The findings of the study revealed that the ways community members can actively participate in decision making include: involving the communities in setting best alternative course of action ,
Regular consultations with community development unions on school programmes and activities, allowing the community to take part in determining subjects offered in the school, allowing the community to take part in deciding school levies and amount charged.
The study revealed that school-community partnership can be improved through active participation of community in the provision of infrastructural facilities, provision of furniture, rehabilitation of school infrastructural facilities, provision of instructional materials and provision of recreational facilities.
The study also revealed that the school-community partnershipcan be improved by the communities recruiting adequate number of staff to fill existing vacancies giving incentives to boost teachers’ morale and rewarding outstanding staff.
Introduction
Background Of Study
is conceived by people of varying backgrounds, ages, needs and as a tool for sustainable development.
The potency of education is more evident in its globalization trends imbued with instrumental values of nurturing productive for sustainable development and democracy.
Education is an inevitable tool for sustainable development and a vehicle for advancing the frontier of knowledge (Abdul-Kareem, 2001).
Education has been recognized as a process of imparting knowledge, skills, value and attitudes to the learners. This could take place in homes, skill centers and schools, among others with the purpose of ensuring total development of the children.
Secondary education is the type of education offered to children who have completed their primary education. It is divided into three years of junior secondary and three years of senior secondary.
Education that is offered at this level has two main purposes; to prepare students acquire the necessary skills that would help them live functionally in their communities, and to prepare them to continue with their academic careers in higher institutions.
References
Abdul-Kareem, C. (2001) Issues in the Management of Education in Nigeria. JEMP, NAEPM, Zaria.
Abiona, I. A. & Bello, W.N. (2012). Grassroots participation in decision-making process and development programmes as correlate of sustainability of community development programmes in Nigeria. Journal of Sustainable Development (6), retrieved from www.ccsenet.org/jsd
Abott, J. (1995). Theory of participation and its relationship to community development. Community Development Journal, (30), Oxford University Press, Oxford, pp: 158-169
Abubakar, M. (2008). Stake- holders examine basic education challenges: education;World Journal of Education (2) 459-464, retrieved from www.sciedu.ca/wje
Adegbasan (2011). Quality assurance for youth empowerment through Business education and entrepreneurship education for national development. Nigeria Vocational Journal, 13(1).
Adeiji, I. A. (2002). “Perception of principals and teachers of external supervisors roles in secondary schools in OgunState,Nigerian.” Journal of clinical and counseling psychology,8 (1), 43-56.
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