Integrating popular education into a model of empowerment planning

Bengle, Tara; Sørensen, Janni

doi:10.1080/15575330.2016.1264441

Cited by 10 publications

(4 citation statements)

References 29 publications

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“…One approach to deliver this outcome is Community Based Development (CBD), which refers to projects that participate beneficiaries actively in the entire project cycle (Cooke & Kothari, 2010) founded on the tenets of inclusion, empowerment, sustainability, good governance, poverty reduction, effectiveness and efficiency (Chambers, 2013). The results of community participation in school projects include improved equitable access, better quality facilities, higher retention, and improved general school performance (Burki, Perry & Dillinger, 2009;Bengle & Sorensen, 2016). In this study, community participation is regarded in the context of local communities participating in school construction projects in local public primary schools within their community.…”

Section: Concepts Of the Studymentioning

confidence: 99%

Influences of Community Participation on School Infrastructure Policy Implementation and Performance of Construction Projects

Kamau¹,

Rambo²,

Mbugua³

2021

JSS

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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.

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Section: Concepts Of the Studymentioning

confidence: 99%

Influences of Community Participation on School Infrastructure Policy Implementation and Performance of Construction Projects

Kamau¹,

Rambo²,

Mbugua³

2021

JSS

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“…Empowerment planning later carried the equity torch by expanding citizen involvement outside of formal public decision-making spheres through more radical means (Kennedy 1996; Reardon 1998). This included introducing community organizing into planning as well as newer methods of engagement such as popular education and participatory action research centered on a transformational goal of enhancing a community’s capacity to plan for themselves (Bengle and Sorensen 2017; Fine and Torre 2004). A related area was the work of faith-based institutions whose mission was to advance social justice through community development and engagement (Lowe and Shipp 2014).…”

Section: Introductionmentioning

confidence: 99%

Foundational Knowledge and Skills in Community Development: A Comparison of Educator Perspectives

Rios

Hains

Koundinya

et al. 2021

Journal of Planning Education and Research

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The challenges metropolitan regions, cities and towns, neighborhoods, and villages face require community development skills that address complex community problems, engage multiple publics, and pursue collective strategies. However, there is no consensus about how community development should be taught due to its various understandings, theories, and approaches. The article presents the results of a community development educator survey and illustrates a diversity of responses to educational delivery among forty-eight respondents representing twenty-seven community development programs in the United States. We compare the perspectives of respondents who teach in planning programs with other community development educators to discuss commonalities and differences.

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“…The results of community participation in school projects include improved equitable access, better quality facilities, higher retention, and improved general school performance (Burki, Perry & Dillinger, 2009;Bengle& Sorensen, 2016). In this study, community participation is regarded in the context of local communities participating in school infrastructure projects in local public primary schools within their area.…”

Section: Introductionmentioning

confidence: 99%

Primary schools’ development in Somaliland – The role of Community Education Committees

Kamau¹,

Rambo²,

Mbugua³

2021

rjsshb

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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.

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Integrating popular education into a model of empowerment planning

Cited by 10 publications

References 29 publications

Influences of Community Participation on School Infrastructure Policy Implementation and Performance of Construction Projects

Influences of Community Participation on School Infrastructure Policy Implementation and Performance of Construction Projects

Foundational Knowledge and Skills in Community Development: A Comparison of Educator Perspectives

Primary schools’ development in Somaliland – The role of Community Education Committees

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