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Fostering Effective Parental Participation in Education: Lessons from a Comparison of Reform Processes in Nicaragua and Mexico

Authors
Journal
World Development
0305-750X
Publisher
Elsevier
Publication Date
Volume
27
Issue
4
Identifiers
DOI: 10.1016/s0305-750x(98)00157-0
Disciplines
  • Education
  • Law
  • Political Science

Abstract

Abstract Despite the trend to augment parental participation in school governance, we know little about what forms of participation work; nor do we know enough about the nature of reform processes that foster the most constructive forms of participation. This article compares reform experiences in Nicaragua and Mexico and finds certain responsibilities—primarily resource and personnel management—that governments should give participatory groups in order for them to take root and function. This article argues that participation can play a constructive role in education administration, but it is not an end in itself, nor can it simply be legislated. The time and effort of parents must be treated as any scarce resource and put to its most productive use.

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