It is assumed that when schools fail, the educational multiarena policy groups may be shirking their responsibilities in the educational policy process. However, the findings of this paper refutes this perspective and shows that these groups are very much aware of their responsibilities and do not flinch on it. They are often faced with problem interdependencies which stalls their efforts, even though the problem interdependencies invariably provide the platform for these groups to cooperate and come to consensus on policy interventions. Thus, the paper reveals that the massive failures of pupils in the BECE are due to interdependent problems, which also provide the opportunity for the groups to act. The study was conducted in 3 basic schools in the West Gonja District in the Northern Region of Ghana. The research methods used are survey and semi-structured interviews in the mix-sequential model. The study involved a population of 3 separate interest groups composed of pupils, schools management, and community members. The study used a simple random sampling to select 60 pupils and 21 teachers, and the purposive sampling techniques to select 12 community members, 6 headteachers and assistant headteachers from whom data was obtained.
