Local community perceptions of their participation in community primary schools sustainability in Kinkiizi West Constituency, Uganda

Abstract

The main purpose of this study was to explore community perceptions of their participation in sustaining community primary community schools. A qualitative study, framed within an interpretivist paradigm, drawn on a multiple case study design was used. Two community primary schools, namely, Karangara and Buhoma community primary schools were purposively chosen as cases of study. The theory of Action of Talcott Parsons guided this research. The data was generated using focus group discussions and interviews and analysed using thematic analysis. Purposive sampling was used to select 28 participants who are community members (parents and non-parents), community leaders, head teachers, and the District Education Officer. Findings reveal that community members are willing to develop and maintain their primary schools as expressed in their perceptions of offering labour and resources to the school, Inter-linkages and dependencies between community and School. These findings are of great importance to the Ministry of Education, teachers, communities, parents, and students, as it will guide policy formulation that improves the levels of community participation and sustainability of community schools in Uganda. Structure and guidelines should be developed by the Ministry of Education to assist in strengthening school-community collaborations to enhance community participation in education.