The Overall Situation of Community Participation in Implementing Curriculum in Secondary Schools: A Case Study of Public Ward-Based Secondary Schools in Morogoro Municipality

Abstract

This study delves into the overall Situation of Community Participation in implementing curriculum in secondary schools: A case Study of public ward-based secondary schools in the Morogoro Municipality. Drawing upon social capital theory, the study explored indicators, methods, and barriers to community participation in educational processes. Through an interpretive case study design, the study involved 19 participants, including education officers, school administrators, teachers, students, and community members. The data was gathered through semi-structured interviews, participant observation, focus group discussions, and documentary review and analyzed thematically.

The study's findings reveal minimal CP in implementing curriculum within the following key indicators: community contributions to teaching resources, consultation between parents and teachers, attendance at academic meetings, and representation in school governance. Additionally, it delineates four primary methods through which CP manifests: participation in academic meetings, facilitating student support during practical activities, the provision of indigenous knowledge and skills, and participation in classroom teaching through guest speaking and volunteering. However, barriers include inadequate awareness among community members, cultural barriers, bureaucratic hurdles, language disparities, perceived teaching skill deficiencies, and time constraints for curriculum coverage.

The study recommends increasing awareness among community members, school administration, and policymakers about addressing cultural barriers, streamlining bureaucracy, and providing language support to promote effective community participation in curriculum implementation.