Unpacking tokenism in the governance of Ghanaian public basic schools

Enoch Danso Okyere

doi:10.51867/ajernet.7.1.64

Authors

Enoch Danso Okyere
edokyere@uew.edu.gh
University of Education, Winneba, Ghana https://orcid.org/0000-0003-3332-0193

Keywords:

Accountability, Decentralisation, Financial Transparency, Ghana, Participatory Governance, School Management Committees

Abstract

The School Management Committee (SMC) is central to Ghana’s decentralised basic education governance framework and is intended to enhance accountability, transparency, and community participation at the school level. However, evidence suggests that their practical influence on financial oversight and decision-making remains uneven. Guided by participatory decision-making theory, this qualitative case study examines how SMC promotes financial transparency and participates in school-level decision-making in selected public basic schools in the Akuapem North Municipality of Ghana. Data were generated through semi-structured interviews with 28 participants comprising headteachers, teachers, and SMC members, complemented by document analysis of school financial records and SMC meeting minutes. Thematic analysis revealed that while SMCs are active in community mobilisation, minor infrastructure decisions, and conflict mediation, their role in financial transparency and strategic decision-making is largely procedural. Financial accountability is a closely regulated connection between headteachers and SMC executives; teachers, parents, and the public are not provided with much information about it. Decision-making processes were found to be predominantly ratification-driven, with SMC approving rather than shaping budgets and school improvement plans. These findings show a substantial discrepancy between governance practices and policy aspirations, demonstrating participation without real authority. The study concludes that the effectiveness of SMC depends not on their formal existence but on the depth, structure, and resourcing of participation. Strengthening school governance requires institutional redesign to shift from procedural to substantive community empowerment. It is recommended that the Ministry of Education and the Ghana Education Service improve participatory school governance through transparent financial reporting, capacity building for school management committees, and explicit job definitions in budgeting and monitoring. Also, regional, district, and educational actors should promote accountability through collaborative planning, developmental monitoring, and inclusive financial oversight that educates the broader community.

Dimensions

REFERENCES

Abreh, M. K. (2017). Involvement of school management committees in school-based management: Experiences from two districts of Ghana. Educational Planning, 24(3), 61-75.

Adil, N., Rashidi, Z., & Frooghi, R. (2018). Strengthening school management committees: A framework for process and outcome. International Journal of Educational Management, 32(4), 701-718.

https://doi.org/10.1108/IJEM-03-2017-0072 DOI: https://doi.org/10.1108/IJEM-03-2017-0072

Agbi, R. M., Nudzor, H. P., & Agbevanu, W. K. (2024). School management committees' knowledge and involvement in school improvement plans: Implications for quality education. Educational Planning, 31(2), 63-79.

Akyeampong, K. (2009). Public-private partnership in the provision of basic education in Ghana: Challenges and choices. Compare, 39(2), 135-149.

https://doi.org/10.1080/03057920902750368 DOI: https://doi.org/10.1080/03057920902750368

Andoh-Robertson, T., Effah, S., Eshun, T. B., & Kwasi, M. A. (2020). Assessment of the performance of school management committees (SMCs) towards the attainment of quality basic education in the Tarkwa-Nsuaem Municipality of Ghana. Assessment, 10(16), 18-26.

Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216-224. https://doi.org/10.1080/01944366908977225 DOI: https://doi.org/10.1080/01944366908977225

Aryeh-Adjei, A. A. (2021). Community participation in the management of Ghanaian schools. Journal of Interdisciplinary Studies in Education, 10(SI), 79-95. https://ojed.org/jise

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa

Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on accountability reforms. Washington, DC: The World Bank.

https://doi.org/10.1596/978-0-8213-8679-8 DOI: https://doi.org/10.1596/978-0-8213-8679-8

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

Dwangu, A. M., & Mahlangu, V. P. (2021). Accountability in the financial management practices of school principals. International Journal of Educational Management, 35(7), 1504-1524. https://doi.org/10.1108/IJEM-06-2021-0243 DOI: https://doi.org/10.1108/IJEM-06-2021-0243

