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|Title:||THE 1987 EDUCATIONAL REFORMS AND HOW IT LED TO THE ACADEMIC PERFORMANCES OF SOME CATHOLIC AND SOME LOCAL AUTHORITY UNIT BASIC SCHOOLS IN TAMALE METROPOLIS|
|Abstract:||Despite the importance of policy formulation and implementation in various aspects of national development, post-intervention assessment researches often tend to be too generalized, to the extent that the impact of a policy on specific units are not adequately examined. This study therefore sought to investigate how the 1987 Educational Reforms influenced the academic performance of Catholic and Local Authority Units Basic Schools in the Tamale Metropolis as a case study. The main objective was to ascertain the difference between Catholic and Local Authority Unit basic schools in terms of academic performance under the influence of the implementation of the policy. Theoretically, the study was inspired by the Institutional and Organizational Assessment Model, and guided by the concepts of the nature of Catholic and Assembly educational systems, their differences and policy influences on academic performance. Methodologically, the study adopted the non-experimental comparative study design for the assessment of administrative differences in treatment of schools in each education unit. This was facilitated by the use of tools like questionnaire, interviews and focus group discussions and drawing on parents, teachers, past and present pupils and educational administrators as the sampling units. The results indicated that the 1987 Reforms sought to increase access to basic education; to change the structure of pre-university education from 6:4:5:2 to 6:3:3; to make education cost-effective and achieve cost recovery and to improve the quality of education, among others. It was further revealed that the allocation of educational materials, teachers and infrastructure favored Assembly basic schools in the implementation of the policy, and this made local authority unit schools to perform better academically than Catholic schools after the implementation; before then, Catholic schools were the best. The major recommendation was that there should be effective monitoring and evaluation of schools to ensure consistency to set targets and easy identification of areas of deviation in terms of treatment to public and Catholic unit basic schools for immediate attention.|
|Description:||MASTER OF PHILOSOPHY IN DEVELOPMENT STUDIES|
|Appears in Collections:||Faculty of Integrated Development Studies|
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