Partnerships and Participation

The term ‘partnership’

connotes part-ownership or shared responsibility. In

education the teacher and learner, the teacher and
the Ministry of Education; or the teacher and various
representatives of the community. Each school is
sited in a neighbourhood, district, town or
community’. The purpose of the school, in essence, is
to prepare the children to participate in the social,
economic and cultural activities of the community it
serves.
“…. relationship characterized by roles,
responsibilities, rights, obligations, and
accountabilities. The relationship may be
based on law, shared ethical standards,
rules and/or conventions…”
Why Partnerships?
Education is a long-term investment; its rewards are only
reaped later in life. The primary investor is the Government, but
the ultimate beneficiaries are the individuals and their families,
the private sector, the community and society at large. It would
be advantageous for the beneficiaries to share in the
investment, by becoming a partner in educating the child.
Additionally, many schools with multi-grade classes tend to
have inadequate resources and personnel. Partnerships,
therefore, provide an avenue through which resources can be
strengthened, and the community can participate in the
education of the child, and the life of the school.
Partners and Partnership?
The “business of education has two major actors: the State
and Civil Society”. Partnership with the civil society refers to
general community participation, private sector involvement
and parental cooperation. Community participation, in this
sense, refers to the involvement of various groups and
individuals in the life and activities of the school. This is a
two-way relationship. Members of the community can be
resource persons. They can raise funds, and assist in the
planning of the future of the school. In many places the
community shares in the ownership of the school, particularly
the physical premises. This is especially so in communities
where religious organizations have started schools
Advantages of Community Participation

1. Parents and other members of the community

may serve as teacher aides, or resource persons
with various skills.

2. The school can also count on the help of the

community in such activities as celebrations,
fundraising and the building and maintenance of
the school.
3. The learning environment will be enhanced by
support from the community. For instance, if the school
has a close relationship with parents and other
community members, this can help to improve
discipline, and there will be closer communication to
assist the child in overcoming the challenges of
schoolwork.
4. The school would become a central point for
activities in the community. For example, it may be
used for adult literacy classes, or as a community
meeting place. In addition, the children may play an
active part in village activities, such as the cleaning of
roads, and beautification of the surroundings.

5. The transfer of skills such as weaving, dyeing,

embroidery, carving, playing traditional instruments,
traditional dance, storytelling, etc.
Case 2
Njeri Odumbe, the teacher at Thabo Limphe School, wished to
develop an agricultural plot with her pupils as a means of teaching
them the advantages of natural fertilization and weeding. She had
no idea what seeds to use, so she wanted to get this information
from the Agricultural Information Centre in town. To go to town, she
would have to be absent from the school for two days, and this
would be detrimental to the students’ education. Fortunately the
shopkeeper was going to town to buy his supplies. She knew him
as a member of the school committee, and so she asked him if he
could get the information for her from the Agricultural Information
Centre. He agreed, and when he returned, he not only had all the
information she needed, but had also bought sufficient seeds for all
pupils to plant in their plots.
Building Partnerships

Building a partnership is a long term process. There must be trust, and an

underlying rapport, prior to building a partnership. As in any form of cooperation,
a partnership between the school and any area of the community, does not come
automatically. It has to be developed, nurtured and fostered. To develop a two-
way relationship, it is not only important for the community to become involved in
the school, but the school has to be responsive to the needs of the community.

For example, the school programme has to be flexible enough for adjustments
to be made when students have to help out at harvest-time, or take on
household responsibilities, or as in Case 3.1, community members share
responsibilities when it is convenient.
Below are some ideas for creating an environment for forming partnerships
between the community and the school:

1. An open-day at the school at least once a term, for the pupils

to show and discuss their work with the parents.

2. Regular communication between the School/Community

members or Village Education Committee and the parents,
through meetings, newsletters, and home visits.

3. Special workdays when teacher and students go into the

community, and help with harvesting, and other community-based
activities.
4. Fun-days involving students, teacher, school/community
members or members of the Village Education Committee, parents,
and other community members.

5. Building a strong Parents/Teachers’ Association (PTA), which can

give a better structure to the partnership between the school and
the community. For example, the PTA can:
a. Help the teachers to make teaching aids;
b. Encourage children to work with their teachers leading to
improved achievement;
c. Help teachers to organize field days for the children
d. Help to raise resources for the children.
Ways of Helping
Parents and other community members should be fully integrated
in the running of the school. They can supplement the resources
of the school in many ways. Among the areas in which
partnerships can be developed are:

1. Student supervision while the teacher is teaching another

group;
2. Coordinate small group work with students, in subject areas
where they are strong, e.g. agriculture, to help students
understand the subject matter, and complete assignments;

3. Homework supervision;
4.Facilitate practical activities, such as gardening, sports and
dancing;

5. Assist training in handicrafts, agriculture and home crafts, or

in the purchase, or making, of resources, as in the case;

6. Teach the children about the community’s culture and

customs;

7. Facilitate student’ summer work programmes.

Parents and other community members can also play a
vital role in the educational process by:

Helping to develop and support the school

curriculum to make it more relevant to community needs;

Hiring a private teacher, if the need arises;

Identifying teacher aides in the community;

Providing information about the background of the
pupils;

Monitoring the behaviour and progress of pupils and

the school;

Organizing special projects (such as building and

expansion) and fundraising activities;

Helping to resolve disputes.