Decentralization and Teacher Accountability

Abstract

Despite series of reforms designed to improve the basic education system in Ghana, the quality of education remains low. This chapter uses a political settlement analysis to explore why this is the case. Focusing on the issue of teacher accountability and performance, we argue that a key reform—decentralization—remains a highly contested process. The current system generates insufficient incentives for effective forms of policy implementation and accountability to emerge at scale. The evidence suggest that improving educational quality depends on reform-minded coalitions made up of state and non-state actors, and a stable political settlement at the district level. We conclude that where good practice is experienced, it is as a result of efforts by these coalitions to devise and enforce local-level solutions to local problems.