The Role of Non-Governmental Organizations in Basic Education Delivery in Ghana: Implications for Theory, Policy, and Practice
Bibliographic record
Abstract
Non-Governmental Organizations play an indispensable role in the development process in Sub-Saharan Africa. This is evident in the educational sector where most major donor organizations have increased the resources apportioned through NGOs to implement their educational programmes. However, it is sad to indicate that these interventions appear either not to have had significant impact on quality education or the contributions of the NGOs are misplaced in view of the abysmal performance of school children especially at the Basic Education Certificate Examinations in the Tamale Metropolis. The purpose of this current research is to find out the contribution of Non-Governmental Organizations activities in basic education delivery, spotlighting on Action Aid Ghana in Tamale Metropolis. This mixed method study is guided by Oregon’s Quality Education Model. Using a collective case study design, a sample size of 114 respondents comprising actors selected through purposive sampling technique engaged in basic education delivery was used for the study. The data gathered in the form of questionnaires were analyzed quantitatively using descriptive statistics while the interviews conducted were analyzed qualitatively through content analysis in codes, themes, and sub themes with the NVivo10 software. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, provide learning needs to students and school community sensitization as Action Aid support activities to basic education delivery in Tamale Metropolis. These activities have contributed to improved quality teaching and learning, enhanced the availability of teaching and learning materials. However, the support activities were inadequate to improve students’ performances in Basic Education Certificate Examination. In view of the findings, it was recommended that; Action Aid Ghana should set up a supervision and monitoring center in collaboration with the Education Directorate to ensure effective supervision of teaching and learning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.005 | 0.010 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".