Assessing the effects of World Vision Ghana education project interventions on beneficiaries in the Saboba district of Ghana

Abdul-Aziz Ibn Musah, PATRICK MARAA TACHIN, Alhasan Alolo Abdul-Rasheed Akeji, Mohammed Dawuni

Abstract


Enrolment, Performance and Retention are the key elements in providing quality education and building the skills and technical expertise of its human resource. The roll out of quality education is however thwarted by some challenges and therefore there is the need for concerted efforts on the part of Private Sector, Public Sector and Non-Governmental Organizations (NGOs) to collaborate and contribute to achieving this excellence. The study sought to examine the effects of World Vision Intervention education component on the project beneficiaries at the basic school level in the Saboba district of northern Ghana. The investigation sought to give answers to various inquiries like: perception of stakeholders on the effectiveness of the project, effect of the project on academic performance, school enrolment as well as the challenges associated with the implementation of the intervention Program. The approach to the study was eclectic. Results revealed that more than two-thirds of the stakeholders identified Water and Sanitation, and Education as the priority areas of World Vision. It also attributed the appreciation of enrolment to sponsorship packages enjoyed by beneficiaries and the aggressive mount of enrolment campaign drives.

 However, increase in enrolment did not translate into performance, as percentage of pupils graduating from the basic school level to higher levels of academic was not impressive. The situation worsened as the performance of the girl child continues to lag compared to their boys counterparts. The study suggests that development actors should incorporate pupil enrolment campaign Programs into their mainstreamed local Programs, with much emphasis on quality instructional delivery as this will enable pupil to climb higher educational ladder. Also, consultation strategy should be incorporated into donors’ agencies Programs to encourage stakeholders to fully participate at each stage (design to implementation) of the Program since that will allow optimal achievement of the intended goals.


Full Text:

PDF

References


References

Aaron, K., Afshar, H., Akyeampong, K., Allen, B., Ampiah, G., Arango, M., . . . Bell, S. (2010). The following individuals served as referees for articles received or published in 2010, or supported us in other ways. Development in Practice, 20(8).

Adhikari, S. R. (2016). Economics of Urban Externalities: Analysis of Squatter Settlements in Kathmandu and Quito: Springer Singapore.

Agbesinyale, P., & Canterbury, C. (2008). The development of Africa and Africa. Theory. SB Kendie and P. Martens. Governance and Sustainable Development, 16-40.

Aggarwal, J. C. (2002). Theory & Principles Of Education: Vikas Publishing House Pvt Limited.

Akyeampong, A., & Asante, K. (2006). Teacher Motivation and Incentives–Ghana Case Study. Report submitted to DFID, London.

Akyeampong, A. K. (2006). Extending Basic Education to out-of-school children in Norhern Ghana. Education for All and Multigrade Teaching. Challenges and Opportunities, 215-238.

Akyeampong, K. (2004). Whole school development in Ghana. Education for All Global Monitoring Report 2005-the Quality Imperative.

Akyeampong, K. (2009). Revisiting free compulsory universal basic education (FCUBE) in Ghana. Comparative Education, 45(2), 175-195.

Alhassan, E. (2013). Early Marriage of Young Females: A panacea to Poverty in the Northern Region of Ghana.?

Alhassan, S., & Adzahlie-Mensah, V. (2010). Teachers and Access to Schooling in Ghana. CREATE Pathways to Access. Research Monograph No. 43: ERIC.

Atuahene, F., & Owusu-Ansah, A. (2013). A descriptive assessment of higher education access, participation, equity, and disparity in Ghana. Sage Open, 3(3), 2158244013497725.

Babalola, J. B., OKERDIRAN, A., Ayeni, A., & Adedeji, S. (2006). Economic Thought About Private Sector Education: Policy Implications for Management Of Universities In Africa. Turkish Online Journal of Distance Education, 7(2).

Badu, Y. A., & Parker, A. (1994). The Role of Non-governmental Organisations in Rural Development: The Case of the Voluntary Workcamps Association of Ghana. Journal of Social Development in Africa, 9(1), 27-39.

Balwanz, D., & Darvas, P. (2013). Basic education beyond the Millennium Development Goals in Ghana: How equity in service delivery affects educational and learning outcomes: World Bank Publications.

Bandi, G. J. (2011). Non-Governmental Organizations in Kenya's Education Sector. University of Pittsburgh.

Bano, M. (2008). Non‐profit education providers vis‐à‐vis the private sector: comparative analysis of non‐governmental organizations and traditional voluntary organizations in Pakistan. Compare, 38(4), 471-482.

