Abstract
This study investigates the contribution of environmental factors to quality education delivery in public Junior High School in Talensi-Nabdam district. Quantitative approach using descriptive survey design was adopted for the study. All 32 headmasters and 230 teachers of the 32 public Junior High Schools in the Talensi-Nabdam district, all the supervisors for the 8 circuits, the District Director of education (DDE), 32 Parent-Teacher Associations (PTAs) and 32 School Management Committees (SMCs), and the District Chief Executive (DCE) of Talensi-Nabdam totaling 303 participants were randomly selected. Results of the study showed that parents engaged in dressmaking and tailoring, shea butter extraction, pito brewing, pottery, dry season gardening, animal husbandry there are available income generating activities within the communities that parents often engage in for a living. Also, findings revealed that parents used income they generate to support quality education delivery by buying their school uniform for their children, provide exercise books and other writing materials, provide pocket money to their children for school, pay for mock examinations, pay for registration fee for final examinations, and other special levies that a school’s PTA may ask for. Keywords: Talensi-Nabdam, district, quality education delivery, shea butter extraction DOI: 10.7176/JEP/12-2-05 Publication date: January 31 st 2021
Highlights
Over the last two decades has been battling improving quality education delivery at the primary and junior high schools (Casely-Hayford, 2000)
The purpose of this study was to find out how the socio-economic activities of the people of Talensi-Nabdam district are being used as environmental factors to contribute to quality education delivery in public junior high schools
The results further revealed most of the responses 99(63.1%) indicated parents often engage in shea butter extraction
Summary
Over the last two decades has been battling improving quality education delivery at the primary and junior high schools (Casely-Hayford, 2000). A huge amount of Ghana’s GDP (10-12%) is spent on education delivery, studies have shown that the education outcomes and learning outcomes among children at the basic level remains low (MOE, 2012; Casely-Hayford, 2011). Despite the provision of classrooms, training and retraining of teachers, and the provision of teaching and learning materials, Ghana’s education delivery at the basic schools especially at the junior high schools still lacks the expected quality (The Mitchell Group, 2009; Casely-Hayford, 2000). Epstein (2001) posits that there should be a between the school and the community to help students succeed in school. Healthy school and community relations helps school authorities to understand the social, economic, and cultural ideals of the society which will guide the school to train the youth to live acceptable lives (Epstein, 2001). Epstein and Sanders (2002) concur that when schools accept to be influenced by the community the school can in turn influence the community by identifying and modifying educationally unacceptable socio-economic activities
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