The study aimed to investigate the influence of school leadership on managing the literacy rate among pupils in public primary schools in Mombasa County in relation to target setting, resource provision, monitoring the pedagogy, analysis of results and follow-up which formed the core for objectives of the study. The researcher adopted the Transactional theory of leadership as the study was aimed at leadership to enhance literacy among learners in Public Primary schools in Mombasa County. The research sample was 27 schools which is 30% of 91 public schools and 80 (respondents) school leaders from public primary schools in Mombasa County comprising of a headteacher, a deputy headteacher and a senior teacher. Cluster sampling was used since the schools were already clustered into Sub-Counties, Nyali, Kisauni, Mvita, Likoni, Changamwe and Jomvu. The research instruments used were questionnaires with reliability at 0.777 level. Data collection was by the researcher by collecting the questionnaires from the respondents. The data was presented and analyzed using quantitative and qualitative methods with the help of SPSS Program version 24.Correlation and multi linear regression analysis were respectively used to establish the strength and direction of the relationship between the variables and the extent of school leadership in managing literacy rates while descriptive statistics were used to generate means and standard deviation from the collected data. There was a positive relationship between target setting, monitoring content delivery, follow-up and provision of instructional resources (target setting r= 0.820, p=.000; monitoring content delivery r= 0.846, p=.000; follow-up r= 0.299, p=.000; and provision of instructional resources r=0.420, p=.000.respectively) and managing literacy rates among learners in public primary schools in Mombasa County. It is concluded that target setting, monitoring content delivery, follow-up and provision of instructional resources had positive and significant effect on managing literacy rates among learners in public primary schools in Mombasa County. This study recommends that target setting, monitoring content delivery, follow-up and provision of instructional resourcesshould be given attention so that it does not deter managing the literacy rates among learners in public primary schools in Mombasa County.

The study was aimed providing empirical documentation of the perceptions of teachers and school heads regarding the contributions of parents teachers association, non-governmental organizations and community based organizations in the management of universal basic education in Delta state Nigeria between 2003-2009 and the benefits of community participation in educational management. The study employed the descriptive survey research design. Four research questions were raised and answered using descriptive statistics of mean and standard deviation. Stratified random sampling technique was used for selection of a sample of 600 Teachers and 400 School heads from schools located in the three senatorial districts of Delta State, Nigeria. The questionnaire was the instrument for data collection from the respondents The researcher argued that though government is a key player in educational provision, attaining the goals of education for all requires adopting a democratic approach in its management. The responsibility of providing quality education for all Nigerians via the Ube programme, government cannot do it alone, it requires a collaborative effort. Findings showed evidence of parents teachers association, non-governmental organizations and community based organizations participation in some areas in the management of UBE during the period 2003-2009 in the three senatorial districts. PTA participated in areas such as ensuring children regular school attendance, attendance at meetings, implementing policy decisions, communicating with school, giving talks to students and construction of classroom blocks .NGOs participation was in areas like provision of furniture and training of school personnel while CBOs participation was in areas such as provision of land and recruitment of teachers in important subjects in rural communities. Findings further revealed the benefits of community participation in educational management to include improved delivery, improved quality and access to education. The study concludes by recommending outreach campaigns using variety of media channels to create awareness of parents and communities on the need for increased community active involvement in educational management, formation of schools management committee, printing and pasting of advocacy materials at strategic corners for improved community participation in educational management in Nigeria.

School effectiveness is a challenge to stakeholders in education. Although several studies have examined this issue, adequate attention has not been paid to School-Based Management Committee (SBMC) strategies (advocacy, resource mobilization, resource control, communication and instruction monitoring) and community participation as predictors of school effectiveness. The objectives of the study were to determine: (i) the effectiveness of the SBMC strategies; (ii) the level of community participation; (iii) the level of basic school effectiveness; (iv) the challenges affecting SBMC; (v) the factors inhibiting community participation; (vi) the relationship between SBMC strategies and basic school effectiveness; (vii) the relationship between community participation and basic school effectiveness; and (viii) the relationship among SBMC strategies, community participation and basic school effectiveness. The study used a descriptive research design of correlation type with a population of 21,230 basic schools and their SBMCs. A sample of 370 basic schools was selected from four states using random, stratified and systematic sampling procedures. Validated School-Based Management Committee Strategies Questionnaire (SBMCSQ), Community Participation Questionnaire (CPQ), Impact of School-Based Management Committee Questionnaire (ISBMCQ), and Students’ Conduct Observation Inventory (SCOI) with reliability indices of 0.81, 0.79, 0.84, and 0.74 respectively, were used to collect data. Percentage, mean and standard deviation were used to analyze the demographic data and answer the research questions, while correlation and multiple regression analysis were used to test the research hypotheses. The findings of the study were that: (i) the use of SBMC strategies was highly effective (mean score = 92.64); (ii) the level of community participation was high (mean score = 4.33); (iii) the level of basic school effectiveness was moderate (mean score of 42.86); (iv) the challenges affecting SBMC included refusal of the members to attend meetings, lack of proper communication and lack of members’ commitment; (v) the factors inhibiting community participation as perceived by the respondents included lack of interest, ignorance, community attitude to education, and dependence on government; (vi) there was significant relationship between SBMC strategies and basic school effectiveness (r=0.036, p < 0.05); (vii) there was no significant relationship among community participation and basic school effectiveness (r=0.897, p < 0.05); and (viii) there was no significant relationship among SBMC strategies, community participation and basic effectiveness. The values R and R2 were 0.45a and 0.02 respectively, which were not significant at 0.05. This indicated that only 0.2% variance of basic school effectiveness was demonstrated by the independent variables. The study concluded that, in spite of the numerous challenges affecting SBCMS, SBMC could be used to improve community participation and promote basic school effectiveness by improving its strategies. Based on the findings, it was recommended that more programmes about SBMCs should continue to be sponsored in the media to make SBMC advocacy strategies more effective. It was also recommended that the State Ministries of Education in conjunction with State Universal Basic Education Boards (SUBEBs) and Local Government Education Authorities (LGEAs) should continue to campaign for community participation in basic schools.

