The influence of policy and political discourses on community participation in school development in Tanzania

Abstract

Community participation is adopted as a strategy potential for enhancing infrastructure and facility adequacy in schools. However, many schools are still facing inadequacies. This study aimed to explore how policies and politics influence community participation in the development of Ward-Based Secondary Schools (WBSS) in Tanzania. Specifically, it sought to determine strategies through which community members (CMs) were involved to contribute to infrastructure and facility availability in WBSS, and how political discourses and policy frameworks either facilitate or hinder community participation in supporting school infrastructure and facility development. The Horkheimer (1937) traditional and critical theory was used in this study. A multiple case study design was employed, drawing 36 participants from four schools and their local communities. Data was generated using interviews, documentary review and observation, and analysed using thematic analysis. Findings revealed that, while policy formulation and dissemination limited community participation, they also served to enforce community involvement. The political environment, especially multi-party politics, had a dual impact: sometimes limiting and at other times fostering school development. The study recommends the creation of clearer policy statements, and effective dissemination strategies to reach local communities. Additionally, it urges politicians to reflect on their role in mobilizing potential resources from local communities for school development.