Home EDUCATION Why School-Community Relationship is the basic developmental tool of every school

Why School-Community Relationship is the basic developmental tool of every school

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One basic administrative task is for the administrator to define the kind of community he is dealing with. The headmaster should find out whether the community us urban, rich or poor. This could be found through personnel observation, population census data, and research reports etc.

Furthermore, the school head finds out the occupational practices, values, aspirations and norms of the community in which the school is.
This exercise is necessary because the finding will enable the school to formulate educational policies, goals and strategies for the education of the pupils or students.

This will make the education of the children functional since education will be tailored to suit the desires and aspirations of the members of the pupils or students.
Fast forward, it will make the education of the children functional since education will be tailored to suit the desires and aspirations of the members of the community. An important objective of education is to equip learners with skills that will make them useful members of their towns and villages.

This objective can be achieved if the headmaster knows the problems, needs and aspirations of the community. After all the learners need knowledge and skills that will enable them transform their communities by practicing what they have learnt from school?

However, the following reasons are why headteachers/headmasters of schools should regard School-community relationship:

Perpetuation of society’s culture: To perpetuate society’s values. Ideas, norms and beliefs.


• Source of teaching/learning materials: The school derives its teaching and learning materials from the community. He could then be in a position to advise his teachers as to what to do.


• The school is an instrument of change: The school is to bring about change in the economic, social and political development of the society. For example, a community that is plagued with guinea worms and ignorance needs a school that can open its eyes.


Change in the school Programmes: The school and the community have to relate very well so that parents will be well informed and be able to advise the children intelligently.


• Changing notions about teachers: The professional nature of teaching should be communicated to the public so the public so that the teacher will be held in high esteem as other professions; and for the public to feel secured entrusting their children in their care.


• The need for correct information about the school: To help give the right interpretations to changes and have correct notion about the school.


• Financial support: To be willing to pay more and support the school programmes, the people have to know how the finances are being utilized.


• The need for proper child development: The training of the child is the responsibility of the home and the school hence the need for effective collaboration.


• Other vested interests in the community: The school should work hand in hand with agencies such as the church, the press and the home which greatly influence the behavior of the child. The head has to work with such agencies as the home, the churches, public libraries, the mass media, etc. to shape the behavior of students.

However, the headmaster should find out the means of keeping the community informed about the school. He should also find out what information to disseminate. The community must be informed about new educational Programmes, new subjects of the curriculum, Guidance and Counselling Services provided for learners etc. Any new development in teaching or education should be explained to the understanding of the community. The head should provide leadership by getting himself involved in the community affairs. Information about the school could be disseminated though Parent – Teacher – Association (PTA), speech and prize giving days, open days, occasional clean-up campaigns, the pupils, school reports, school magazines, mass media – e.g. TV, Radio FM etc.

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