Abstract:
The purpose of the study was to discuss state of community participation in the
development of basic education in Zongo-Macheri in the Krachi-Nchumuru District
of the Oti Region. The research was a case study using the qualitative research
approach. The sample size for the study was 20. The purposive sampling procedure
was applied in selecting the study participants. Data collected from the interviews and
observations were analysed using the inductive content analysis approach. The study
revealed that apathy and lack of commitment of teachers and parents, lack of regular
supervision, and inadequate supply of basic educational materials by the government
and parents undermined effective community participation in the development of
basic education in Zongo-Machery. The study also discovered that challenges such as
the politicization of educational policies, negative attitude of parents, financial
challenges, and low level of education (illiteracy) hindered community participation
in schools in Zongo-Macheri in the Krachi-Nchumuru District. It also emerged from
the study that despite the numerous challenges confronting community participation,
it also had so many benefits which could inure to the benefit of the community and
the society as a whole if properly harnessed. These include discipline, promoting
better academic performance and meeting welfare needs of the students and teachers
alike. Based on the findings arrived at, it is recommended that all the stakeholder in
education delivery must be seen to attach urgency to the provision of adequate
infrastructure, teachers, conducive environment ant teaching/learning resources needs
of the basic schools. The stakeholders should therefore, rededicate and channel their
collective efforts into community participation in order to reap the full benefits of
community participation.
Description:
A dissertation in the Department of Social Studies,
Faculty of Social Science Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirement for the award of the degree of
Master of Philosophy
(Social Studies)
in the University of Education, Winneba
MAY, 2020