Abstract:
The study sought to determine the methods used to involve the community in school
infrastructure projects and the extent and effectiveness of the community education
committee participation process. Done as a cross-sectional survey using mixed methods
of inquiry, the study targeted 1002 respondents consisting of 920 head teachers and 82
officers in charge of District Education (DEOs) in Somaliland. The sample comprised
257 head teachers and 22 DEOs. Multi stage sampling was used. Purposive sampling
was used to draw a sample of regions, stratified random sampling to draw a sample of
head teachers while simple random sampling was used to draw a sample of DEOs. Pilot
testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while
Headteachers filled questionnaires. Reliability of the questionnaire was ensured using
Cronbach alpha. Empirical literature review, peer review and pilot testing were used to
ensure validity. The response was received from 20 DEOs and 247 headteachers.
Thematic analysis was used to analyse interview data collected from DEOs.
Headteachers data collected by questionnaire were analysed using descriptive statistics.
Involving the community in decision-making, offering free labour and and fundraising
were the leading methods of engaging communities in school infrastructure projects.
Communities perceived full ownership of completed school infrastructure projects and
members were satisfied with their schools’ participation process. Most schools had
realized their community participation goals. The CEC process was just one of the
numerous ways the community participated in school infrastructure projects. The CEC
participation method was largely working and realising its goals. More school
development could be realised if the CEC participation process was further
strengthened.
