INFLUENCE OF COMMUNITY-BASED MONITORING COMMITTEES ON EDUCATIONAL QUALITY IN AGAIE LOCAL GOVERNMENT AREA OF NIGER STATE

Abstract

This study explores the influence of Community-Based Monitoring Committees on educational quality in Agaie Local Government Area of Niger State, Nigeria. Recognizing that traditional educational governance structures often lack community integration, the research investigates how local CBMCs contribute to planning, oversight, inclusiveness, and sustainability in education. Using a descriptive survey research design, the study engaged 300 participants, including teachers, community leaders, education officers, and parents, through a structured questionnaire based on a five-point Likert scale. Data were analyzed using descriptive statistics including mean, frequency, and standard deviation. Findings indicate that CBMCs play a pivotal role in monitoring school projects, supporting inclusive education, and resolving conflicts that affect teaching and learning quality. However, their involvement in teacher supervision and curriculum feedback remains limited. The study underscores the need to institutionalize CBMCs within local education governance to improve transparency, responsiveness, and community ownership. Recommendations include increased training for CBMC members, integration into school-based management frameworks, and policy reforms to formalize their roles in educational planning and monitoring.