AFRICA EDUCATION WATCH AFRICA EDUCATION WATCH (AEW) PROJECT(AEW) PROJECT

THE GHANA REPORTTHE GHANA REPORT

  

BYBY

  

GHANA INTEGRITY INITIATIVE (GII) GHANA INTEGRITY INITIATIVE (GII)

LOCAL CHAPTER OF TRANSPARENCY LOCAL CHAPTER OF TRANSPARENCY INTERNATIONALINTERNATIONAL

  

  

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ORDER OF PRESENTATIONORDER OF PRESENTATION

INTRODUCTION INTRODUCTION

AIMS OF THE PROGRAMMEAIMS OF THE PROGRAMME

DATA COLLECTION METHODSDATA COLLECTION METHODS

CHALLENGESCHALLENGES

SAMPLE SIZE AND COMPOSITIONSAMPLE SIZE AND COMPOSITION

DEMOGRAPHIC ANALYSISDEMOGRAPHIC ANALYSIS

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THE AFRICA EDUCATION THE AFRICA EDUCATION WATCH PROGRAMMEWATCH PROGRAMME

The ‘Africa Education Watch’ is The ‘Africa Education Watch’ is Transparency International’s Transparency International’s contribution towards solving the contribution towards solving the problems in the education sector in problems in the education sector in Africa with particular focus on primary Africa with particular focus on primary education.education.

It is a three year programme being It is a three year programme being implemented simultaneously in seven implemented simultaneously in seven African countries; African countries;

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INTRODUCTION CONT‘DINTRODUCTION CONT‘D

Ghana, Morocco, Niger, Uganda, Ghana, Morocco, Niger, Uganda, Senegal, Madagascar and Sierra Senegal, Madagascar and Sierra Leone. Leone.

The programme is in two phases: The programme is in two phases:

The diagnostic phase or assessment The diagnostic phase or assessment phase, and phase, and

The awareness-building and The awareness-building and Advocacy phase, Advocacy phase,

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INTRODUCTION CONT‘DINTRODUCTION CONT‘D

The first phase was supposed to have The first phase was supposed to have started in July 2007 but actually took off in started in July 2007 but actually took off in 2008;2008;

The second phase will take place at the The second phase will take place at the national and regional levels over a two year national and regional levels over a two year period (2009-2010). period (2009-2010).

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FUNDING OF PROJECTFUNDING OF PROJECT

The programme is supported by The programme is supported by Hewlett Foundation in Washington Hewlett Foundation in Washington

Through Transparency International Through Transparency International Secretariat in Berlin, Germany.Secretariat in Berlin, Germany.

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AIMS OF THE PROGRAMMEAIMS OF THE PROGRAMMETo identify evidence of waste, To identify evidence of waste, inefficiency and corruption, if any, in inefficiency and corruption, if any, in primary education financing;primary education financing;

To identify the effectiveness of local To identify the effectiveness of local accountability mechanisms in the accountability mechanisms in the education sector with regards to education sector with regards to controlling them;controlling them;

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CONT‘DCONT‘D

To work in coalitions, alliances and To work in coalitions, alliances and partnerships for national educational partnerships for national educational campaigns to integrate the call for campaigns to integrate the call for more transparency and more transparency and accountability into their agendas.accountability into their agendas.

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CONT‘DCONT‘DTo work for changes in policy and practice To work for changes in policy and practice that, ultimately, will lead to more effective that, ultimately, will lead to more effective use of resources for primary educationuse of resources for primary education

To carry out cross-country comparative To carry out cross-country comparative analysis of national assessments that will analysis of national assessments that will inform policy recommendations to donors inform policy recommendations to donors and international Education For All (EFA) and international Education For All (EFA) stakeholders. stakeholders.

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CONT‘DCONT‘D

To make cross-country comparisons To make cross-country comparisons of the different national campaigns of the different national campaigns for increasing effectiveness of local for increasing effectiveness of local accountability structures.accountability structures.

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DATA COLLECTION METHODSDATA COLLECTION METHODS

Data collection adopted two Data collection adopted two approaches: approaches:

Documentary reviews (desk study), Documentary reviews (desk study), including literature on primary including literature on primary education in Ghana, annual budgets, education in Ghana, annual budgets, sector reviews and strategic planning sector reviews and strategic planning documents, and documents, and

Interviews (surveys) of key players in Interviews (surveys) of key players in primary education in the country. primary education in the country.

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CONT‘DCONT‘D

Four sets of questionnaires were Four sets of questionnaires were administered to the four main administered to the four main stakeholders: stakeholders:

Heads of households (parents), Heads of households (parents),

Municipal/District Directors of Municipal/District Directors of education, education,

Chairpersons of Parent/Teacher Chairpersons of Parent/Teacher Associations (PTAs), and Associations (PTAs), and

Heads of Schools. Heads of Schools. 1212

CONT‘DCONT‘DFor the directors of education and For the directors of education and school heads, the questionnaires school heads, the questionnaires comprised two parts each: narrative comprised two parts each: narrative and financial data. and financial data.

Three regions, Greater Accra (coastal), Three regions, Greater Accra (coastal),

Ashanti (forest/middle belt), and Ashanti (forest/middle belt), and

Upper East (savanna)Upper East (savanna)

To capture a good geographical spread. To capture a good geographical spread.

Two local authority jurisdictions from Two local authority jurisdictions from each region. each region.

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CONT‘DCONT‘D

The Bolgatanga Municipal and the The Bolgatanga Municipal and the Kassena/Nankana District Assemblies Kassena/Nankana District Assemblies from the Upper East Region;from the Upper East Region;

Tema Municipal and Dangme West Tema Municipal and Dangme West District Assemblies from the Greater District Assemblies from the Greater Accra Region. Accra Region.

