Implementing a language of instruction policy in diverse linguistic contexts in Ghana

Ampiah, Joseph Ghartey; Kwaah, Christopher Yaw; Adu‐Yeboah, Christine

doi:10.4324/9781315201900-2

Cited by 1 publication

(3 citation statements)

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Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

“…In Ghana, one of the policy programs to reach Universal Primary Education (UPE) is the education decentralization regarding finance and management of basic schools (Ampiah et al, 2013). Furthermore, the 1992 Constitution reiterates the relevance of decentralization in 22 departments, including the Ghana Education Service in the Local Government Act.…”

Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

“…Furthermore, the 1992 Constitution reiterates the relevance of decentralization in 22 departments, including the Ghana Education Service in the Local Government Act. Accordingly, in 1998 education decentralization began by devolving responsibilities and decision-making on resources to districts and schools (Ampiah et al, 2013). The central part of the decentralizing education reforms since 1987 was active community participation in education that has been advocated to improve the efficiency and effectiveness of education.…”

Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

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Improving School Quality in Junior High Schools in Ghana: Teachers’ Myth and Reality of a Decentralization Policy

Kwaah

Nishimuko

2023

Sage Open

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In the education decentralization processes, community participation in education governance has been argued to be essential for improving accountability to service beneficiaries. Therefore, this paper examined the perspectives of key actors on the impact of an educational decentralization policy on improving school quality education in Junior High Schools in Ghana. Participants in the study were 54 School Management Committee (SMC)/Parent-Teacher Association (PTA) members, 106 teachers, and 11 head teachers in 11 schools drawn from two districts in the Central Region of Ghana. Teachers filled out questionnaires and interviews were conducted with SMC/PTA members using a semi-structured interview guide and with 11 head teachers. The paper reveals that the education decentralization policy, with community participation at its heart, has given schools some autonomy in their decision-making process. However, the involvement of community members in school activities has been limited mainly to financing, with little emphasis on the decision-making process in school governance. The study recommends that there should be adequate support for communities to become more involved in the decision-making process, especially in implementing the School Performance Improvement Plan for Ghana to achieve Sustainable Development Goal (SDG) 4.

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Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

Section: Policy Context: Educational Decentralization In Ghanamentioning

confidence: 99%

See 1 more Smart Citation