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In this section, a number of implications for policy and practice are outlined. They include strategies the government of Ghana might adopt to address some of the

findings of the study to promote greater parental involvement at the basic school level in rural areas.

7.3 i SMC Membership and Appointments

Decentralisation policies are based on the assumption that democratic processes will be strengthened by ensuring greater local participation in the decision-making processes at both school and community levels (World Bank, 2003). In establishing SMCs and PTAs, the Government of Ghana hoped to achieve these lofty objectives. As found in the literature, in developing countries, the local elite and relatively better educated community members tend to take on the role of brokers of decision-making and, through their actions, close up the space for representation or participation in the affairs of the school by a more inclusive group of community members (Kingdon et al., 2014). This creates a potential for the few educated ones to influence the course of development of society. This defeats the expectation for greater representation and involvement in school governance as exemplified in the present study. Pryor (2005, p.196) points out that Ghana’s Ministry of Education’s shallow understanding of the dynamics of rural living has led to pseudo-participation by parents, and suggests that without a more sophisticated grasp of rural and community life and work, the realisation of decentralisation policies may remain elusive for many years to come. In the light of this, it is suggested that policies about SMC and PTA in school governance must be adapted to reflect contextual differences.

Among other factors, the extent of SMC and PTA involvement in school governance depended on members’ educational attainment, life experiences, including knowledge in school affairs, and more importantly, opportunities provided by the MOE and the school concerned. In the current study, the majority of SMC and PTA members in both school communities were fishermen, farmers and traders, with most of them holding

Middle School Leaving Certificates. Many SMC members in School 1 community were also political appointees and/or influential people, who lacked knowledge of management and experience in educational matters. Moreover, the study findings reveal that SMC members were not given sufficient orientation about their roles to equip them for the tasks ahead and therefore had limited knowledge of their responsibilities. In other words, SMC members were denied the capacity-building measures that would have made them function more effectively. It is therefore suggested that the GES liaise with school authorities to organise adequate training programmes for SMC members to enable them upgrade their knowledge and skills in governance issues.

7.3 ii Increasing Involvement and Accountability in Financial Matters

Increasing involvement and accountability in financial matters is key in terms of governance and involvement and failing in both SMC and PTA. Parental involvement was mostly found in fund-raising activities as in the payment of PTA dues/levies which went into the provision of school infrastructure. This was critical because of undue delay in the release of District Assembly Common Fund (DACF) and capitation grants as a result of bureaucratic financial system at the central government but was a major burden on poverty-stricken parents and guardians who had to bear the brunt of the implementation of the policy. To relieve parents of this burden, it behoves upon, the government acting through all public sector agencies such as the Ministry of Education (MOE) through Ghana Education Service (GES) to the Administrator of the District Assemblies Common Fund to ensure prompt release of the capitation grants

A major obstacle to transparency in the management of school finances was the practice whereby SMC chairperson could endorse the release of capitation grants without prior discussion or approval by the entire SMC membership. (See Chapter Six).

To address this problem, given that contexts and needs will vary, this thesis advocates for improving understanding of the capitation grant scheme. For example, the GES authorities could convene a forum, in a town hall meeting at which all residents, current and prospective parents are educated on the modalities of the capitation grants, its composition, generation, mode of release and impact. Such sensitization exercises could go a long way to keep parents abreast of their rights and responsibilities in regard to their financial contributions to basic education.

7.3iii Developing Spaces more conducive to Parental Involvement

A key finding of this study is that parental involvement in children’s education depends on the spaces created by the school in addition to the trust and recognition accorded parents by the school staff. A high quality education delivery environment, as determined by the managerial practices of a school is likely to improve and promote relationships (Hoover-Dempsey and Sandler, 1997; Crozier and Davies, 2007). In School 1, even though teachers claimed that they were sending invitations to such events through pupils, parents seemed to find all manner of excuses to stay away from the school. The solution seems to lie in strengthening the communication channels between the school and community as well as mutual respect between the two.

As found in the literature, parents are not hard to reach but rather it is the school (Crozier and Davies, 2007). In this sense, the effectiveness of the school system in getting parents involved is very important. Schools need to recognise the nature of the parent body and/or their particular needs or perspectives. Schools should as a matter of priority be committed to monitoring parents’ attendance at meetings and support them to be actively involved in their children’s home learning and school activities.