Community and parental participation in Ugandan public primary education: A mixed-method analysis

Abstract

Previous studies suggest that community and parental participation can positively contribute to the quality of primary education; however, controversial debates and a lack of comprehensive analysis persist. This study applies a mixed-method approach and reveals that active participation can improve educational quality. However, community and parental participation does not always positively correlate with quality education, especially when conflicts arise within communities with higher levels of participation. Furthermore, higher educational quality often results from effective school management by School Management Committees and Parent-Teacher Associations, which fosters trust among parents and, in turn, encourages them to actively participate in their children’s education.