Youth Voice in Nigerian School-based Management Committees

Abstract

In Nigeria, School-Based Management Committees (SBMCs) aim to provide an opportunity for all stakeholders, particularly the vulnerable groups in the school’s host communities such as young people and women to partake in school governance. Research on the experiences of youth voice in the committees is scant, however, as much of the existing literature on SBMCs focuses on program outcomes. Using qualitative research interviews, observations, and document analysis, this study addressed this gap by exploring how youth participate and express themselves in two SBMCs in Niger State, Nigeria. The findings, which were derived from 19 youth and adult participants, were drawn from SBMC members out of which 12 were youth between the ages 13 and 25, while 7 were adults aged 40 and above. The participants revealed that youth committee members expressed their voice in the committees through participating in a number of committee activities. Specifically, the youth participated in decision-making during meetings, aided in the construction of committee projects, undertook administrative/managerial functions and monitored the committee’s projects. They also participated in revenue generation, planning, school visits and supervision, advocacy, and sensitization campaigns.

Striking a Balance between Centralized and Decentralized Decision Making: A School-Based Management Practice for Optimum Performance

“…The shortage of power to make decisions should be addressed to replace the old centralized pattern of school management. Umar et al (2017) Youth Voice in Nigerian School-based Management Committees…”

Implementasi Manajemen Berbasis Sekolah (MBS) pada Kelas Awal di Kota Gorontalo

“…Dari hal tersebut manajemen berbasis sekolah (MBS) merupakan ide baru dan populer dari proses desentralisasi dibidang pendidikan diseluruh dunia. Manajemen berbasis sekolah terinspirasi dari model pendidikan Amerika Serikat, kemudian beberapa Negaranegara mengimplementasikan manajemen berbasis sekolah yang sangat efektif meningkatkan sekolah seperti Inggris, Berita, Australia, New land, Spayol, Canada, Brazil, El Salvador, Hong Kong, China, Uganda, Thailand, Argentina, Mexico, Qatar, Kenya, Iran, Senegal, serta Indonesia (Bako Umar et al, 2017;Lee & Chiu, 2017;Moradi et al, 2016;Ng & Chan, 2008).…”

“…Bentuk idealnya manajemen berbasis sekolah mengacu pada pemberdayaan kepala sekolah dengan otonomi atas control fisikal, kurikulum, dan pengembangan professional (Grinshtain & Gibton, 2018). Manajemen berbasis sekolah melibatkan anggota sekolah, orang tua dan masyarakat (Arar & Abu-Romi, 2016;Bako Umar et al, 2017). Partisipasi antara anggota sekolah, orang tua dan masyarakat sangat penting dalam meningkatkan kualitas pendidikan yang ada di dunia (Nir, 2013).…”