Nature and Science, 2011; 9(1)

Community Participation for Educational Planning and Development

Abrisham Aref

Science and Research Branch, Islamic Azad University, Fars, Iran

[email protected]

Abstract: This research set out to explore the roles communities in the development of education. The
concept of community participation has been important around the world. In developed countries
communities have important role in the processes of educational planning and development. But in third
world countries there are some important barriers in face of community participation in education activities.
This paper looks at the barriers of community participation in educational activities as well as role of
community participation in educational planning. This research draws from my scientific experience in a
variety of disciplines namely; anthropology and education. [Nature and Science. 2011; 9(1): 68-71]. (ISSN:
1545-0740).

Keywords: participation, development, education

1. Introduction Shaeffer (1994) clarifies different degrees or

Communities can play a variety of roles in levels of participation, including:
the provision and management of education and  involvement through the contribution of
learning processes. Community participation can money, materials, and labor;
contribute to promoting education (UNICEF  involvement through ‘attendance’ (e.g. at
1992). Community participation is a concept that parents’ meetings at school), implying
attempts to bring different stakeholders together passive acceptance of decisions made by
for problem solving and decision making (Talbot others;
and Verrinder 2005). Community participation is  involvement through consultation on a
considered necessary to get community support particular issue;
for educational planning and development (Cole  participation in the delivery of a service,
2007). often as a partner with other actors;
Community participation refers to peoples’  participation as implementers of
engagement in activities within the educational delegated powers; and participation “in
system. It plays an essential and long-standing real decision making at every stage,”
role in promoting quality of life (Putnam 2000). including identification of problems, the
Community participation in educational stay of planning, implementation, and
development processes can support and uphold evaluation (Uemura 1999).
local culture, tradition, knowledge and skill, and In other definition Participation is
create pride in community heritage (Lacy et al. concerned with human development and increases
2002). people's sense of control over issues which affect
Community participation is one of the their lives, helps them to learn how to plan and
mechanisms to empower people to take part in implement and, on a broader front, prepares them
educational development. It was launched as a for participation at regional or even national level.
key concept of development. Increased In essence, participation is a 'good thing' because
participation is a means to achieve development it breaks people's isolation and lays the
to resolve the educational problems (Aref et al, groundwork for them to have not only a more
2009; Lasker, Weiss, and Miller 2001). This substantial influence on development, but also a
article looks at the barriers and potential of greater independence and control over their lives
community participation in educational (Oakley 1991; Warburton 1997).
development in Iran. Without community participation, there is
obviously no partnership, no development and no
2. Community Participation
program. Hence the lack of community
The term “participation” can be interpreted participation in decision making to implement
in various ways, depending on the context. educational development can lead to failure in the

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 Nature and Science, 2011; 9(1)

community development (Miranda 2007). Table 1 showed six broad categories or levels of
Meanwhile, some scholars provided a typology of participation, which had been formulated.
participation, but they do not directly deal with
tourism development (Leksakundilok 2006 ).

Table 1: Types of Community Participation for Educational Planning and Development

Types Characteristics

Empowerment Local people have control over all development without any influence
(Choguill 1996; Dewar 1999).
Partnership There are some degrees of local influence in development process (Arnstein
1969).
Interaction People have greater involvement in this level. The rights of local people are
recognized and accepted in practice at local level (Pretty 1995).

Consultation People are consulted in several ways, e.g. being involved in community’s
meeting or even public hearings. Developers may accept some contribution
from the locals that benefits their project (Arnstein 1969).
Informing People are told about development program, which have been decided
already, in the community. The developers run the projects without
listening to local people’s opinions (Arnstein 1969).
Manipulation Development is generally developed by some powerful individuals, or
government, without any discussion with the people (Arnstein 1969).

Source: Adapted from Leksakundilok (2006 ) and Aref et al. (2009)

3. Methodology  Inability to analyze the changing socio-

The research was performed as a cultural dimensions of educational
qualitative library in which the researcher had to system
refer to relevant and related sources. I have used a  Lack of understanding of the policy
number of articles and official websites of the process
various Iran known organizations.  Lack of access to information (Steven
and Jennifer 2002).
4. Barriers of Participation in Education Involving communities in the education
Understanding barriers of participation is planning requires facing and tackling a number of
important when a community is getting organized challenges. In general, as Crewe and Harrison
for involvement in educational development (1998) articulate, participatory approaches tend to
planning. This understanding can help community overlook complexities and questions of power and
and organizations more effectively impact the conflict within communities. They are designed
educational policy-making process. Further, it is based on the false assumption that the
important for government to understand that community, group, or household is homogeneous,
educational system also face barriers that can or has mutually compatible interests. Differences
hinder its progress in responding and recognizing occur with respect to age, gender, wealth,
the priorities of local communities in Iran. ethnicity, language, culture, race and so on. Even
Overcoming the barriers to education will serve to though marginalized or minority groups may be
facilitate the policy making process. There are physically present during discussion, they are not
several literatures that directly deal with the necessarily given a chance to express their views
barriers of communities particularly in third world to the same degree as others.
countries. Especially educational development in Bushell and Esgles (2007) also states
Iran has several barriers that cannot develop. education as a phenomenon of affluent
Following are the main barriers: contemporary societies is a particularly difficult

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 Nature and Science, 2011; 9(1)

concept in communities in developing countries - forming village education committees to manage

to grasp (Bushell & Eagles, 2007, p. 154). As schools;
consequence, community participation may be - actively attending school meetings to learn
unacceptable for educational development. Hence about children’s learning progress
building capacity through is necessary for - providing skill instruction and local culture
stakeholders involved in educational planning and information;
development. - helping children with studying;
In attempts to understand factors that - garnering more resources from and solving
prevent communities from being involved in problems through the education
formal education, Shaeffer (1992) found that the - providing security for teachers by preparing
degree of community participation is particularly adequate housing for them;
low in socially and economically marginal - identifying factors contributing to educational
regions. This is because such regions tend to problems (Uemura 1999).
have the following elements: (a) a lack of
appreciation of the overall objectives of
education; (b) a mismatch between what parents References
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