Volume 07 Issue 05 May 2024
1Isaac Owusu, 2Robert Andrews Ghanney
1Offinso College of Education Department of Education
2University of Education, Winneba
DOI : https://doi.org/10.47191/ijsshr/v7-i05-53Google Scholar Download Pdf
ABSTRACT
This research examined the extent of community participation in managing the Colleges of Education(CoE) in the Ashanti Region of Ghana, with Epstein (2006) framework on community participation in education being the theoretical lense for the study. To accomplish this, the study was rooted in the pragmatist paradigm where mixed methods approach was adopted and the Concurrent Triangulation design was utilized in the study. Questionnaire and interview were the main instruments used to collect the primary data for the study. A total of 349 questionnaires were distributed comprising 319 CoE students and 30 opinion leaders in the Ashanti Region and these were all retrieved and returned for analysis. The quantitative data were analysed using descriptive statistics (means, standard deviations, frequencies, and percentages), whereas qualitative data were analysed using themes. The results from the study suggest that largely, to some extent, communities do not really participate in the management decisions in the Colleges of Education in the Ashanti Region. Though community participation was found beneficial, it was also greeted with some challenges such as ineffective medium of communication at meeting, confusion over the roles of school administrators and community leaders. It was recommended among others that MMDAs in the region should create a strong awareness on the role of the communities and their indigenous knowledge systems in ensuring effective and efficient community participation. in managing CoE in the Ashanti Region
REFERENCES
1) Addae-Boahene, A. (2007). Ghana: Aid effectiveness and the education sector: Implications for civil society (1).
2) Amin, M. E. (2005). Social Science Research: Conception, Methodology and Analysis Kampala. akerere University Press,
3) Bagin, D., & Donald, R. (2001). The School and Community Relations (7th ed.). London; Alyn
4) Bekoe, R., & Quartey, F. F. (2013). Assessing community participation in promoting basic education at the Akorley District Assembly (D/A) Basic School in the Yilo Krobo Municipality - Eastern Region – Ghana. Journal of Education and Practice, 4(7), 33-40.
5) Berger, E. (2007). Parent as partners in education: The school and home working together. New York: MacMillan Publishing Press.
6) Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2014). Thematic Analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 843–860). Sage.
7) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
8) Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships: Principles and process. Journal of Counselling and Development, 90(4), 408-420.
9) Comer, R. J. (2009). Abnormal psychology. New York: Worth Publishers.
10) Creswell, J. W. (2014). Research Design International Students Edition. Qualitative, quantitative and mixed methods approach (4th ed.). London: SAGE Publications.
11) Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: Sage Publications.
12) Ecclesm, J., & Harrold, R. (2009). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568-587.
13) Epstein, J. L. (2006). Families, schools, and community partnerships. YC Young Children, 61(1), 40-40.
14) Gaitan, D. (2007). Literacy empowerment: The role of parents in their childrens’ education. London: UK. Falmer Publishing Press.
15) Goldring, E. B. (1994). Beyond the Boundaries: Principals, Parents and Communities Shaping the School Environment. International Handbook of Educational Leadership and Administration, 1, 195–222.
16) Guillaume, A. (2011). Prospective teachers’ use of Diversity issues in case study analysis. Journal of Research and Development in Education, 21, 340-355.
17) Gray, D. E. (2013). Doing research in the real world. London: Age Publications.
18) Griffin, D., & Steen, S. (2010). School-family-community partnerships: Applying Epstein's theory of the six types of involvement to school counsellor practice. Professional School Counselling, 13(4), 218-226.
19) Gwendolyn, W. L. (2014). Understanding Parental Involvement in American Public Education: Memphis, University of Memphis. International Journal of Humanities and Social Science, 3(3), 123-130
20) Harriet T., Anin E. K., & Yussif, K. A. (2013). The level of stakeholders’ participation in the district education strategic planning towards quality basic education: The case of Salaga Town Council of Ghana. International Journal of Humanities and Social Science, 3(14), Honda, W., & Kato, C. (2013). Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa. Washington, DC: The World Bank.99-102
21) Hughes P. & McNaughton G. (2002). Preparing Early Childhood Professionals to work with Parents: the Challenge of Diversity and Dissensus. Australian Journal of Early Childhood, 28(2),14–21.
22) . Kim, S. Y., Yoo, E. Y., Jung, M. Y., Park, S. H., Lee, J. S., & Lee, J. Y. (2016). Reliability and Validity of the Activity Participation Assessment for School-age Children in Korea. Hong Kong Journal of Occupational Therapy, 28, 33-42
23) Kivunja, C., & Kuyini, A. B. (2017). Understanding and Applying Research Paradigms in Educational Contexts. International Journal of Higher Education, 6 (5), 26-41
24) Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26
25) Mansuri, G. & Rao V., (2013). Localizing Development: A Critical Review. Development Research Group, World Bank Research Observer 11(2), 41-49.
26) Ministry of Education. (2003). Basic Education Sector Improvement Programme: Policy Document. GES/MOE
27) Rifa’l, A. R. C. (2013). Model Pengelolaan Programme Pendidikan Anak Usia Dini Berbasis Masyarakat. Jurnal Ilmu Pendidikan, 19 (1), 120-127
28) Sharma, M. K. (2013). Leadership management: Principles, models and theories, global journal of management and business studies. New Delhi: Research India Publications.
29) Stiglitz, J. E. (2002). Globalization and its discontents. Economic Notes, 32(1), 123-142
30) Strauss, A. & Corbin, J. (1998). Grounded Theory Methodology. In: Denzin, N. K. and Lincoln, Y. S. (eds.) Handbook of Qualitative Research. Thousand Oaks, Sage Publications.
31) Sumarsono, R. B., Imron, A., Wiyono, B. B., & Arifin, I. (2016). Parents Participation in improving the Quality of Elementary School in the City of Malang, East Java, Indonesia. International Education Studies, 9 (10),1-8
32) UNESCO. (2013). Toward universal learning: What every child should learn. Universal Education (Vol. 1, pp. 1-101). Washington, DC
33) Yamane, T. (1967). Statistics, An Introductory Analysis, (2nd ed.), New York: Harper and Row.