ACHIEVING GENDER PARITY IN BASIC EDUCATION: THE ROLE OF NON-STATE ACTORS IN PROMOTING GIRLS EDUCATION IN THE SAWLA-TUNA-KALBA DISTRICT OF NORTHERN GHANA

Abstract

Providing basic education is considered as slate responsibility. Non-State Actor (NSAs), however have always been involved in basic education service delivery especially supporting girls education, and usually confusing on boundaries between state arid non-state roles with respect to the contribution of NSAs to girls education provision and how effective their strategies in addressing the gender parity gap in basic education. The locus on the role of non-state Actors has deepened within the context of achieving Education for All (EFA) goal. The study focused attention towards the role of NSAs in supporting girls' education in the Sawla-Tuna-Kalba District of Northern Region. The study adopted a mixed methods research approach. Purposive sampling technique was used to select the study area, heads of institutions (DA, (W.S arid NSAs). The findings indicate a vide range of NSAs ranging from private for profit, faith based, NGOs and donor agencies. These NSAs exist in the district to serve different purpose in promoting girls education. It notes that NSAs commonly use varied range of strategies. These include infrastructure support, food support, capacity building, girls' sponsorship, etc. However, tested and proven strategies by NSAs are still not been scaled up by state compelling NSAs to continue piloting and experimentation of such strategies, ineffective collaboration between state and NSAs actors to implement and share lessons limited the effectiveness of NSAs girls' education strategies. The study considers effective collaboration, monitoring and supervision between state and NSAs, community engagement and sensitization, enforcing byelaws on girls' education, among others to strengthen the role of NSAs in girls' education provision.