The Relationship between the District Education Strategic Plan and Community Participation towards Quality Basic Education Delivery in Salaga Town Council

Ghana’s Republican Constitution (1992), especially article 35 paragraph 6 (d) and article 245, and the adoption of Sector Wide Approach through the Education Strategic Plan are indication of government’s commitment to decentralisation and effective use of development assistance for poverty reduction through quality education delivery especially basic education. In spite of these, academic performance at the Basic Education Certificate Examination level has persistently been low, especially in Salaga town council. The specific objectives of this study were to assess stakeholders’; level of knowledge about District Education Strategic Plan (DESP) development/planning process, level of participation in DESP planning and level of participation in school performance monitoring. The study also covered the challenges to effective participation in the planning and implementation of DESP, and developed an action plan to ensure stakeholders’ outstanding performance in; level of knowledge about DESP planning process, level participation in planning DESP, level participation in school performance monitoring, and effective participation. The study was an action research using Participatory Learning and Action meant to explore and describe the relationship between DESP and community participation towards quality basic education delivery in Salaga town council. Stakeholders in education such as District Assembly (DA), District Education Office (DEO), Community Based Organisations (CBOs), School Management Committees/Parent Teacher Associations (SMCs/PTAs) and Community and Religious Leaders (CRLs) within Salaga town council were the target population. Stratified and purposive sampling techniques were used to select participants. In all ten (10) group interviews were used to collect primary data related to research questions and objectives of this study. Descriptive statistics and qualitative analysis were used. This study revealed that; • Majority of stakeholders’ level of knowledge about DESP planning process was weak or at the information level. It was only the DEO whose level of knowledge was average or partnership level. • Stakeholders level of participation in DESP planning was weak or at the information level. • Majority of stakeholders’ level of participation in school performance monitoring in the implementation of DESP was weak or at the information level. • District level stakeholders’ identified challenges to effective participation in the planning and implementation of DESP as inadequate funds, time wasting, terrain and community level stakeholders’ lukewarm attitude towards participation. • Community level stakeholders’ identified challenges to effective participation in the planning and implementation of DESP as district level stakeholders’ fear of accountability, resistance to change, lack of participatory skills, communication gap and others (inadequate funds, time wasting, terrain, and lukewarm attitude). • District and community level stakeholders’ action plans were meant to ensure; high level of knowledge about DESP planning process, high level participation in planning DESP, high level participation in school performance monitoring in the implementation of DESP, and to curb challenges to effective participation in the planning and implementation of DESP. The study made the following recommendations; • DEO should collaborate with other decentralised departments for community mobilisation and sensitization on decentralisation concept and Education Strategic Plan with emphasis on rationale, process and roles and responsibilities. • DEO should use district and community structures such as area council, circuits, zones, electoral areas, SMCs/PTAs, CRLs, chiefs and elders, unit committees, assembly persons, District Education Over-sight Committees, and Social Services sub-committees in the planning and implementation of DESP. • District level stakeholders especially DEO and DA should use participatory approaches such as question-and answer sessions, public hearings, education forum, School Performance Appraisal Meetings, town meetings and open-days among others in planning and implementation of the DESP and other policies to ensure good governance.

Source: KNUST