An Evaluation of Needs Assessment of Some Selected District Assemblies in Eastern and Ashanti Regions of Ghana by Ibrahim Sarfo

AN EVALUATION OF NEEDS ASSESSMENT OF SOME SELECTED DISTRICT

ASSEMBLIES IN EASTERN AND ASHANTI REGIONS OF GHANA

IBRAHIM SARFO AHMED

(BA (Hons.) Geography & Rural Development)

A thesis submitted to the Department of Marketing and Corporate Strategy of the Kwame

Nkrumah University of Science and Technology in partial fulfillment of the award of the

degree of Master of Business Administration (Strategic Management and Consulting).

OCTOBER, 2015 DECLARATION

I hereby declare that this submission is my own work towards the Masters of Business

Administration and that, to the best of my knowledge, it contains no material previously published by another person or material which has been accepted for the award of any other degree of the University, except where due acknowledgement has been made in the text.

Ibrahim Sarfo Ahmed (PG9543513) ......

(Student) Signature Date

Samuel Yaw Akomea ......

(Supervisor) Signature Date

Dr. Ahmed Agyapong ......

(Head of Department) Signature Date

DEDICATION

This thesis is dedicated to my grandmother and sister, Mariam Issah and Comfort Aboraa respectively, all of blessed memory.

iii

ACKNOWLEDGEMENTS

I am most grateful to God Almighty who through his miraculous ways given me peace and protection throughout my studies.

My heartfelt thanks to Mr. Samuel Yaw Akomea my supervisor, whose numerous suggestions and guidance has made it possible for me to produce this work.

I am also very grateful to Mr. Samuel Kwaku Boateng, USA and Miss Esther Oforiwah

Boadi, Ghana and many individuals who have contributed meaningfully, directly and indirectly towards the successful completion of this programme.

