Education is socially and economically beneficial for the country to grow large in future. Many researchers claims expenditure in education generates more productivity than expenditure in infrastructural development of the country. This instigated for move towards educational progression, especially in developing countries where majority of children are left behind educational facilities. For the same reason, educational reform in developing countries is instigating the changes and development of school for the children. This further initiated school administration to maintain quality enhancement of educational infrastructure and to retain students and bringing in the unreached children in the school. In educational reform, community participation has become one of the major challenges in school management and administration. In India, Universal education program (SSA) was launched to penetrate education into the rural villages and mobilizing the participation of community in the school development process with the joint collaboration from the formation of School education management Committee (SEMCs) in school. With an aim to educational progress in school, initiative for revitalizing educational process was launched with a formation of Shiksha Karmi Program in rural and remote parts of Rajasthan. In Nepal, formation of School Management Committee (SMC) with the participation of local community administered the school. Nevertheless, in both the countries, community participation has reflected to being weak in contributing schools progressive development. (Contains 7 boxes and 2 tables.)