Community Participation in Nonformal Education Systems in Senegal and Tanzania: A Comparative Analysis Based on Social Capital Theory

Abstract

This paper examines the role of nonformal education in sub-Saharan African countries with a focus on community participation and social capital in Senegal and Tanzania. Nonformal education initiatives are categorized into community school systems, NGO-led projects, and religion-based organization-led initiatives. The concept of social capital, as described by Pierre Bourdieu and James S. Coleman, is used to explain the relationship between diverse partnerships in education development. The community school system and NGO-led projects promote the generation and positive use of social capital by incentivizing voluntary participation and providing ownership to local community members. However, despite certain advantages of religion-based organizations, their contribution may pose problems due to their lack of structure and adherence to outdated customs, potentially leading to a lack of progress and violation of basic human rights. This case aligns more with Bourdieus view on social capital, which stratifies the status quo and hinders positive change