TABLE OF CONTENT

DECLARATION ...... ii

DEDICATION ...... iii

ACKNOWLEDGEMENTS ...... iv

TABLE OF CONTENT ...... v

LIST OF TABLES ...... ix

LIST OF FIGURES ...... x

ABSTRACT ...... xi

CHAPTER ONE ...... 1

INTRODUCTION ...... 1

1.1 Background of the Study ...... 1

1.2 Problem Statement ...... 3

1.3 Objectives of the Study...... 4

1.4 Research Questions...... 5

1.5 Significance of the Study ...... 5

1.6 Scope of the Study ...... 6

1.7 Overview of Methodology...... 6

1.8 Organization of the Study ...... 7

CHAPTER TWO ...... 8

LITERATURE REVIEW ...... 8

2.1 Introduction ...... 8

2.2 Understanding Decentralization ...... 8

2.3 Overview of Decentralization in Ghana ...... 11

2.4 The PNDC and Decentralization in Ghana ...... 15

2.5 Defining Needs ...... 19

2.6 Defining Needs Assessment ...... 21

2.6.1 Target Groups and Levels of Needs ...... 22

2.6.2 Needs Assessment Tools ...... 24

2.6.2.1 Interviews ...... 25

2.6.2.2 Focused Group ...... 28

2.6.2.3 Surveys and Questionnaires ...... 31

2.6.2.4 Observation ...... 32

2.7 Needs Assessment Framework ...... 33

2.8 Participatory Development ...... 34

2.8.1 Future of Participatory Development ...... 35

CHAPTER THREE ...... 37

METHODOLOGY ...... 37

3.1 Research Design ...... 37

3.2 Sources of Data ...... 37

3.3 Unit of Analysis ...... 38

3.4 Population and Sample Frame ...... 39

3.5 Sample size ...... 40

3.6 Sampling technique ...... 41

3.7 Data Collection Instrument ...... 41

3.8 Pilot Testing ...... 41

3.9 Data Analysis ...... 42

3.9.1. Brief Profile of the Study ...... 42

3.9.2 Kwahu South District (Existing Assembly) ...... 42

3.9.2 Atwima Nwabiagya District (Existing Assembly) ...... 43

3.9.3 Kwahu East District (New Assembly) ...... 43

3.9.4 Asante Akim District (New Assembly) ...... 44

CHAPTER FOUR ...... 45

DATA PRESENTATION, ANALYSIS AND DISCUSSION ...... 45

4.0 Introduction ...... 45

4.1 Assembly and Unit Committee Members ...... 45

4.1.1 Demographic Characteristics of Assembly and Unit Committee Members..... 45

4.1.2 Knowledge of District Assembly to Solicit Development Needs ...... 47

4.1.3 Number of years working as Member of the Assembly ...... 48

4.1.4 Most Pressing Need of the Assembly ...... 49

4.1.5 Needs that have been met by the District Assembly ...... 50

4.1.5 Project Relevance to the Society ...... 51

4.1.6 Community Consultation and Involvement in Needs Assessment ...... 52

4.2 Community Members ...... 57

4.2.1 Demographic Information of Community Members ...... 57

4.2.2 District Assemblies’ Mandate ...... 59

4.2.3 Number of years of Living in the Community ...... 60

4.2.4 Personal Need Fulfilled without Hustle ...... 61

4.2.5 Most pressing Need in the Community ...... 62

4.2.6 Community Need Met ...... 63

4.2.7 When Last Community Project was Undertaken ...... 64

4.2.8 Relevant Project Serving Needs of the Community ...... 65

4.2.9 Community Involvement in Needs Assessment ...... 66

4.3 District Planning Officers ...... 68

4.3.1 Problems faced in Project Planning ...... 68

4.3.2 Dealing with the Challenges ...... 69

vii

4.3.3 Needs Assessment Strategy ...... 70

CHAPTER FIVE ...... 71

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ...... 71

5.1introduction ...... 71

5.2 Summary of Findings ...... 71

5.2.1 Identification of the needs of the selected District Assemblies ...... 71 5.2.2 Assessing the People level of Knowledge about the Developmental Processes ...... 72

5.2.3 The Extent to Which the Populace are involved in Developmental Projects ... 72

5.3 Conclusions ...... 73

5.4 Recommendations ...... 74

REFERENCES ...... 77

viii

LIST OF TABLES

Table 4.1: Demographic Characteristics of Assembly and Unit Committee Members .... 47

Table 4.2: If yes how did you know ...... 48

Table 4.3: Duration as Assembly and Unit Committee Members ...... 49

Table 4.4: Most needs of the community...... 50

Table 4.5: Needs that have been met by the district assembly ...... 51

Table 4.6: Relevance of the project to the society ...... 52

Table 4.7: Community Consultation and Involvement in Needs Assessment ...... 55

Table 4.8: Demographic Information of Community Members ...... 58

Table 4.11 District Assembly’s to Initiate Projects ...... 59

Table 4.12 Years of Living in the Community ...... 61

Table 4.13 Personal Need Are You Able To Fulfil Without Hustle ...... 62

Table 4.14 What Do You Think This Community Needs ...... 63

Table 4.15 What the District Assembly Needs of This Community Have met? ...... 64

Table 4.16 When Last Was Any Community Development Project Undertaken ...... 65

Table 4.17 Relevant Project Serving Needs of the Community ...... 66

Table 4.17 Community Members Involvement in Developmental Projects...... 67

LIST OF FIGURES

Figure 2.1 definition of a need ...... 19

Figure 2.2 Needs Assessment Framework ...... 34

ABSTRACT

African countries such as Ghana, inherited highly centralized system of government at independence. Ideally, needs assessments are initially conducted to determine the needs of the people. Centralization of power led to the imposition of policies on the localities and this caused the state to fail as the main provider of basic needs, as exemplified by the declining service standards in education, health, access roads, etc. The study explored the needs assessment criteria of district assemblies in Ghana in the improvement of quality of life of the people. Data was collected through the use of questionnaires and interview. In all 3 districts planning officers were interviewed, 36 assembly and unit committee members and 333 people who were above 18 years also responded to questionnaires from four selected existing and new district assemblies namely: Ashanti (Asante Akim North and Atwima Nwabiagya) and Eastern (Kwahu South and Kwahu East) regions of Ghana.

