International Journal of Educational Research and Policy Making (IJERPM), Vol. 3, Issue 1, 2020 413 International Journal of Educational Research and Policy Making DOI: 10.13140/ijerpm.03.01.413 ISSN (P): 2695-2351 - Vol. 3, Issue 1, September 2020 Copyright © IJERPM 2020 ADVOCACY STRATEGY AND COMMUNITY PARTICIPATION IN BASIC SCHOOLS IN NORTH-WEST ZONE, NIGERIA Kwashabawa, B. B. Department of Educational Foundations, Usmanu Danfodiyo University, Sokoto Accepted: July 26, 2020 Abstract: This study examined the advocacy strategy in relation to community participation in decision-making in basic schools in North-West zone, Nigeria. Two research questions and a hypothesis guided the study. The research design used for the study was correlational survey with a population of 21,230 Universal Basic Education (UBE) schools and their School-Based Management Committees (SBMCs) in the North- west Zone. A sample of 370 basic schools was selected from four states using proportionate stratified and systematic sampling procedures. A validated questionnaire with a reliability index of 0.79, entitled ‘Advocacy and Community Participation Questionnaire’ (ACPQ) was used in collecting the data. The data collected for this study was analyzed using percentages and mean for the research questions and Pearson Product Moment Correlation Coefficient for testing the hypothesis. The study found that, advocacy strategy was moderately effective in North-west Zone basic schools, and that, there was no significant relationship between advocacy strategy and community participation in decision-making in the basic schools. Meaning that, advocacy strategy was not a predictor of community participation in decision-making in basic schools. The researcher recommended that administrators should improve on their advocacy strategy utilizing their existing SBMCs so that community can be mobilized to fully participate in school decision-making. Keywords: Advocacy Strategy, Basic School, Community Participation, Decision- Making Introduction An advocate is one that encourages or promotes the interests of others, just like a teacher working to engage students in a positive, learning-focused classroom community. Advocacy can be done by a wide range of techniques including teaching, campaigning, demonstrations, launching petitions and mobilising others to take a positive action. Advocacy is an interactive, proactive and consultative process of creating awareness and support of community members on a desired change over a period of time (Akinsolu & Onibon 2008). Advocacy is defined by Kotzer and Margalit (2007) as the ability to speak on one’s behalf and represent personal needs and interests. It involves understanding one’s learning strengths and developing the ability to communicate learning needs and required accommodations (Merchant & Gajar, 1997). A successful advocacy approach is one that is integrated, planned and influential (Black, 2002). While strategy is one of the most used words in school organizations. Johnson, Scholes and Whittington (2005) define strategy as the direction and scope of school organization over the long-term, which achieves advantage in a changing environment through its configuration of resources with the aim of fulfilling stakeholders’ expectations. To them, it is a method or plan chosen to bring about a desired future such as achievement of goal through the provision of solution to a particular problem. It is the