Abstract
This study critically examines the dynamics of community participation in the implementation of education policy in Northern Nigeria, an area facing significant educational challenges despite various governmental interventions. While national policies advocate for active community involvement, the practical realities at the grassroots level often diverge from these intentions. Employing a
qualitative case study design, this research explored the perceptions, experiences, and challenges of various stakeholders, including community leaders, parents, teachers, and local government officials, across two selected communities. Data was primarily collected through in-depth semi-structured interviews and focus group discussions, triangulated with document reviews, and analyzed using thematic analysis. Findings reveal that community participation is primarily facilitated through formal School-Based Management
Committees (SBMCs) and Parent-Teacher Associations (PTAs), complemented by informal contributions of labor and advocacy from traditional and religious leaders. However, widespread challenges such as low awareness of roles, limited literacy, financial constraints, and issues of trust and power dynamics significantly impede effective engagement. Despite these barriers, an inherent
willingness within communities to support education, coupled with existing social structures, presents considerable opportunities for fostering more robust and impactful participation. The study concludes by offering targeted recommendations, including enhanced awareness campaigns, capacity building for local stakeholders, promoting transparency, and the strategic integration of informal community structures, to strengthen community engagement and ultimately improve educational outcomes in the region.