Bortei-Doku, E. (2011). Changing Mindsets: A Study of Attitudes Towards Technical and Vocational Education and Training in Ghana: Centre for Social Policy Studies, University of Ghana on behalf of City & Guilds Centre for Skills Development, UK, and the Council for Technical and Vocational Education and Training, Ghana.

Buchert, L. (2002). Towards new partnerships in sector-wide approaches: comparative experiences from Burkina Faso, Ghana and Mozambique. International Journal of Educational Development, 22(1), 69-84.

Canagarajah, S., & Mazumdar, D. (1999). Employment, labor markets, and poverty in Ghana: a study of changes during economic decline and recovery.

Chabbott, C. (2013). Constructing education for development: International organizations and education for all: Routledge.

Coleman, J. S. (2015). Education and Political Development.(SPD-4) (Vol. 4): Princeton University Press.

Coryn, C. L., Noakes, L. A., Westine, C. D., & Schröter, D. C. (2011). A systematic review of theory-driven evaluation practice from 1990 to 2009. American journal of Evaluation, 32(2), 199-226.

Darling-Hammond, L., Hightower, A. M., Husbands, J. L., LaFors, J. R., Young, V. M., & Christopher, C. (2003). Building instructional quality:" Inside-out" and" outside-in. Perspectives on San Diego's School Reform. A Research Report.

Darvas, P., & Palmer, R. (2014). Demand and Supply of Skills in Ghana: How Can Training Programs Improve Employment and Productivity? : World Bank Publications.

De Siqueira, A. C. (2000). The World Bank New Discourse and the 1999 Education Sector Strategy.

Donge, v. J. (2003). Into the black box of Ghanaian education: why do increased inputs not lead to better educational outputs. The Hague: ISS, Netherlands Educational Studies, 30(1), 73-76.

Dormekpor, E. (2016). Examining the relationship between maternal poverty, education level, region and daughters' school dropout rates in Ghana: Widener University.

Dunne, M., & Ananga, E. D. (2013). Dropping out: Identity conflict in and out of school in Ghana. International Journal of Educational Development, 33(2), 196-205.

Ellerman, D. (2002). Should development agencies have Official Views? Development in Practice, 12(3-4), 285-297.

Fielmua, N., & Boye Bandie, R. (2012). The role of local nongovernmental organisations in basic education in the nadowli district of ghana. Br. J. Arts Soc. Sci, 4(1), 46-59.

Fobih, D., Akyeampong, K. A., & Koomson, A. (1999). Ghana primary school development project: Final evaluation of project performance. Accra: Ministry of Education.

Foster, P. J. (1966). Education and social change in Ghana.

Fowler, A. (2013). Striking a balance: A guide to enhancing the effectiveness of non-governmental organisations in international development: Routledge.

Fukuda-Parr, S., & Lopes, C. (2013). Capacity for development: new solutions to old problems: Routledge.

Graham, C. K. (2013). The History of Education in Ghana: From the Earliest Times to the Declaration of Independance: Routledge.

Harbison, F. H. (1973). Human resources as the wealth of nations.

Hartwell, A. (2004). Ghana case study: School for Life. EQUIP2 Case Study Series, Academy for Educational Development and USAID, Washington, DC.

Hartwell, A. (2006). Meeting EFA: Ghana School for Life (EQUIP2 Case Study). Washington DC: Academy for Educational Development.

Hossain, N., Subrahmanian, R., & Kabeer, N. (2002). The politics of educational expansion in Bangladesh.

Joseph, G., & Wodon, Q. (2012). School inputs, school meals, and capitation grants: impact on enrollment, drop-outs, and repetitions in Ghana. World Bank paper for the Girls’ Education Unit at the Ministry of Education of Ghana, Camfed Ghana, and the Department for International Development (DFID) of the United Kingdom,(preliminary draft).

Kadingdi, S. (2006). Policy initiatives for change and innovation in basic education Programs in Ghana. Educate~, 4(2), 3-18.

Kamens, D. H., & McNeely, C. L. (2009). Globalization and the growth of international educational testing and national assessment. Comparative education review, 54(1), 5-25.

Malifimbo, M. S. (2015). The Role of School Committees in Promoting Completion Rates of Primary Education in Temeke District. The Open University Of Tanzania.

Meier, G. M. (2011). Leading issues in economic development: Oxford University Press.

Milana, M., & Nesbit, T. (2015). Global Perspectives on Adult Education and Learning Policy: Palgrave Macmillan UK.

Miller-Grandvaux, Y., Welmond, M., & Wolf, J. (2002). Evolving partnerships: The role of NGOs in basic education in Africa.

