MODE OF IMPLEMENTATION OF THE 2007 EDUCATION REFORMS IN GHANA AND QUALITY OF EDUCATION IN NORTHERN GHANA

Abstract

This study assessed the mode of implementation of the 2007 education reforms in rural and urban schools and their implication for development in the Northern Region of Ghana. An analytical cross sectional study was conducted in 15 school communities in three districts in the Northern Region. The school-communities were selected using multistage cluster sampling procedure whilst the respondents were selected using purposive sampling. A sample size of 150 was used which comprised teachers, circuit supervisors, parents/guardians and School Management Communities (SMCs) of the schools under study. The studies found out that, majority of the respondents were aware of the 2007 educational reforms and the reforms increased enrolment in schools. It was also realized that schools in rural areas do not have computer laboratories and workshops for Technical and Vocational skills, they also have inadequate furniture, text books, teaching and learning materials unlike their urban counterparts where such facilities are available. It was again found that stakeholders' consultation has positive and highly significant effect on the successful and effective implementation of the education reforms. Schools in urban areas had lower drop-out rates compared to those in the rural areas. The study also discovered that, pass rates at the JHS level during the 2007 educational reforms showed that 7 out of 10 urban Junior High schools had a pass rate of above 90% with one school recording a 100% pass rate whilst only three schools in rural areas recorded a pass rate slightly above 50%. The same trend was also found in the latest reforms. Only three JHS in the urban schools recorded a pass rate below 90% whilst the other 7 JHS recorded a pass rate above 90% with only 3 schools in the rural areas recording a pass rate between 50-60%. It is recommended that much attention such as posting qualified teachers, provision of adequate logistic such as furniture, textbooks, teaching and learning materials as well as provision of motivational packages for teachers should be provided to schools in rural areas just as those in urban areas. Effective monitoring and supervision in the rural areas should also be intensified so as to improve upon the performance of rural schools in the selected districts where this study was conducted.