Community members’ engagement in the management system of the collaborative community secondary schools in the Coast region of Tanzania

Abstract

This study investigates community members’ engagement in the management system of the collaborative community secondary schools in the coastal region of Tanzania. It aims to explore the value placed by local community members on their engagement in the school management system and assess their awareness of their representation in school decision-making bodies. Data were collected through a mixed-methods approach, combining surveys and in-depth interviews involving general community members.  The findings reveal that there is a recognized value and positive perception among local school community members regarding their engagement in the school management system. However, the study also uncovers significant barriers such as limited decision-making power, inadequate communication channels, and lack of true community representation and functionality. The study calls for targeted policy interventions and capacity-building initiatives to empower community members and facilitate their meaningful participation. Efforts should be made to enhance school-community partnerships to achieve the desired level of collaboration and impact on school affairs. This could involve creating more structured opportunities for community engagement, improving communication channels, and fostering a more inclusive environment that encourages active participation from all community members. Thus, supportive policies and frameworks should be in place.