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Addis Ababa University College of Education and Behavioral Studies ADDIS ABABA UNIVERSITY COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES DECENTRALIZATION AND COMMUNITY PARTICIPATION IN EDUCATION IN SOME SELECTED GOVERNMENT SECONDARY SCHOOLS IN EAST WOLLEGA ZONE BY TEMESGEN MEKONNEN FULAS ADDIS ABABA UNIVERSITY NEVOMBER, 2018 1 ADDIS ABABA UNIVERSITY DEPARTMENT OF EDUCATIONAL PLANING AND MANAGEMENT DECENTRALIZATION AND COMMUNITY PARTICIPATION IN EDUCATION IN SOME SELECTED GOVERNMENT SECONDARY SCHOOLS IN EAST WOLLEGA ZONE TEMESGEN MEKONNEN FULAS ADDIS ABABA UNIVERSITY, ETHIOPIA NEVOMBER, 2018 2 ADDIS ABABA UNIVERSITY DEPARTMENT OF EDUCATIONAL PLANING AND MANAGEMENT DECENTRALIZATION AND COMMUNITY PARTICIPATION IN EDUCATION IN SOME SELECTED GOVERNMENT SECONDARY SCHOOLS IN EAST WOLLEGA ZONE BY TEMESGEN MEKONNEN FULAS A Thesis Submitted to the Department of Educational Planning and Management in Partial Fulfillment of the Requirements for Degree of Master of Arts (Ma) In School Leadership ADDIS ABABA UNIVERSITY, ETHIOPIA NEVOMBER, 2018 3 Addis Ababa University This is to certify that the thesis prepared by Temesgen Mekonnen, entitled: Decentralization and community participation in Education in East Wollega zone of some selected government secondary schools and Submitted in Partial fulfillment of the requirements for the Degree of Masters of Arts in Educational Research and Development Complies with the regulation of the University and meets the accepted standards with respect to originality and quality. Signed by the Examining Committee: Internal Examiner ____________________________________Signature___________ Date______________ External Examiner ____________________________________Signature___________Date______________ Advisor ____________________________________Signature_____________Date____________ Chair of the Department or Graduate Program Coordinator ___________________________________ Signature _____________Date____________ Addis Ababa, Ethiopia November 2018 4 Acknowledgements I would like to express my deepest gratitude to my advisor Dr. Jeilu Oumer whom I occasionally consulted in matters of my study, for contributing greatly in making this study possible. I would like to thanks all principals who helped me to conduct my surveys interviews, and focus group discussion at their respective schools and My deepest appreciation goes to my wife Gete Admasu and my Brother Dr. Kebede Mekonnen for their moral support and shouldering all the challenges while I writing this paper. I also extended my deepest thanks to, Diga Educational Office and Ifa Secondary schools for their financial and material support. Finally, Iwish to express thanks to, Gatama and, Sasiga Education Office, PTA and School Community members, school principals, and KETB for their devotion of time and energy during my data gathering for this study. I Table of Contents Content Page Acknowledgement…........................................................................................................................I Table of content...............................................................................................................................II List of Tables.................................................................................................................................III Abbreviation and Acronyms........................................................................................................VII Abstract ……………………………………………………………………………………..VIII Chapter One………………………………………………………………………………..…….1 1.1. Back ground of the study..........................................................................................................1 1.2. Statement of the Problem…..……………………………………………………….……..….3 1.3. Research question......………………………….……………………………………...………6 1.4. General objective the study .…………………………………………………………...……..6 1.4.1. Specific objectives of the study ………………………………………………...…….6 1.5 .Significance of the study ..........................................................................................................6 1.6 .Delimitation (scope) of the study..............................................................................................7 1.7 . Limitation of the study……………………………………………………….………..……..7 1.8 . Operational Definition of key concepts……………………………………………..…….....7 1.9 .Organization of the thesis ….......…………………………………………….…….………...8 Chapter Two: Review of Related Literature……………………………………………….…9 2.1. Decentralization of education: Concept, form and dimension…........................................... 9 2.2. Rationales for decentralization and local participation in education......................................11 2.3. Challenges and dilemmas in decentralization of education .................................................. 13 2.4. Forms of community participation in education ....................................................................18 2.4.1. Community support for school infrastructure and operational costs .............................18 2.4.2. Community participation in school management……………………………...…….…19 2.4.3. Community support in instructional program ............................................................... 21 II 2.5. Approach to community participation in education................................................................23 2.6. Effects of community participation in education....................................................................25 2.7. The relationship between Decentralization and community participation…………………26 2.8. The decentralization policy of Ethiopia .................................................................................28 2.8.1. Education financing strategy in Oromia region .............................................................30 2.8.2. Educational administration strategies in Oromia region.................................................32 2.8.2.1. Parent Teacher Associations (PTA)…….................................................................32 2.8.2.2. Kebelle Education and Training Boards (KETB)....................................................32 2.8.2.3. Woreda Education Office (WEO)............................................................................34 2.8.2.4. Zonal and Regional Education Offices ...................................................................35 2.9. Areas of community participation in education in Oromia region.........................................35 2.10. Summary of the unit two...……….………………………………………………………..36 CHAPTER THREE; RESEARCH DESIGN AND METHODOLOGY…............................38 3.1. Research method.....................................................................................................................38 3.2. Research design......................................................................................................................39 3.3. Population Sampling and Techniques….................................................................................40 3.4. Data collection tools …..........................................................................................................41 3.5. Data collection procedure……………..…………………………………….………………43 3.6. Data analysis Techniques........................................................................................................44 3.7. Validity and reliability of instruments ...................................................................................45 3.8. Ethical consideration ..............................................................................................................45 Chapter Four: Research setting, Presentation, Analysis and Interpretation of data............46 4.1. Research setting….………………………………………….………………………….…...46 4.2.Presentation, analysis and interpretation of data…. ………….……………………….……..46 III 4.3.Forms of community participation in education.................................................................47 4.3.1. Community financing for school ………………….…………………………………..47 4.3.2. Community support for teachers and students................................................................48 4.3.3. Community Participation in teaching, learning, school resource control and planning……………………………………………………………..……………………50 4.3.4. Strategies for mobilizing community support..………….…….…………..…….…….51 4.3.5. The functions of PTAs and KETBs….……………………………….……………….52 4.4. Effects of community participation in education……..…………………………………54 4.4.1. Developing Community views: For Why supports in school…………………….…….54 4.4.2. Empowers Community in decisions concerning support for school..………………….55 4.4.3. Promotion of sense of community ownership…..............................................................58 4.4.4. Current status of community participation…………………….………………….........59 4.4.5. Expansions of school infrastructure…………………………….…………………........61 4.4.6. Increase student enrollment…………………………………………………………….62 4.4.7. Promotion of girls‘ education..……………………………………….………..……….63 4.4.8. Improvement of student discipline…………………….…………….…………………64 4.5. Challenges to community participation in education….…………………………..……65 4.5.1. Community awareness...…….…………….…………….……….…………………......65 4.5. 2.Accountability and transparency of the system................................................................66 4.5.3. Collaboration of local actors and sectors……………….………………….…………...67 4.5.4. Competency and performance of PTAs and KETBs…....................................................68 4.5.5. Economic challenge: stability and sustainability of community support.........................69 IV
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