The Sustainable Development Goals (SDGs) (2016-2030) set by the United Nations in 2015 restated the importance of universal primary education for all, and specifically discuss quality, equity, and inclusion in basic education. To achieve this, the role of community has been emphasized and participation has become a "buzzword" in international development over the past several decades. Despite the growing attention to community participation in school management, previous literature has shown mixed results in terms of its actual practice and its impacts on quality, equity, and inclusion in education.

This book deepens the contextual understanding of community in developing countries and its involvement in schools in general, and its impact on quality, equity, and inclusion of school education in particular. By presenting various case studies in Asia, Africa, Latin America, and a post-conflict state in Europe, the book analyses commonalities and differences in the ways communities are involved and cast their impacts and challenges. The book contributes knowledge on the ways in which community involvement could work in developing countries, the detailed processes and factors that make community participation work in different dimensions, and remaining challenges that scholars and practitioners still need to be concerned and mindful in the field.

This book will appeal to both researchers and practitioners who are concerned about the community participation approach for the SDGs.

chapter 1|5 pages


ByMikiko Nishimura

part I|50 pages

Revisiting the theoretical framework

chapter 2|17 pages

Community participation

Policy discourses and controversies
ByJames H. Williams, Romina Kasman, Paromita De, Meng Zhou, Ana Gonzalez

chapter 3|18 pages

School-based management

Theory and empirical evidence
ByAngela Demas

chapter 4|13 pages

Can communities mobilize for schooling and learning?

Bottom-up perspectives from Pratham in India
ByRukmini Banerji

part II|62 pages

Case studies on stakeholder relationships and accountability

chapter 6|13 pages

Connecting parental involvement, adult education, and community organizing through social justice leadership

Lessons from Ciudad Juarez, Mexico
ByD. Brent Edwards, David DeMatthews, Anne Spear, Hillary Hartley

chapter 7|15 pages

Educational development through community-wide collaboration

How to establish a sustainable community-wide initiative to improve education
ByNobuhiro Kunieda, Takao Maruyama, Akiko Kageyama, Masahiro Hara

chapter 8|16 pages

Information sharing and community participation

The case of the Maasai community in Kenya
ByTetsuya Yamada, Mikiko Nishimura

part III|43 pages

Case studies on the role of community for equity and inclusion

chapter 9|14 pages

Community participation in school governance in a post-conflict society

The case of school boards in Brčko in Bosnia and Herzegovina
ByTaro Komatsu

chapter 10|14 pages

The acceptance situation of inclusive education in Kenya

Perceptions of parents, communities, and teachers
ByJun Kawaguchi

chapter 11|13 pages

The role of peers as community in youth education and employment in East Africa

ByNancy Pellowski Wiger

part IV|75 pages

Case studies on community participation and learning outcomes

chapter 12|19 pages

Quality learning through community-wide collaboration

A methodology to overcome the “learning crisis” in Niger 1
ByMasahiro Hara, Takao Maruyama, Akiko Kageyama, Nobuhiro Kunieda

chapter 13|14 pages

School autonomy and learning outcomes in Burkina Faso and Senegal

ByTakako Yuki, Kengo Igei

chapter 14|13 pages

False advertising and first principles

Misrepresentation of research evidence from El Salvador and the need to change the paradigm of community based management
ByD. Brent Edwards

chapter 15|19 pages

School-based management and learning outcomes

Experimental evidence
ByVicente A. Garcia-Moreno, Paul Gertler, Harry Anthony Patrinos

chapter 16|8 pages


Resetting the scene
ByMikiko Nishimura