Miller-Grandvaux, Y., & Yoder, K. (2002). A literature review of community schools in Africa.

Mohammed, M. (2010). Parental support for female education in the Tamale metropolis. University of Cape Coast.

Mundy, K., & Murphy, L. (2001). Transnational advocacy, global civil society? Emerging evidence from the field of education. Comparative education review, 45(1), 85-126.

Nair, P. (2004). India: Desk study of non-state providers of basic services: International Development Department, School of Public Policy, University of Birmingham.

Norviewu-Mortty, E. K. (2010). Principals' strategies for improving students' academic achievement in rural Junior High Schools in Ghana. Paper presented at the Western Australian Institute for Educational Research Forum.

Nsamenang, A. B., & Tchombé, T. M. (2012). Handbook of African Educational Theories and Practices: A Generative Teacher Education Curriculum: Human Development Resource Center (HDRC).

Nsiah-Peprah, Y., & Kyiiliyang-Viiru, L. (2005). Assessment of the factors affecting the standard of education in junior secondary schools in the Kassena-Nankana district in the upper east region of Ghana. Journal of Science and Technology (Ghana), 25(1), 43-57.

Peil, M. (1995). Ghanaian education as seen from an Accra suburb. International Journal of Educational Development, 15(3), 289-305.

Pryor, J. (2005). Can community participation mobilise social capital for improvement of rural schooling? A case study from Ghana. Compare: A Journal of Comparative and International Education, 35(2), 193-203.

Rihani, S. (2002). Complex systems theory and development practice: Understanding non-linear realities: Zed Books.

Sabates, R., Westbrook, J., Akyeampong, K., & Hunt, F. (2010). School drop out: Patterns, causes, changes and policies.

Sawyerr, H. (1997). Country-led aid coordination in Ghana: ADEA Paris.

Sayed, Y., & Soudien, C. (2003). (Re) Framing Education Exclusion and Inclusion Discourses. ids Bulletin, 34(1), 9-19.

Shah, G. H., Bari, F., & Ejaz, N. (2005). The Role of NGOs in Basic and Primary Education in Pakistan: NGO Pulse Report: Lahore University of Management Sciences.

Subrahmanian, R. (2005). Gender equality in education: Definitions and measurements. International Journal of Educational Development, 25(4), 395-407.

Tarabini, A. (2010). Education and poverty in the global development agenda: Emergence, evolution and consolidation. International Journal of Educational Development, 30(2), 204-212.

Teamey, K. (2010). Research on relationships between government agencies and non-state providers of basic services: A discussion on the methods, theories and typologies used and ways forward. Whose Public Action? Analysing Inter-sectoral Collaboration for Service Delivery.

Thompson, N. M., & Casely-Hayford, L. (2008). RECOUP Working Paper 16.

UWITO, T. W. (2014). ASSESSEMENT OF FACTORS INFLUENCING ACADEMIC ACHIEVEMENT OF FEMALE STUDENTS: THE CASE OF HOLETA SECONDARY SCHOOL. ADDIS ABABA UNIVERSITY.

Verspoor, A. M. (1992). Planning of education: where do we go? International Journal of Educational Development, 12(3), 233-244.

Watkins, K. (2000). The Oxfam education report: Oxfam.

Whalen, C. J. (2010). Human resource economics and public policy: essays in honor of Vernon M. Briggs Jr: WE Upjohn Institute.

White, H., & Masset, E. (2004). Books, buildings, and learning outcomes: An impact evaluation of World Bank support to basic education in Ghana: World Bank Washington, DC.

Yeboah, E., & Obeng-Odoom, F. (2010). 'We are Not the Only Ones to Blame': District Assemblies' Perspectives on the State of Planning in Ghana.

Yeboah, V. (1990). Educational Reform in Ghana'. Paper given at USAID Conference on Educational Reform in Africa. Ministry of Education Accra. 9-15 September. Unpublished paper.

YENGELA, E. L. (2015). CONTRIBUTIONS OF NON-GOVERNMENTAL ORGANIZATIONS TO EDUCATION PERFORMANCE IN PRIMARY SCHOOLS IN NYAMAGANA DISTRICT, TANZANIA. SAUT.




DOI: http://dx.doi.org/10.19239/ijrev2n3p%25p

Refbacks

  • There are currently no refbacks.


License URL: http://creativecommons.org/licenses/by/4.0/

 © 2016-2017 by International Journal of Research and Education

Licensed Under Creative Commons Attribution CC BY

ISSN 2398-3760