School-Community Relations and Basic Education Quality in Kaduna State: A Study of Zaria Local Government Area

This study investigates the relationship between school-community partnerships and the quality of basic education in Zaria Local Government Area of Kaduna State, North West Nigeria. Despite constitutional provisions for universal basic education and substantial federal funding through the Universal Basic Education Commission, access to quality primary and junior secondary education remains limited in many communities across Kaduna State, largely due to poor stakeholder engagement and weak school governance structures. The study uses a descriptive survey design, with structured questionnaires and interview guides administered to 220 respondents comprising school principals, parent-teacher association members, community development association leaders, and local government education officers. The study draws on the School-Based Management Theory and the Social Capital Framework to frame its analysis. Secondary data is obtained from the Kaduna State Universal Basic Education Board, UBEC annual reports, and recent academic literature on education governance in Northern Nigeria. Descriptive statistics and Pearson correlation are used to test the relationship between school-community engagement levels and student performance indicators. Findings are expected to show that schools with active parent and community involvement record higher attendance rates and academic outcomes. Recommendations include formal establishment of school community committees, community literacy programs, and increased local government budgetary support for school infrastructure. Keywords: School-community relations, basic education, Zaria, local government, Kaduna State.