British Journal of Education (BJE)

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Levels of Involvement of Educational Stakeholders in Preparation of Strategic Plans in Enhancing Selected Aspects of Organizational Performance in Public Secondary Schools in Arusha Region (Published)

This study investigated the levels of involvement of educational stakeholders in preparation of strategic plans for organizational performance in public secondary schools in Arusha Region. The study utilized McKinsey 7s Model which was created by Tom Peters and Robert Waterman in the 1980’s. The reviewed literature indicated low level of involvement of educational stakeholders in the preparation of strategic plans. The study employed convergent research design under mixed research approach. The target population involved 163 public secondary schools, 978 student leaders, 4694 teachers, 163 heads of schools, seven DCSQAOs, and seven DSEOs. Probability and non-probability sampling procedures were employed to determine the study sample of 16 schools, 16 heads of schools, 469 teachers, 98 student leaders, six quality assurance officers and six DEOs, making a total of 595 respondents. The instruments used to collect data were questionnaires, interview guides, focus group discussion guides and document analysis guides. The quantitative data were analyzed descriptively and inferentially in frequencies, percentages, means, and presented in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that in most schools there was moderate level of involvement of educational stakeholders in preparation of strategic plans. The study concluded that heads of schools involved a few stakeholders in preparing strategic plans and left out most key stakeholders. The moderate involvement of stakeholders made stakeholders not owning the strategic plans leading to low morale for implementation hence poor organizational performance. The study recommended that the heads of schools should adequately involve stakeholders in the preparation of strategic plans so as to enhance ownership of strategic plans.

Keywords: Organizational Performance, Stakeholders, levels of involvement, strategic plans

Causes of Subpar Academic Achievement of Public Basic Schools with Emphasis on Basic Education Certificate Examination (BECE): A Case Study of Sagnarigu Municipality in Northern Region, Ghana (Published)

The study was set up to determine the causes of poor academic achievement in the Basic Education Certificate Examination (BECE) in the Sagnarigu Municipality in Tamale, Northern Region, Ghana. The study sought to identify the contributing causes of such subpar learning outcomes and to provide some policy interventions to address them. For the study, two research questions were established. Data collection and analysis were done using a qualitative approach. In relation to the basic schools in the Sagnarigu Municipality, the study’s accessible population included students, head teachers, teachers, parents, and municipal examination officers. As data sources, interviews and historical records were used. The researcher used the case study technique because he wanted to clearly understand why Sagnarigu Municipality students perform poorly on the BECE examination. Twenty (20) Junior High Schools were chosen purposively from the Municipality. The sample size was also chosen using a random sampling technique and included (10) head teachers, (20) teachers, (20) parents, (20) students, and (2) municipal education examination officers, making a total of (72) participants. The study discovered that the low academic accomplishment in the BECE was mostly caused by all inputs and processes, including teachers, the school environment, parents, and the students themselves. The highlighted school environmental problems included a dearth of teachers with advanced degrees, a lack of suitable physical and material resources to support teaching and learning, and teachers abusing their time spent in direct contact with students. Instances of routine tardiness and absenteeism to school, inability to complete the curriculum and inadequate exercises, assignments, and projects given to students, as well as low/inadequate motivation and pay from the employer, were found to be teacher factors that contributed to the low academic achievement. The student traits that I considered relevant included instances of tardiness and absenteeism, lack of parental or guardian support for homework at home, involvement in vices like internet fraud also known as “yahoo” or “game guys”, going to movie theaters and dance clubs, and drug usage. Parents’ inability to offer reading materials like textbooks and supplemental readers, their lack of engagement with their children’s instructors, and their lack of participation in PTA activities were all factors in the home that affected students’ academic performance. Given the foregoing, the study came to the conclusion that all stakeholders—including the government, nongovernmental organizations, teachers, parents, and students—must play their respective parts in addressing the causes of low achievement in the basic schools under consideration in the Sagnarigu Municipality.

Citation: Amuzu Saviour , Abdulai Salifu Izudeen, Habiba Abu, Edmond Ankalibazuk , James Gbandan Konzabre (2022) Causes of Subpar Academic Achievement of Public Basic Schools with Emphasis on Basic Education Certificate Examination (Bece): A Case Study of Sagnarigu Municipality in Northern Region, Ghana, British Journal of Education, Vol.10, Issue 13, pp.33-44



Keywords: Absenteeism, Basic Certificate Examination, Ghana Education Service, Stakeholders, low academic achievements

Stakeholders’ Perception of Contribution of Graduates of Women Centre for Continue Education to Economic and Political Development in Northwest Nigeria (Published)

The paper examined the stakeholders’ perception of contribution of graduates of women centre for continue education economic and political development in northwest Nigeria. These stakeholders in education design on the outcome of schooling and the purposes of learning. The population of this study consisted of all the stakeholders in education that comprised the students, graduates, teachers, school administrators, Ministry personnel, Quality Assurances officers in the North-west zone of Nigeria. The population total was 1970 out of this numbers, 1261 respondents were proportionately selected for the study. Four states were selected out of the seven North-western states using purposive sampling technique. 2 research questions were raised for the study and three (3) hypotheses were formulated descriptive  statistics was used to answer  the  research questions .While, chi-square statistical analysis was used to  answer the formulated hypotheses.. The study concludes that there is significant association between stakeholders’ perception of graduates’ contribution to economic and political development in Northwest Nigeria. It was recommended that Stakeholders should therefore advance measures to encourage and motivate women to strive harder and continue the political and economic advancement in Northwest Nigeria.

Keywords: Economic Development, Political Development, Stakeholders, Women Center, graduates

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