The Obuasi Municipal and the Asante The Obuasi Municipal and the Asante Akim South District Assemblies from Akim South District Assemblies from the Ashanti Region.the Ashanti Region.

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CONT‘DCONT‘DSixty public schools were selected using Sixty public schools were selected using the purposive sampling approach from a the purposive sampling approach from a list of schools provided by the Ghana list of schools provided by the Ghana Education Service. Education Service.

The selection took into consideration the The selection took into consideration the urban and rural divide not only for the urban and rural divide not only for the districts but also for the schools within the districts but also for the schools within the districts. districts.

Two schools benefiting from the pilot Two schools benefiting from the pilot School Feeding Programme were included School Feeding Programme were included in each district. in each district. 1515

CONT‘DCONT‘DSelection and training of Research Selection and training of Research Assistants in JanuaryAssistants in January

Pilot study in AMA and Dangbe East Pilot study in AMA and Dangbe East District Assembly areasDistrict Assembly areas

The main study finally took place in The main study finally took place in March, 2008 in all the study areas.March, 2008 in all the study areas.

The researchers received utmost The researchers received utmost cooperation from all the Municipal/District cooperation from all the Municipal/District Education offices and the school heads. Education offices and the school heads.

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CHALLENGESCHALLENGESIn some schools, information records were In some schools, information records were scattered, incomplete or unavailable.scattered, incomplete or unavailable.

The way records were kept and organized in The way records were kept and organized in schools made it difficult to answer some schools made it difficult to answer some questions especially on the budget data sheet. questions especially on the budget data sheet.

Also, some head teachers were either newly Also, some head teachers were either newly appointed or transferred and so could not provide appointed or transferred and so could not provide adequate information. adequate information.

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CONT‘DCONT‘DWhile the Education offices’ financial records are While the Education offices’ financial records are kept on annual basis school programmes are kept on annual basis school programmes are recorded on termly basis. recorded on termly basis.

Providing information by academic years was, Providing information by academic years was, therefore, a problem in some cases as supplies therefore, a problem in some cases as supplies were for calendar years and/or for periods longer were for calendar years and/or for periods longer than the academic yearthan the academic year

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CONT‘DCONT‘DThe question on the impact on decentralization The question on the impact on decentralization was difficult for many respondents because they was difficult for many respondents because they did not understand the concept. did not understand the concept.

Some head teachers claimed that the practicality Some head teachers claimed that the practicality of the decentralization process was yet to be of the decentralization process was yet to be realized. realized.

This was because, among others, teacher This was because, among others, teacher transfers and processing of salaries still took transfers and processing of salaries still took place outside the districts.place outside the districts.

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SAMPLE SIZE AND SAMPLE SIZE AND COMPOSITIONCOMPOSITION

In all, a total of 1146 respondents were In all, a total of 1146 respondents were interviewed, that is: interviewed, that is: – Six Directors of Education. Six Directors of Education. – 60 Head teachers, 60 Head teachers, – 60 PTA chairpersons, 60 PTA chairpersons, – 1020 heads of household (parents), 1020 heads of household (parents),

Class register for Primary 4, 5 and 6 of each Class register for Primary 4, 5 and 6 of each school was used to select every fourth school was used to select every fourth pupil’s parent invited for interviewpupil’s parent invited for interview

However, in some cases, we had to rely on However, in some cases, we had to rely on those we could getthose we could get..

2020

No Item Percentage

1 Households Respondents Characteristics

Sex: Male Female

36.064.0

2 Marital Status: MarriedSingleDivorcedWidowed

80.0 -

5.0 7.0

3 Age Distribution:Below 30 yrs31- 50 yrs51+ yrs

15.3 60.8 23.7

4 House Hold Size:1- 34-6 7-1011+

5.0 43.0 37.0 15.02121

No Item Percentage

5 Level of Education:No SchoolPart Primary SchoolPrimary SchoolSecondary SchoolTertiary Education

31142224 8

6 Income Distribution:Less than GHS 100Between GHS 100 & GHS 1000Above GHS 1000Undisclosed/Don’t know

50.733.1

1.014.2

7 Ownership of Assets:Land, including houseHouseLivestockBicycleRadioTelevisionMobile/cell phone

64.957.249.818.282.5

4963.9

2222

No Item Percentage

8 Number of Children in School:In schoolOut of school

8020

9 Performance of Elder’s Child in School: Very well/wellAverageVery Poor/PoorDon’t know

57.231.9

7.63.4

10 Visit to the School by Parents in the Past 12 Months 77.5

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Socio demographic Charateristics of PTA´s and SMC´s

Sex:MaleFemale

96.7 3.3

Age:Below 30yrs31- 50yrsAbove 50 yrs

3.3 71.7 25.0

Level of Education:PrimarySecondaryTertiaryNone

33.3 30.0 18.3

13.3

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Socio demographic Charateristics of Heads of Schools

Sex:MaleFemale

55.0 45.0

Category of RespondentHead TeacherAssistant Head TeacherOrdinary Teacher

93.3 5.0 1.7

Age:Below 30yrs31- 50yrsAbove 50 yrs

15.3 24.7 60.0

Level of Education:PrimarySecondaryTertiary

3.3 10.0 86.72525

DEMOGRAPHIC ANALYSISDEMOGRAPHIC ANALYSIS

45% of the headteachers interviewed 45% of the headteachers interviewed were femaleS; were femaleS;

Only 3% of the PTA chairs were Only 3% of the PTA chairs were femalesfemales

64% of the respondents in the 64% of the respondents in the households were females.households were females.

45% of the household respondents 45% of the household respondents had not completed primary had not completed primary education.education.

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THANK YOUTHANK YOU

THANK YOU FOR YOUR ATTENTIONTHANK YOU FOR YOUR ATTENTION

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