Role of agency and structure impacting community ownership in school education (SDG 4): Evidences from India’s national education program in Karnataka state

Abstract

Background

Indian policies and programs like the Sarva Shiksha Abhiyan and the Right to Education Act emphasized community participation in school governance through School Development and Monitoring Committees (SDMCs). Despite significant investments in school infrastructure, access, and teacher training, learning outcomes in government schools especially in Mathematics, Science, and life skills, remain poor.

Objectives

The study undertook a quasi-experimental action research to understand the School Management Outcomes in terms of Community Ownership and Social accountability. The larger objective is to find ways to foster community participation in the governance of schools; develop capacities on both the supply and demand sides at the last mile; promote evidence-based and data driven research to build insights.

Methods

The study used a mixed-methods approach, employing tools like Citizen Report Cards (CRC) and Community Score Cards (CSC). These tools assessed public service adequacy to facilitate dialogue between service users and providers.

Results

Community agency, ownership and willingness emerged as important influencers for school management. They also proved to be crucial for effective participation and improved school outcomes.

Conclusions

Key insights from the findings of this study highlight the need to strengthen SDMCs through improved social accountability, structural reforms, and community empowerment.