Decentralisation Of Educational Management: Evidence From Ghanaian Basic Schools
Author(s): Alex Kyeremeh (PhD C) and Michael Asamani Pobbi (PhD C)
The old forms of delivering of public goods is experiencing changes. One of such change manifests in the provision of public services at the local or grassroots level with minimal control by the central government. This concept is termed decentralization. Decentralization is a system of governance where central administration transfers power to a local authority with the aim of being more responsive to citizens at the grassroots, and to enhance their participation in decision-making (Barr & Reid, 2014). Relating the concept to education, it is assumed that in order to achieve higher performance in public basic education, the local education office should be given the authority to recruit, sanction, and reward teachers instead of maintaining power at the national office of the country’s Educational Ministry. It is also believed that decentralising will improve on collaboration between schools and major stakeholder which according to Sheppard and Brown (2006) will lead to strategic resourcing for schools within the districts. Again, regular monitoring of district monitoring teams or oversight committees responsible for implementing decentralised function, challenges regarding the structural deficits, and issue pertaining to teacher wages, shortages of teaching and learning materials promotion, classroom teaching and assessment, and other work place conditions which are relevant for motivating teachers are identified and resolved, thus, result in improved
teaching and learning in schools as outlined in (Leithwood & Jantzi, 2008).