A Study on Global School Education and Community Involvement in Haryana

EDUCATION

Post-Jomtien, one of the most visible elements of all global educational development programmes is the incorporation of community members into school education administration. In keeping with this tendency, India has implemented several initiatives, such as LokJumbish, the District Primary Education Programme (DPEP), and the Sarva Shiksha Abhiyaan, etc., that give local communities a central role in the administration of schools. International organisations like UNICEF and the World Bank have contributed significantly to the success of all of these programmes. School mapping, social accountability, curriculum design, resource mobilisation, etc. have all been delegated to local stakeholders via these community involvement programmes, which see the community as a legitimate grass-roots institution. However, these initiatives have not adapted the universal concept of community engagement to the specifics of the Indian context. These initiatives severely weaken the local identity of the communities that these institutions serve. Due to the fact that public schools in India primarily serve the poor and underprivileged, the local community's educational resources have remained severely constrained. Further, there are still problems with the social gap between teachers and other stakeholders, as well as caste and gender differences. Using qualitative data gleaned from a primary field survey based on semi-structured interviews with various stakeholders in a hamlet in Haryana, India, this research seeks to probe these worries. The research warns that we run the risk of missing the mark on our present idealisation of community engagement if we don't take on the social and local ethos of a particular place. Community involvement as a strong sustainable grass-roots structure in successful school administration is an admirable aspiration, but it is now unlikely to bring about the necessary reforms due to resource constraints.

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