文档介绍：Communities, gender and education: Evidence from sub-Saharan Africa
Background paper for 2003 UNESCO Global Monitoring Report
Pauline Rose
Centre for International Education, University of Sussex
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Introduction
Community participation has received increased attention in international and national policy in recent years. It is considered important as an end in itself (as a democratic right), as well as a means to the achievement of sustainable development and poverty alleviation (Stiglitz, 1997). The interest munity participation has occurred simultaneously with an intensified focus on achieving gender parity in education, munity participation may be seen as one of the means to achieve this goal. One of the potential es munity participation as an end in itself is the transformation of gender relations, allowing the opportunity for women to participate alongside men in decision-making, for example. As a means to an end, community participation in education is seen as a way to increase resources, improve accountability of schools to munity they serve, ensure a more cost-effective use of resources and, importantly, be responsive to local needs. As a result, it intends to improve equitable access, retention, quality and performance of schooling.
Table 1: Matrix of dimensions and degrees of participation in education
Forms of participation
Pseudo-participation
Genuine participation
Education functions
Use of service
Contribution of resources
Attendance at meetings
Consultation on issues
Involvement in delivery
Delegated powers and decision-making
‘Real’ powers and decision-making
Designing policy
Curriculum development
Teacher hiring/firing
Supervision
Payment of teachers
Teacher training
Textbook design
Textbook distribution
Certification
Building and maintenance
Mobilising resources
Source: Adapted from Bray 2000 (Table 1, p. 20).
There are potentially a range of areas in munities can be involved in education, from mob