Primary Schools’ Development in Somaliland – The Role of Community Education Committees

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.