COMMUNITY PARTICIPATION IN THE DEVELOPMENT OF SECONDARY EDUCATION: A CASE STUDY OF PARENTS-TEACHERS’ ASSOCIATIONS (PTAs) IN KASESE DISTRICT

dc.contributor.author	Mpisi Sulayman Ramadhan, BABIIHA
dc.contributor.author	Development Studies (UMU);, MA Ethics
dc.date.accessioned	2022-04-22T09:07:25Z
dc.date.available	2022-04-22T09:07:25Z
dc.date.issued	2010
dc.description	The main objective of the study was to establish whether the statement of the commissioner was backed by facts on the ground; whether PTAs were corrupt cliques that swindled school funds instead of developing the schools. This was investigated through three key areas of education standards: physical resources (infrastructural development), human resources (staff welfare and development), and non-physical resources to be represented by curriculum development. These were the three key areas in the Minimum Requirements and Standards set by the Ministry of Education and Sports (MoES 1998).	en_US
dc.identifier.uri	https://ir.gu.ac.ug/xmlui/handle/20.500.14270/140
dc.language.iso	en	en_US
dc.publisher	Gulu University	en_US
dc.relation.ispartofseries	1;
dc.subject	Community participation, secondary education, educational development, education standards, Parents-Teachers Associations (PTAs	en_US
dc.title	COMMUNITY PARTICIPATION IN THE DEVELOPMENT OF SECONDARY EDUCATION: A CASE STUDY OF PARENTS-TEACHERS’ ASSOCIATIONS (PTAs) IN KASESE DISTRICT	en_US
dc.type	Article	en_US

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Name:: Community Participation in the Development of Secondary Education in Kasese District - 2010. pp120-132.pdf
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Description:: The main objective of the study was to establish whether the statement of the commissioner was backed by facts on the ground; whether PTAs were corrupt cliques that swindled school funds instead of developing the schools. This was investigated through three key areas of education standards: physical resources (infrastructural development), human resources (staff welfare and development), and non-physical resources to be represented by curriculum development. These were the three key areas in the Minimum Requirements and Standards set by the Ministry of Education and Sports (MoES 1998).

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