Community Participation in School Governance

A Case Study of Senegal's Parent-School Associations

Abstract

This case study investigates the role and efficacy of Parent-School Associations (PSAs) in fostering community participation within the Senegalese education system. The central problem addressed is the persistent gap between policy rhetoric promoting community involvement and the tangible impact of such participation on school governance and educational outcomes. The research employed a qualitative methodology, utilizing semi-structured interviews and focus group discussions with PSAs, school administrators, and teachers in three selected primary schools in the Thiès region. The findings reveal that while PSAs have successfully mobilized local resources for school infrastructure and material needs, their influence remains largely peripheral to core pedagogical and administrative decision-making. Key challenges identified include limited capacity for financial management, a persistent power dynamic that privileges administrative authority, and a lack of training in effective governance practices. The study argues that for community participation to be transformative, a strategic shift from mere resource mobilization to genuine shared governance is imperative. The significance of this research lies in its contribution to the discourse on decentralizing education in Africa, offering practical insights for policymakers in Senegal and beyond. It concludes that empowering PSAs through targeted capacity-building is crucial for realizing a more equitable, accountable, and contextually relevant education system that truly serves African communities.