012) points out that the task now confronting educational reformers and researchers is to refine the understanding of the characteristics of effective parent and community involvement and of the related conditions in educational systems and communities under which such involvement has the most beneficial impact. It is not even clear who is responsible for parent and community involvement in the management of the public secondary schools in most of the schools in developing countries.

In their observation Onsomu and Mujidi (2011) confirm that in majority of Africa countries, teachers appear not to accommodate community involvement or entice parents to become more involved. Some of these provide fewer instructions for parents, vary meeting times for parents, find less effective communication mechanisms and do less or no home visits. In support Naidoo and Anton (2013) say that in most cases the family-community are not given chance in doing the business of schooling, create sitebased decision making that involves parents and recreate a school structure that is less bureaucratic, less impersonal and less budget-driven and in general overcoming barriers to parent involvement in the broad context of needed systemic changes. This is the case in Machakos who undergo the same challenges.

Bunwaree (2012) says that helping teachers to become open to working with parents and fostering parent involvement beyond educational borders means more than just mandating curriculum additions to include a parent involvement component at the preservice level. In their research, Onsomu and Mujidi (2011) emphasize that East and Central Africa still suffers from almost the same factors namely; first , the schools leadership do not attempt to establish a partnership with the parents , believing that parents were irrelevant to the schooling process , since they did not even know what is being taught .

Second , illiteracy level is very high to most parents and therefore have low educational background and negative attitudes and anything to do with school is intimidating to them. Third , the long distances between home and schools , and the cost of travelling inhibit parents from checking on their children at school. Fourthly, most parents believed teachers could do it all alone , and do not see the need to get involved. This is true of public secondary schools in Nigeria and there is an existing need to deliberately create partnerships between the schools and the community to ensure community involvement in the management of the schools.

School-community partnership enables the school and the community to share the responsibility of running the schools and helping the child to achieve the aim of education without which neither the school nor the community can benefit (Tondeur, 2013).

The Nigeria Education Sector Support Programme (KESSP 2005-2010) envisages community involvement in providing support in improving and maintaining existing infrastructure. Nigeria adopted Cost Sharing Policy in the education sector in 1988 following recommendations of Kamunge Report and Sessional Paper No. 6 on Education and Training for the next decade and beyond where parents were to meet the cost of tuition, textbooks and activity fund. In 2003 the National Rainbow Coalition (NARC) Government re-introduced Free Primary Education (FPE) where the parents play the role of providing for facilities, uniforms and other individual essential needs that their children require. This relegates the parent and community to the role of provision of resources and not management of the same. A challenge encountered in Nigeria as well.

Otwoma (2011) observes that in Nigeria school committees are established by Education Act Cap. 211 Section 9 (1, 2),and complemented by the Koech Report (1999) and Kamunge Report (1988). This is the only formal partnership between the school and community. Muigai (2012) agrees that there is need for the parents and community at large to be involved not only in the provision of funds but also in the control of the expenditure of the same funds they provide. Parents should be involved in decision making process in schools where their children learn. Epstein (2008) envisages 6 types of school-community partnership that is parenting, communication, volunteering, decision making, home learning and collaborating with community.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in the impact of community participation in public primary school. Lack of community participation in public primary schools may be a major cause in the fall standards of primary school education in Nigeria. In relation to the background of the study, there is no clear policy on legal community involvement in public secondary school management. The only legal participation of parents and community in school affairs is under Parents Teachers Association (P.T.A.) and Board of Management (B.O.M). It is also not clear who is responsible for ensuring parent and community involvement in the management of public secondary schools.

The role of parents for a long time, has remained to be that of provision of finances for infrastructure developments, attending annual meetings and provision of security and healthcare to their children. In order to achieve the educational goals of the schools the community needs to be fully involved and an active participant in the implementation, monitoring and actualization of school programmes. The community ought to be treated as an integral part of the school and their roles seen more as complementary rather than supplementary. There is a need to build strong communication and successful working relations between schools and the many communities that they serve. Accounting issues, funding pressures, increasing competition and expanding expectations are just a few items in the growing list of communication pressures facing secondary schools today.

Community involvement has the potential of developing education in relation to access, retention, quality education, transparency and accountability if well established. In Nigeria this relationship is left to individual schools and administration to come up with their own initiatives and models which work by experimentation. There is no unified approach by the government even when so much has been written about its benefits. It is, therefore, not clear how such community involvement should be established. Therefore, this study examined critically the Impact of community involvement in the management of secondary schools in Nigeria.

Objectives of the study
Find out types and nature of community involvement in the management of public secondary schools in Enugu metropolis.
Identify community involvement opportunities in management of public secondary schools in Enugu metropolis.
Determine the impact of community involvement on the management of public secondary schools in Enugu metropolis.
Identify challenges faced by community involvement in management of public secondary schools in Enugu metropolis.
Determine the possible solutions in enhancing the community involvement in management of public secondary schools in Enugu metropolis.

Research questions
What are the types and nature of community involvement in the management of public secondary schools in Enugu metropolis?
What are the community involvement opportunities in management of public secondary schools in Enugu metropolis?
How does community involvement impact on the management of public secondary schools in Enugu metropolis?
What are the challenges of community involvement in management of public secondary schools in Enugu metropolis?
What are the possible solutions in enhancing the community involvement in management of public secondary schools in Enugu metropolis?

Research hypothesis

H0: There is no relationship between relationship between community participation and academic productivity in public primary schools

H1: There is a relationship between relationship between community participation and academic productivity in public primary schools

1.6 Operational Definition of Terms

Administrator : Refers to the principal, education officials, and county

government officers.

Community : Refers to parents, neighbours, caregivers, sponsors, guardians and

elders.

Community Involvement: Refers to the process of engaging in dialogue and

collaboration with community members.

Human resource : Refers to the teaching and non-teaching staff and teachers.

Partnership : Refers to co-operation/ working together.

Public schools : Refers to government sponsored schools which are under the

Ministry of Education.

Secondary school management: Refers to the skills and techniques used to ensure proper planning, organization, implementation, controlling and evaluation of school resources, activities and teaching and learning experiences.

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