Meaningful Learning in Ghanaian Basic Schools: Critical Contextual Evidence of Stakeholder Participation

Abstract

Basic education has received much attention in national and international discourses, with the formulation of national policies on free and compulsory education. In many Ghanaian communities, the assumption is that the government is the sole financier of public basic education. Therefore, parents take almost no responsibility for their wards’ education. This study used the mixed method approach to explore the perspectives of stakeholders at the basic school level to understand the teaching and learning contexts for evidence of patterns of practice and innovative strategies that promote stakeholder involvement towards meaningful learning. In three different settlement areas and school types, copies of a questionnaire were administered to 384 teachers and head teachers in 28 schools; interviews were conducted with 28 head teachers and 9 focus group discussions were held with primary 6 pupils. Some key findings were that due to delayed government supplies, schools experienced inadequate basic resources which hampered smooth running of academic work. Whilst some head teachers solicited for assistance from old students, philanthropists and Non-Governmental Organisations, others did nothing about the situation but waited for the government supplies. The study therefore concluded that irrespective of school type and settlement area, it takes a proactive school leader to initiate strategies that involve stakeholders in order to obtain resources for meaningful learning to take place. The study makes recommendations towards the training of head teachers and more awareness creation among stakeholders about their roles towards basic schools in their communities and their wards’ learning, in spite of the fee-free policy.