No abstract

Community participation has been used in the developing world as a fallback when government efforts to establish schools and education within communities fail or are inadequate. The study was conducted in Somaliland-a state in the horn of Africa that is in the process or rebuilding schools and reestablishing education after the wanton destruction of the education infrastructure during the Somali civil war. With a school infrastructure regulatory policy having been established to set standards for school infrastructure, the study examined how community participation influenced the effect of school infrastructure policy implementation on the performance of construction projects in public primary schools. The study was set in Somaliland and targeted all public primary school headteachers in all the administrative regions and District Education Officers (DEO) in all the Districts. A cross-sectional survey guided by pragmatism, the study collected data from 20 DEOs and 247 headteachers. Headteachers filled questionnaires while DEOs were interviewed. Primary schools that reported low levels of community participation also realized a positive influence of school infrastructure policy implementation on the performance of construction projects, while schools that reported moderate and high levels of community participation did not. Community participation doesn't only bring positive influences to projects but negative influences as well. Community participation has a significant low and negative partial moderation effect on the relationship between school infrastructure policy implementation and performance of construction projects. A linear model exists among the three variables.

The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened.

The study examined the effectiveness and shortfalls of the school infrastructure policy governance system in Somaliland. The study was a cross-sectional survey, using mixed methods of inquiry. The target population was 920 headteachers and 82 DEOs. The sample was 257 headteachers and 22 DEOs. Multistage sampling was used. Purposive sampling was used to sample regions. Stratified random sampling was used to sample headteachers and simple random sampling to sample DEOs from the sampled regions. Pilot testing of the questionnaire was done on 28 headteachers. Reliability was ensured by Cronbach alpha while peer review and pilot testing ensured validity. Data were collected from headteachers using self-administered questionnaires while DEOs were interviewed. Twenty DEOs and 247 headteachers responded to the study. Interview data were analysed using thematic analysis while questionnaire data were analysed by descriptive statistics, frequency and percentage distributions. The school infrastructure policy implementation was ineffective, and the policy administrative structure was ineffective but the policy was stable. There is a need for the ministry to review its policy administration structures to make them effective. The school inspection criteria should be made available in all schools.