The data collected was then collated and analyzed. The study revealed that local people and district assembly members were not consulted in the development of projects. The study further established that there is non-existence of unified benchmark for needs assessment in the district assemblies of Ghana. The study recommended strengthening of relationship among developmental agents for better cohesion and teamwork for higher institutional achievement. Also, establishment of clearly defined long-term needs assessment framework and or policy in the district assemblies of Ghana for sustainable developme

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

African countries such as Ghana, which got their independence from the former colonial powers, the system of government inherited at independence, were highly centralized.

The concept of centralized governance was inherited and reinforced in the interest of nation building and the preservation of national integrity and unity. This phenomenon of over-concentration of power at the centre was accompanied by complex legal and administrative devise progressively lead to state control of the management of the national economy.

Centralisation of power led to the imposition of policies on the localities and this caused the state to fail as the main provider of basic needs, as exemplified by the declining service standards in education, health, access roads, etc., as well as declining access to basic foodstuffs and employment. From this perspective, maximizing the quality and level of participation is integral to achieving community needs and satisfaction.

A need is considered as the gaps between our current results and payoffs and those we could or should have (Kaufman 1997). This is also echoed by Altschuld and Kumar

(2010) that a need is “the measurable gap between two conditions – ‘what is’ (the current status or state) and ‘what should be’ (the desired status or state)”. A “needs assessment”

is a systematic set of procedures that are used to determine what is lacking, examine their nature and causes, and set priorities for future action to obtain them. In the real world, there is never enough money to meet all needs. Needs assessments are conducted to help program planners identify and select the right project before doing the project right.

The 1992 Republican Constitution of Ghana was explicit on the right of people to fully participate in the initiation and preparation of District Development Plans for the people in the Assemblies. There is a growing perception that the planning and implementation of

District Assembly programmes are not participatory. The findings will help clarify the misconception about the involvement of the people in planning and implementation of programmes and or projects in the District Assemblies in Ghana.

According to Rossett (1997), the American philosopher and educator, John Dewey

(Britannica Online Encyclopedia, n.d.), was the first to draw national attention to the importance of including the learner’s perspective when making curricular decisions.

Today, researchers are able to draw insight into people’s opinions and feelings through the use of needs assessments (Rossett, 1997). He set the pace of including those in need in the process of identification and solution. A needs assessment is considered to be a type of social research, which is often highly descriptive in nature, rather than explanatory or predictive, and has the advantage of immediate application (Cordero

Brenes, 1995). Meaning community needs assessment is simply a kind of participatory development that has the community in perspective.

Needs Assessments are focused on particular target groups in a system. Ideally, needs assessments are initially conducted to determine the needs of the people (i.e. service receivers) for whom the organization or system exists, for example, people in particular community. However, a “comprehensive” needs assessment often takes into account needs identified in other parts of a system. Needs Assessment focus on the ends (i.e. outcomes) to be attained, rather than the means (i.e., process). For example, reading achievement is an outcome whereas reading instruction is a means toward that end.

The concern with good local governance in the recent years is based on the assumption that development at the local or community level has been slowed down by poor governance at the centre, which has over the years impacted negatively on the localities.

The empowerment of local communities in decision-making forms the main agenda of decentralization in Ghana. This agenda can be realized when there is an efficient and effective strategy to incorporate the views and needs of local people in championing the course of the district assemblies.

1.2 Problem Statement

While there is general agreement among performance improvement practitioners that needs assessment is an important step that leads to performance improvement solutions

(Rossett, 1997; Fulop et aI., 1997), a lack of organizational resources and support is a common reason that practitioners do not conduct needs assessment, nevertheless a lack of knowledge regarding needs assessment methods and their application is also a barrier.

