Community schools in Zambia are locally founded, financed and managed through a parent community school committee (PCSC). Despite the stigma and paucity of resources associated with community schools, evidence suggests that many produce better learning outcomes than government schools. Significant research shows parental engagement to be an important factor impacting school quality, although evidence is divided about the nature of the impact. While there is consensus affirming a role for parents in assuring school performance, little is known about specific PCSC activities that contribute most to strong performance in the Zambian community school context. Building on previous research from the Time to Learn (TTL) project in Zambia, this case study seeks to establish how PCSC roles might contribute to community school learning performance through comparison of a high-performing and low-performing school, each with an active committee.
You can find more information about the TTL project on it’s dedicated webpage.
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