Dynamics of Community Participation, Student Achievement and School Management: The Case of Primary Schools in a Rural Area of Malawi

Autor/inn/en	Taniguchi, Kyoko; Hirakawa, Yukiko
Titel	Dynamics of Community Participation, Student Achievement and School Management: The Case of Primary Schools in a Rural Area of Malawi
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 3, S.479-502 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1038500
Schlagwörter	Foreign Countries; Community Involvement; Academic Achievement; School Based Management; Primary Education; Rural Areas; Developing Nations; Parent Participation; Student Improvement; Educational Quality; Public Schools; Questionnaires; Grade 6; Statistical Analysis; Semi Structured Interviews; Focus Groups; Differences; Educational Planning; Educational Improvement; School Effectiveness; Malawi + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Primarbereich; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Elternmitwirkung; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Fragebogen; School year 06; 6. Schuljahr; Schuljahr 06; Statistische Analyse; Unterscheiden; Bildungsplanung; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz
Abstract	School management in many sub-Saharan African countries has been enhanced through community participation in an attempt to improve education quality. This study uses field research in a rural district of Malawi to assess how community and parent participation differs between schools, the intentions of communities and parents when carrying out activities in schools, and the mechanism promoting active participation in schools. In high-achieving schools, but not in low-achieving schools, communities and parents were actively involved in events aimed at improving student achievement. Communities and parents considered most highly prioritised activities that directly influenced student achievement, including hiring volunteer teachers, arranging extra classes and holding mock examinations. Community participation did not directly improve student achievement. Instead, when communities and parents actively participated in a school, school management improved, ensuring better student achievement. The implications of this finding are discussed in relation to community participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01