Unpacking tokenism in the governance of Ghanaian public basic schools

Enoch Danso Okyere

doi:10.51867/ajernet.7.1.64

Autores

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

Palavras-chave:

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

Resumo

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

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