The central focus of this study was to ascertain the community education needs of community based organizations leaders in Anambra State of Nigeria. To guide this study, five research questions were posed. The study adopted a descriptive survey design. The population of the study comprised 1,701 executive members of the 189 registered community based organizations in the 21 local government areas that make up the three senatorial zones of Anambra State. The sample consisted of 1045 executive members of community based organizations selected through stratified random sampling. The internal consistency reliability coefficient obtained was 0.88. Questionnaire was the instrument used for data collection while mean was used to analyze the data.The criterion mean of 2.50 and above was accepted as indicative of agreement and where it falls below 2.50, it indicated disagreement. Among the major findings of the study were that the respondents agreed that they need basic, social, political, economic, and cultural education to improve or further lead as required. It was recommended that the Agency for Mass Literacy, Adult and Non-formal Education in Anambra State should mount campaign in the rural communities on the need for community education programmes, that community education centres should be established in the rural areas and qualified adult educators employed to facilitate the programmes, policy makers and other administrators in mass literacy, adult and non-formal education should reflect the needs of the community in policy formulation.

This study investigated influence of community participation on effective administration of Junior Secondary Schools in Gwagwalada Area Council Abuja. The study focused on community participation in provision of funds, infrastructural facilities, maintenance of discipline and decision-making processes. Four research questions guided the study. This study used the survey research design. The population of the study was 169 while the sample was 78 respondents. Purposive random sampling technique was used to determine the sample size of 78 respondents. The instrument for data collection was self-structured questionnaire titled “Community Participation on the Administration of Secondary Schools Questionnaire” (CPASSQ)”. The instrument was trial tested on 26 respondents in two schools outside the study area. The data collected were analyzed using Cronbach Alpha to compute the reliability estimate and the overall reliability coefficient of 0.77 was obtained. Mean and standard deviation were used to answer the research questions that guided the study. The major finding of the study were that communities to a great extent participate in the effective administration of Junior Secondary Schools in Gwagwalada in the provision of funds, infrastructural facilities, maintenance of discipline and decision-making processes. Based on the findings of the study, it was recommended among others that the school as a matter of fact should reciprocate by playing active roles in the community such as organizing adult educational programmes that can help to solve community problems. Finally, conclusions were made, the limitations of the study were highlighted and suggestions were made for further studies.

Literacy is an all-inclusive activity that engages community, schools and children for sustainable development. When a rural community has an information centre and a school library, the entire dwellers enjoy the dividend of equitable quality education and information. This paper shared experience of a collaborative literacy promotion and engagement of a school in a rural farm settlement in South East Nigeria. It outlined the literacy engagement, successes, collaboration, lessons learnt and challenges. It was a qualitative study and evidence based collaborative literacy activity in Community Development Primary School Nkwelle Farm in Oyi Local Government Area of Anambra State, Nigeria. The methods used for data generation were visits to the community school, observation and interviews. The school has a population of 172 pupils with 12 staff. The study involved librarians, teachers and non-government organizations (NGOs). The community literacy engagement started in November, 2017. T...

Literacy skills assist children to have the kind of early learning experiences that are linked with increased motivation to learn, better academic achievement, participation in and commitment to education and, enhanced productivity in adult life. Literacy materials therefore need to be made available in children’s classrooms and teachers need to engage children in a lot of literacy activities. Consequently, this study investigated literacy materials and practices of pre-primary school classrooms in Ibadan Metropolis, Oyo State. Descriptive survey research design was adopted. 200 pre-school classrooms of children aged 5 plus were purposively selected and surveyed. Two instruments titled “Checklist on Pre-school Classroom Literacy Materials (0.70)” and “Pre-school Classroom Literacy Practices Checklist (0.88)” were used. Data collected was analysed using percentage, mean and standard deviation. Findings revealed that the extent to which literacy materials are available in the pre-primary school classrooms is low, no literacy material is adequately available in the classrooms and literacy practices in the classrooms are only geared towards letter knowledge. Conclusion is reached that pre-primary school children in Ibadan Metropolis will experience poor academic achievement and low productivity in later years because they do not have access to appropriate literacy materials and early literacy activities. Government as well as private school owners should therefore provide varieties of literacy materials to pre-primary school classrooms and they should make provisions available for caregivers/teachers, together with school owners, to be trained on the relevance of literacy materials and how they can engage children in appropriate and enhanced literacy activities.