The Effect of Parent-Teacher Associations Reviewed Policy Guidelines on the Status of Infrastructure in Ghana’s Rural basic Schools

Abstract

This study looks at the adequacy of basic school infrastructure in the milieu of reviewed parent-teacher association policy guidelines in managing and administrating basic schools in Ghana. The study focused on nine deprived community basic schools in the Upper West region of Ghana. A purposive sampling technique was adopted to select the schools. The study adopted a qualitative approach, which encompassed the implementation of interviews, focus group discussions and observation. Findings from the study revealed that the review of the Parents-Teacher Association policy has decreased the rate at which parents assisted in the provision of infrastructure in many rural schools; pupils and teachers adopted their own ways of coping with the available limited infrastructure and most parents were no more willingly determined to support the schools with infrastructure. These were caused mainly by the following four components of the reviewed policy guidelines. Firstly, no student should be sent home, given any punishment or prevented from school activity for non-payment of PA levies or dues. Again, the school system should not be used for the purpose of collecting PA levies or dues. More so, PAs should liaise with Boards of Governors and Heads of Schools to determine projects to be undertaken in the schools based on the priority needs of the schools. Lastly, heads/teachers of schools are not required to be signatories and front liners to PA activities and accounts unless so decided by PAs themselves. The study suggests that PTA members should be given much education on educational policies. They should be consulted in the formulation of educational policies. Finally, there should be existence of clear public regulations and measures that will motivate and explicitly indicate the roles of PA’s in the provision of basic school infrastructure. These will further prompt their willingness to assist basic schools with infrastructure.