The role of community participation in the implementation of modeling inclusive Education Project in Mkuranga District, Tanzania
| dc.contributor.author | Kiula, Rehema | |
| dc.date.accessioned | 2021-09-02T12:54:05Z | |
| dc.date.available | 2021-09-02T12:54:05Z | |
| dc.date.issued | 2019 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1036.T34K58) | en_US |
| dc.description.abstract | Community participation approach has been mentioned to be a major factor for good project performance. However, projects’ objectives are not realized despite using this approach. The purpose of this study was to understand the role of community participation in the implementation of the Modelling Inclusive Education (MIE) Project in Mkuranga District of Tanzania. The study centred on the nature and extent of community participation, factors influencing the participation and their contribution in the MIE implementation. A qualitative case study design was employed. Eighty two respondents were purposively selected to participate in the study. The respondents were persons with disabilities, children with and without disabilities, District Special Needs Education Officer, Special Needs Education teachers, head teachers, ordinary teachers, Ward Education Coordinators, School Committees, parents of children with disabilities, religious leaders, local government leaders, parents of children with disabilities and project officials. In-depth interviews, focus group discussions, direct observations and document review were used to collect data. Qualitative data analysis procedures were used. Codes and themes were carefully identified and interpreted. The study revealed that the MIE project was top down implemented. Socio-economic, political, economic and cultural factors also hindered community participation. Due to these factors, the community was unable to perform some of the assigned roles in the project including failure to contribute money and other materials for improving school’s infrastructures. Community members however, were able to participate in awareness creation on the project objectives and identification of school age children with disabilities for enrolment in schools. From the findings, it was concluded that community mobilization techniques should be improved to increase community awareness and empowerment. Further studies have to be conducted to explore best approaches to be used in involving community members in Inclusive Education Projects. | en_US |
| dc.identifier.citation | Kiula, Rehema (2019) The role of community participation in the implementation of modeling inclusive Education Project in Mkuranga District, Tanzania, Master dissertation, University of Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/15508 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Community education | en_US |
| dc.subject | Community participation | en_US |
| dc.subject | Inclusive Education | en_US |
| dc.subject | Mkuranga District | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The role of community participation in the implementation of modeling inclusive Education Project in Mkuranga District, Tanzania | en_US |
| dc.type | Thesis | en_US |