Decentralization and community participation in education in Ethiopia : a case of three woredas in Horro Guduru Wollaga zone of Oromia national regional state

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.