Decentralization and Community Participation in Education in Ethiopia: A case of three woredas in Horro Gudduru Wollaga Zone of Oromia National Regional State Obsaa Tolesa Daba Master of Philosophy in Comparative and International Education Institute for Educational Research Faculty of Education UNIVERSITETET I OSLO June 2010 II Decentralization and Community Participation in Education in Ethiopia: A case of three woredas in Horro Gudduru Wollaga Zone of Oromia National Regional State Obsaa Tolesa Daba A thesis submitted as a partial fulfillment for the requirement of the award of a degree of Master of Philosophy in Comparative and International Education Institute for Educational Research Faculty of Education UNIVERSITETET I OSLO June 2010 III © Obsa Tolesa June 2010 Decentralization and Community Participation in Education in Ethiopia: A case of three Woredas in Horro Gudurru Wollaga Zone of Oromia National Regional State. Obsa Tolesa http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract This study explored decentralization and rural community participation in primary education in three woredas in Horro Gudurru Wollaga Zone of Oromia Regional State, Ethiopia. The study has illustrated how communities participate in their local schools and examined the successes and challenges in the implementation process. The main fieldwork was conducted in July and August 2009. Qualitative research approach was applied and focus group interview, qualitative interview, documents and field observation were used for data collection. The study majorly involved 24 informants that include woreda education officers, headmasters, Kebelle Education and Training Boards, Parent Teacher Associations and community members. The study investigated that the decentralization in education has improved community participation in education. This has improved access and equity in education, sense of community ownership and school level disciplinary problems. Despite these encouraging outcomes, the implementation of decentralization and community participation in education is suffering from many challenges. Poverty in the community and fluctuation in households‟ income were found to affect community capacity to finance schools. The block grant fund for schools was inadequate. Schools have no adequate infrastructure and the existing ones were intended to fix problems quickly and hence are of low quality. The PTA and KETB lack basic knowledge and experience for the position and were not succeeded in performing their functions effectively. These bodies have also limited power over control of teachers and performance of headmasters. Further, there is inequality between localities and weak relationship between actors and sectors. Generally, the decentralization of education and community participation has brought great change in the way a school is financed, but little change in the way a school is managed and educational quality is improved. Hence, the decentralization of education is serving as a tool for lessening state responsibility for provision of education. Moreover, the lack of necessary resource and trained manpower at the local level are potential challenges for the successful implimetation of the decentralization of education and the promotion of community participation and hence for local educational development. V Acknowledgement I would like to use this opportunity to thank The Norwegian State Loan Fund (Lånekassen) for granting me scholarship for my study and travel expenses. Special thank goes to my supervisor Professor Jon Lauglo for his supervision, detailed comments and materials supply at every step of the research process. Special thank also goes to education officers Mr. Kenate Bayissa, Mr. Fikadu Tsega, Mr. Guluma Wagari, Mr. Derejje Debale and Mr. Tesfaye Ilmoma for all assistance they rendered me during the field work. Many thanks go to Shibiru Belachew, Gafure Tarekegn and Silash Tarekegn for assisting me in translating the questionnaire into the local language and organizing informants during the data collection process. Many thanks also go to Nebiyu Ali, Shambel Haile, Minyahel Muluneh, Gezahegn Abebe and Amsalu Lemessa for proofreading and their comments. I would like to extend deepest gratitude to all members of my family, especially to my mother Mamtu Kerkos, elder brothers Kassahun Alemu and Aschenaki Tolesa and niece Ebise Tarekegn for their unreserved support. I am indebted to extend my deepest heartfelt thank to Boonii for her love and care when I was miles away from her. Last, but not least, I would like to express my gratitude to all friends in Norway and Ethiopia who shared me their experience and ideas in many ways. Thank you very much all! Obsa Tolesa Oslo, Norway June 2010 VI To my late father Tolesa Daba. VII VIII Table of Contents Abstract ……………………………………………………..……………………………………………V Acknowledgement...……………………………………………………………… ……………………VI Table of contents ...…………………………………...……………………………………………… IV List of figures ........................................................................................................................ XIII Acronyms .............................................................................................................................. XIV Chapter One: Introduction ..................................................................................................... 1 1.2. Objectives of the study ........................................................................................................ 3 1.3. Research question ................................................................................................................ 3 1.4. Significance of the study ..................................................................................................... 3 1.5. Delimitation of the study area and level of education ......................................................... 3 1.6. Limitation and challenges of the study ............................................................................... 4 1.7. Definition of key concepts .................................................................................................. 5 1.7.1. Community ................................................................................................................... 5 1.7.2. Participation ................................................................................................................. 7 1.7.3. Community participation .............................................................................................. 7 1.8. Organization of the thesis .................................................................................................... 8 1.9. Summary ............................................................................................................................. 9 Chapter Two: Review of Related Literature ....................................................................... 11 2.1. Decentralization of education: Concept, form and dimension .......................................... 11 2.2. Rationales for decentralization and local participation in education ................................ 13 2.3. Challenges and dilemmas in decentralization of education .............................................. 16 2.4. Forms of community participation in education ............................................................... 20 2.4.1. Community support for school infrastructure and operational costs ..................... 21 2.4.2. Community participation in school management ................................................... 22 2.4.3. Community support in instructional program ........................................................ 24 2.5. Factors affecting community support in education ........................................................... 25 2.6. Approach to community participation in education .......................................................... 26 2.7. Effects of community participation in education .............................................................. 28 2.8. Summary ........................................................................................................................... 29 Chapter Three: Educational Policy Context of Ethiopia ................................................... 31 3.1. Historical review of education in Ethiopia ........................................................................ 31 IX 3.2. Education in the imperialist period (1941 - 1974) ............................................................ 32 3.3. Education during the Dergue regime (1974 - 1991) ......................................................... 33 3.4. Education in post 1991 Ethiopia ....................................................................................... 33 3.5. The decentralization policy of Ethiopia ............................................................................ 35 3.5.1. Education financing strategy in Oromia region ......................................................... 37 3.5.2. Educational administration strategies in Oromia region ............................................ 39 3.5.2.1. Parent Teacher Associations (PTA) .................................................................... 39 3.5.2.2. Kebelle Education and Training Boards (KETB) ............................................... 39 3.5.2.3. Woreda Education Office .................................................................................... 41 3.5.2.4. Zonal and Regional Education Offices ..............................................................