ABSTRACT

This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book considers how the research findings implicate contemporary debates on mainstream participatory development. It argues that although participation and collaboration in the Basic Education Improvement Project (BEIP) have, to a limited extent enhanced the teaching and learning environments of the target schools and increased awareness of rights to the disadvantaged people, accountability has remained top-down. The book argues that emancipation and sustainable development are more likely to emerge through interventions that increase participatory practices that entail government partnerships with civil society and local communities. It also explores the principles guiding the formation and functions of the management structures and their impact on participatory democracy. The book argues that privileging comes from technocrats' and donors' top-down mindsets and the use of representatives, aid assistance and technical experts to seal perceived knowledge and information gaps on the part of disadvantaged people.