Community Participation in the Delivery of Basic Education at Abakrampa Traditional Area in the Central Region of Ghana

Abstract

The purpose of the study was to investigate the problems confronting community participation in the running of public basic schools at Abakrampa traditional area in Ghana. Specifically, the study assessed the nature of community participation in terms of cooperation between school authorities and community members, problems confronting the participation of community groups, and interventional strategies put forth by educational authorities to enhance community participation in education delivery. The study adopted the cross sectional survey design with mixed methods approach. The population comprised circuit supervisors, headteachers, teachers, parents and other stakeholders of the basic schools in the area. The sample was 150. The headteachers, teachers and circuit supervisors were selected purposively while parents and school management committees’ members were randomly selected. Questionnaire and interview guide were the instruments used. Frequency, percentage, and chi-square were used to analyse the quantitative data while the qualitative were analysed manually using open, axial and selective coding systems. The findings revealed the need to foster community-school participation in order to enhance educational delivery, management and development in public basic schools at the traditional area. In conclusion, one can say that community-school participation is necessary for orderly development of schools, aside from engendering trust, accountability and help to solve school problems so that academic work can flourish in an atmosphere of peace and orderliness. It is, therefore, recommended to school authorities to constantly communicate with community leaders and parents regarding the activities of the schools and also organise biannual fora and public hearings on the need for them to get actively involved in school matters. This will create room for them to appreciate the challenges the schools are facing and also for the school authorities to understand and appreciate the expectations and needs of the stakeholders regarding education delivery in the community.