Local Community Participation For Quality Education In Secondary Schools: The Case Of Gulele Sub City Of Addis Ababa, Ethiopia.

Abstract

Education is widely recognized as a fundamental human right and a key driver of social and economic development. Despite significant progress in expanding access to primary education, Ethiopia continues to face challenges in secondary education, particularly in rural and marginalized areas. Community participation has emerged as a critical strategy for improving educational outcomes, yet its implementation in Ethiopian secondary schools, especially in Gulele Sub-city, Addis Ababa, remains understudied. This study aims to assess the practices, challenges, and opportunities of community participation in secondary school development in Gulele Sub-city. Using a mixed-methods approach, the research collected data through household surveys, in-depth interviews, and focus group discussions. The study focused on five secondary schools in Gulele Sub-city, examining the levels and forms of community participation, the barriers and facilitators influencing engagement, and the impact of participation on student outcomes such as achievement, attendance, and school climate. Key findings reveal that while community members recognize the importance of their role in school development, socioeconomic disparities, cultural norms, and institutional barriers often limit their involvement. Community participation manifests in various forms, including financial contributions, volunteer work, and decision-making, but the extent of engagement varies across schools and communities. Factors such as school leadership, government policies, and community organization significantly influence participation levels. The study concludes that effective community participation in secondary education requires addressing socioeconomic and cultural barriers, strengthening school-community partnerships, and improving governance and accountability. Recommendations include capacity-building programs for community members, fostering transparent communication between schools and communities, and implementing targeted interventions to reduce poverty and inequality. By enhancing community engagement, this study aims to contribute to the development of more inclusive and effective secondary education systems in Gulele Sub-city and similar contexts.