Community Participation in School Development Planning

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Nikhil Shetty

Independent Researcher

Karnataka, India

Abstract
Community participation in school development planning has increasingly been recognized as essential for fostering inclusive, contextually relevant, and sustainable educational improvements. Since 2020, global shifts—including the COVID-19 pandemic, renewed policy emphasis on decentralization, and advances in digital communication—have accelerated the adoption of participatory governance structures in schools. This study examines the evolution and practical implementation of community engagement models in eight government schools across rural and peri-urban districts, drawing on a mixed-methods investigation of 150 stakeholders (parents, teachers, administrators, and local leaders). Quantitative survey data measured perceived efficacy, inclusivity, and observed outcomes of participatory processes, while focus group discussions explored deeper insights into barriers and enablers. Document analysis of four annual school development plans provided evidence of community inputs and follow-through. Findings reveal that formal co-management bodies—such as legally mandated School Management Committees with clearly defined roles—produce significantly higher perceptions of efficacy (M = 4.1/5) and inclusivity (M = 3.8/5) than consultative forums. Key enablers include robust capacity-building workshops, transparent budgeting mechanisms, and multimodal engagement channels (in-person and digital).

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