Abstract:
The Capitation Grant Policy (CGP) is one of the interventions adopted by the Ghana
government to motivate Ghana‘s drive to achieve universal basic education. The purpose
of the study was to examine the implementation of CGP on basic education in Atwima
Nwabiagya District with respect to teachers and headteachers‘ perspective. The research
design employed in the study was a descriptive survey through a quantitative approach.
The overall reliability estimates for the instrument had a coefficient alpha of 0.844 which
was above 0.7. Data for the study were obtained by using questionnaire to solicit views of
teachers and headteachers on the impact of CGP on basic education. Out of 328 teachers
from the sampled schools 120 of them were selected using simple random technique to
participate in the study. With respect to the headmasters all heads of selected schools
were purposively selected to take part in the study. The data were analysed through
descriptive statistics such as frequencies, percentages, mean and standard deviation.
Again, one sample t-test was used to compare the average results of BECE results before
and after the implementation of CGP. The following findings were made. Teachers
perceived the CGP to be good for increasing enrolment, improving attendance, closing
the gap between boys and girls in terms of enrolment but not improving quality
education. One of the key challenges of CGP implementation faced by headteachers and
teachers was irregular release of the grant. In conclusion, the CGP has worsened quality
education indicators such as class size and pupil-textbook ratio. It is recommended that
government should release the CG regularly so that the schools can prepare SPIP ahead
of time so that the use of the grant would be maximized. Again, adequate textbooks
should be provided for students.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba in partial fulfilment of the
requirements for award of Master of Philosophy (Educational Leadership)
degree
JULY, 2016