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

Abstract

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.

Effectiveness of the Symbolab Calculator in Improving Second Year Science and Mathematics Students Ability to Solve Trigonometric Equations

“…In Ghana, it was found that low arithmetic performance is caused by a lack of covering of maththematics curriculum material, lack of interest in mathematicss and the view that mathematics is difficult to grasp (Fokuo et al, 2022). According to Kamau (2020), poor performance in Kenya is caused by insufficient teaching staff, students' absenteeism, low admission scores, bad evaluation methodologies and poor teaching practices. In Uganda, both internal and external constraints such as financial limitations, lack of teaching resources and qualified teachers affected the application of implementation of the mathematics curriculum in Ugandan secondary education.…”