Impact of Communication Channels on Community Participation in Government-Funded Schools Projects in the Morogoro Region

Abstract

This study assesses the impact of communication channels on community participation in government-funded schools in the Morogoro Region, employing an interpretivist philosophical framework and a qualitative research approach. The study's population consisted of ward education officers (2), head of schools (10), ward councilor (1), and ten (10) school board chairman, making a total of 23 participants. The findings reveal a significant disconnect between traditional communication methods, such as notice boards and community meetings, and their effectiveness in engaging diverse community members. While these channels are commonly used, they often fail to reach marginalized groups, highlighting the need for more inclusive strategies. Interviews and focus group discussions with educational stakeholders, including headmasters and ward education officers, reveal challenges such as low attendance at community meetings and barriers like language and literacy that hinder effective communication. The findings suggest that while radio broadcasts and mobile communication present opportunities for broader engagement, their success relies on culturally and linguistically appropriate content. The study underscores critical policy gaps, emphasizing the necessity for reform that integrates innovative communication methods alongside traditional approaches. By aligning with international frameworks, such as the United Nations’ Sustainable Development Goals, the research advocates for tailored training programs for educators and community leaders to enhance messaging effectiveness. Overall, this study contributes to understanding the complexities of communication in fostering community participation, ultimately advocating for policies that promote inclusivity and sustainability in educational development efforts.