A Request From Bangledesh: Community Participation in Education
Several weeks ago I received a request from K. M. Enamul Hoque in Bangledesh who is in search of information about community participation in education. Take a moment to read the complete letter below. Responses to this request can be posted in the comments section of the blog. How do you involve your community in continuous improvement efforts?
-Jay
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Greetings form Bangladesh!
Thanks to ASQ for nice discussion on quality education blog. I love to read it and enjoy it as well. It is really a good instrument for learning about quality education. Today I am writing you for getting some help about a research work on Community participation in education.
You might know that Bangladesh has a strong commitment to education and it also has one of the largest primary education systems in the world. Despite rapid growth in last few decades in terms of access and completion rates the system itself is a barrier to further improvement, especially improving the quality of education towards achieving the EFA goals and MDG. Considering these facts, Government of Bangladesh has taken numbers of initiatives including PEDP II to improve the quality of education where community has some significant role to play. But still quality is a question; the Education Watch report shows that only 2% student (national average, urban situation is better) achieves all 27 competencies after completion of their 5 years primary education cycle. Consequently the marginalize section of people are facing challenges to realize their potential and improve their livelihood.
It bothers me and leads to carry out some case study on the involvement of community. I would like to have a deeper understanding about how they define community, the process of selecting community representative in the School Management Committee (SMC), their role and results/impact. I would also like to identify the roots causes of the problem (not achieving the required competencies). In this regard I have selected 5 primary schools operated by public finance in the rural area about 100km away from the capital city.
Before starting the field work I would like to review some literature. It would be nice the have the definition of community in different county or location, model of community participation in improving the quality of education, quality indicators at the primary level. Community role in primary school governance issues, improving education provisions, facilitating in improvement of learning environment, teachers recruitment, reduce dropout, improve quality of education. I would also like to know the areas, mechanism and spaces of collaboration among the community, school and local government.
Would you mind to initiate a discussion on the issue? Is it possible helping me to get access to some similar research on similar issues or any case study?
Sincerely,
K. M. Enamul Hoque
Comments
Enamul Hoque,
I Quote from my poem "Essence of Quality" :Perceive a little thing, and trigger for quality has already been pressed.
Before the quality requirement takes a shape, the quotient gets blessed,
The specs spin in continuous improvement cycle, with mind in quest,
So, Quality standards begin to evolve, with quality go getters keen zest.
Available at" http://www.thareja.com/2006/08/20/the-essence-of-quality/#more-12"
And compliment you that you are on the Right Path- Both for Society, and for Bangladesh. congratulations. I am sure Jay's pages at ASQ will be of immence help.
Rightly said- Quality will remain a question; A Bigger question indeeed. Well if only 2% student (urban situation is better) may achieves all 27 competencies after completion of their 5 years primary education cycle, whose fault it is?
Teacher's students' Parents' genitics, System or environment?
You are on right track for involving Parents and Society. Any help from India/ Chandigarh, you can count on.
Priyavrat Thareja
Posted by: Prof Priyavrat Thareja | June 5, 2007 04:53 AM