There is more than one way to conduct a needs assessment; but there is a lack of a comprehensive resource that outlines those methods and the best use for each. Needs assessment sets criteria for determining how best to allocate available money, people, facilities, and other resources. Needs assessment leads to action that will improve programs, services, organizational structure and operations, or a combination of these elements.

It is in the light of the of the foregoing that this study sets out to unearth the necessity for thorough needs assessment in the planning and implementation of developmental programmes and projects for the people to whom they are intended for in the District

Assemblies in Ghana.

1.3 Objectives of the Study

The objectives of the study are classified into general and specific objectives which will direct the study. The general objective of this study is to explore the needs assessment criteria of district assemblies in Ghana in the improvement of quality of life of the people.

The specific objectives include the following;

1. To identify the needs of the selected District Assemblies

2. To assess the populace level of knowledge about the developmental processes

3. To assess the extent to which the populace are involved in the soliciting of

developmental projects.

1.4 Research Questions

This study is to be guided by the following questions;

1. What are the needs of the populace in the selected districts assemblies?

2. What are people’s levels of knowledge about the developmental processes?

3. Are the people involved in the development of their needs?

1.5 Significance of the Study

The study is intended to explore the extent to which local people are involved in the formulation and implementation of developmental needs and resource application in the districts.

The poor allocation of resources both at the national and district levels require the use of participatory approach for action planning to facilitate effective resources allocation. The findings of the study would help establish effective application of scarce resources in the

District Assemblies.

Literature on the relationship between needs assessment and community participation towards quality of life in Ghana was uncommon or completely not available. The findings will serve as reference material for future studies. This study will assist stakeholders (government agencies, that is, District Assemblies and unit committees members) develop a plan to better manage and site resources to the benefit of both the people and the government as a whole.

1.6 Scope of the Study

The study will not cover the entire Districts in Ghana. Notwithstanding, stakeholders in the planning and implementation of developmental programmes and projects of four

District Assemblies (DAs) including the central administrative staff and the indigenous people in the communities of four selected Assemblies was used for the case study.

Selected peoples from the various communities were purposively and conveniently chosen at random for the questionnaire administration. The result was not generalized but findings were placed in the relevant context. The researcher intentionally chose existing and new district assembly in both Eastern and Ashanti Region of Ghana.

1.7 Overview of Methodology

Data was collected through the use of questionnaires and interview. District Planning

Officers, assembly and unit committee members and local people above 18 years or more were selected to answer questionnaires and interviews designed separately using purposive and cluster sampling methods from the four selected District Assemblies namely: Ashanti (Asante Akim North and Atwima Nwabiagya) and Eastern (Kwahu

South and Kwahu East) regions of Ghana. The data collected was then analysed. The analyses of the data were summarized using descriptive statistical tools such as simple frequency tables and percentages.

1.8 Organization of the Study

This study consists of five chapters. Chapter One constituted the introduction which includes the background of the study, statement of problem, objectives of the study, justification of the study, scope of the study, research questions and organisation of the study. Chapter Two constitutes the literature review related to the objectives of this research. The Chapter Three constitutes the research methodology which will help to achieve the research objectives and questions. It describes the methods and approaches adopted for the study. The Chapter Four constituted the presentation of data and discussions of findings based on the objectives of the study. The Chapter Five also constitutes the summary of findings, conclusions and recommendations based on the research objectives.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter takes into consideration published works by other scholars that have weight.

To wit, relevant works to this study are what has been reviewed. This chapter has been sub sectioned to capture issues such as needs, needs assessment, needs assessment framework and participatory development. Decentralization and the district assemblies in the Ghanaian context has also been covered and with historical perspective.

2.2 Understanding Decentralization

“The most powerful trends legitimizing democracy…are taking place, worldwide, at the local level” (Castells 1997). The concept of decentralization has shaped the contours of development thinking, administration, and governance in both developed and developing countries. Indeed, the demand for decentralization is strong throughout the world because of it slink to the concept of subsidiarity, which holds that decisions should be made at the most appropriate level of government and establishes a presumption that this level will be the lowest—the most local—available.

