Education finance, governance, and quality basic education in Ghana the case of Gomoa West District

Abstract

This study explored the financial governance system of basic education in the Gomoa West District of Ghana, with a focus on how resource allocation, funding adequacy, and governance practices influence the quality of education. Guided by the assumption that quality education can be improved through a more effective and streamlined financial governance regime, the study was anchored in the philosophical assumptions of constructivism and interpretivism. A qualitative research approach was employed, using a case study design to gain in-depth insights into the financial management practices of selected schools and the district directorate. The study purposively sampled 12 participants, comprising three district education officers and nine head teachers from schools benefiting from both the Capitation Grant and the Ghana Accountability for Learning Outcomes Project (GALOP) fund. Data was collected through semi-structured interviews. Thematic analysis was used to code and interpret data in alignment with theories of educational adequacy, efficiency, and the principal-agent framework. Key findings revealed that while budgeting systems such as SPIP ensure policy alignment and accountability, funding remains woefully inadequate and irregularly disbursed. Supplementary sources such as Parent Associations, religious contributions, extra classes and NGOs provide support but are limited and unsustainable. The study recommends increased statutory funding, regular disbursement of grants, capacity building in financial management, flexibility in school financial management and greater stakeholder involvement to enhance financial governance and educational outcome