Essuman, A., & Akyeampong, K. (2011). Decentralisation policy and practice in Ghana: The promise and reality of community participation in education in rural communities. Journal of Education Policy, 26(4), 513-527.

https://doi.org/10.1080/02680939.2011.554999 DOI: https://doi.org/10.1080/02680939.2011.554999

Faku, D., & Mulaudzi, M. C. (2024). Examining the school governing bodies' and their financial management roles and functions in public schools [Special issue]. Journal of Governance & Regulation, 13(1), 480-488. https://doi.org/10.22495/jgrv13i1siart20 DOI: https://doi.org/10.22495/jgrv13i1siart20

Fung, A., & Wright, E. O. (2003). Countervailing power in empowered participatory. In Deepening democracy: Institutional innovations in empowered participatory governance (Vol. 4, pp. 259-288).

Geofrey, S. (2015). The efficacy of school committees in the management of school resources in Rufiji District, Tanzania. Open University of Tanzania Repository.

Ghana Education Service. (2019). School management committee operational manual. Accra: Ministry of Education.

Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, Article 114523. https://doi.org/10.1016/j.socscimed.2021.114523 DOI: https://doi.org/10.1016/j.socscimed.2021.114523

Kameshwara, K. K., Shields, R., & Sandoval-Hernandez, A. (2024). Decentralisation in school management and student achievement: Evidence from India. The Journal of Development Studies, 60(1), 67-82.

https://doi.org/10.1080/00220388.2023.2273800 DOI: https://doi.org/10.1080/00220388.2023.2273800

Keddie, A. (2015). School autonomy, accountability and collaboration: A critical review. Journal of Educational Administration and History, 47(1), 1-17.

https://doi.org/10.1080/00220620.2015.974146 DOI: https://doi.org/10.1080/00220620.2015.974146

King, J., & Mestry, R. (2023). The oversight functions of school governing bodies in the management of budgets. Perspectives in Education, 41(4), 177-193.

https://doi.org/10.38140/pie.v41i4.7512 DOI: https://doi.org/10.38140/pie.v41i4.7512

Kwaah, C. Y., & Nishimuko, M. (2023). Improving school quality in junior high schools in Ghana: Teachers' myth and reality of a decentralization policy. Sage Open, 13(3), 21582440231188559. https://doi.org/10.1177/21582440231188559 DOI: https://doi.org/10.1177/21582440231188559

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

https://doi.org/10.1016/0147-1767(85)90062-8 DOI: https://doi.org/10.1016/0147-1767(85)90062-8

Maeda, C. M. (2015). Empowering locals through school governance: A case of secondary school boards in Tanzania (Master's thesis, The University of Bergen).

Ngcobo, S., & Ndovela, S. G. (2024). Evaluating financial reporting guidelines in South African public schools: Towards an integrated framework for accountability. International Journal of Research in Business and Social Science, 13(5), 633-642.

https://doi.org/10.20525/ijrbs.v13i5.3332 DOI: https://doi.org/10.20525/ijrbs.v13i5.3332

Rahim, B. (2019). Decentralized decision making and educational outcomes in public schools: Evidence from Pakistan. International Journal of Educational Management, 33(7), 1625-1640. https://doi.org/10.1108/IJEM-04-2018-0143 DOI: https://doi.org/10.1108/IJEM-04-2018-0143

Republic of Ghana. (2020). Pre-tertiary Education Act, 2020 (Act 1049). Government of Ghana.

Rizka, A. F., Ahmad, M., & Rochimah, H. (2025). Accountability and transparency of Boss funds: An overview of financial management in public schools. Journal of English Language and Education, 10(4), 377-382.

UNESCO. (2009). Overcoming inequality: Why governance matters in education. Education for All Global Monitoring Report. UNESCO.

Vroom, V., & Yetton, P. W. (1973). Leadership and decision-making (Vol. 110). University of Pittsburgh Press. https://doi.org/10.2307/j.ctt6wrc8r DOI: https://doi.org/10.2307/j.ctt6wrc8r

World Bank. (2010). Global Monitoring Report. Washington, DC: World Bank.

https://doi.org/10.1596/978-0-8213-8700 DOI: https://doi.org/10.1596/978-0-8213-8700

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.