Decentralization and the development of democratic local governance1 are taking center stage in the current development discourse as we witness that an increasing number of countries are decentralizing central government administrative, fiscal, and political

functions to lower level governments in the hopes of improving governance and public service delivery. In a development context, decentralization has been linked with such benefits as equity, effectiveness, efficiency, and responsiveness. Frøkjær, Hertzum, &

Hornbæk, (2000) makes several claims regarding the economic benefits of decentralization.

In the context of developing countries, the alleged benefits of decentralization also have been promoted as a result of good governance initiatives launched by the World Bank and other donors in the late 1980’s (World Bank 2012). It is, however, important to mention that I have used the term decentralization in this study to connote broad generalizations of the concept.

Institutional development and decentralization have been considered key components in the emphasis on improving development activity as well as improving the effectiveness of governance in developing countries. Consequently, understanding the elements that make local government more effective—that is, that local government is able to set and achieve development goals, is responsive to popular preferences in service delivery, and encourages participation and accountability—has been of primary interest to political scientists and development practitioners. According to Uphoff and Esman (1984), effective local government requires far-reaching changes in the over-centralized structures and rigid operating procedures of the agencies of public administration that have evolved in most developing countries.

The literature on development management emphasizes the fact that decentralization has the potential to make local government more effective by making it more participatory

and to lead to more efficient and sustainable development strategies (Frøkjær, Hertzum,

& Hornbæk, 2000). These potential outputs parallel the goals of democratic governance and thus underscore the relationship between decentralization and governance in the literature; however, it is obvious that this relationship has not been adequately explored.

Many past studies have failed to assess fully the impact of decentralization because they have lacked aset of independent, comparative indicators of the quality of decentralization being implemented in a given country. Studies of African experiences, in particular, tend to argue that the claims of decentralization far exceed the empirical results (Ribot, 2002).

Some proponents hold the view that decentralization and democratic transition experiments have failed in nearly every African state in which they have been initiated.

The majority of studies on Africa have argued that decentralization has not facilitated development or democratization and has seldom lived up to initial expectations. In a review of decentralization experiments in Africa, Tordoff (1994) concluded that the success of decentralization is related to the availability of trained manpower and adequate finances and that the most important constraint on development at the local level is inadequate financial resources. Additionally, recent problems with decentralization have been attributed to underdeveloped civil society (Picard 2004), resistance from central bureaucrats, and hostility from political parties who in some cases fear loss of empire. In general, while there have been many decentralization efforts in third world development, their results have generally been disappointing (Frøkjær, Hertzum, & Hornbæk, 2000).

Local government, both as an institution and as a subject of study, has a mixed reputation in less developed countries, and the government of Ghana is no exception. Many practitioners consider that, given the human environment and the limited resources 10

available, government and administration are bound to fail if they are set to achieve goals of socio-economic development. The arguments in favor of centralizing decision-making seem direct and compulsive compared with the more distant pleas for decentralization.

Funds and qualified manpower for performing development tasks are scarce, and it seems logical to place their control in the hands of a few top leaders. At the same time, when the state itself is still young and insecure, most ruling groups would like to insulate the local administration from any political influence except their own. Set against these considerations, the benefits that democratic local governance is said to offer—democratic accountability, popular participation, the horizontal coordination of functions, the fostering of local partnerships—pale into insignificance. This study documents the results of an analysis of decentralization and local government performance in Ghana, having in light the district assemblies and their processes of assessing community needs and project implementation.

2.3 Overview of Decentralization in Ghana

Ghana, like many other developing countries, has identified itself with the movement to improve development performance and popular participation through decentralization.

Without doubt, the concept of decentralization has come to symbolize a new era of development strategy in Ghana’s socio-economic and spatial relations. In the context of contemporary Ghana, decentralization and local government mean

“That within the framework of national policy, there is scope for local initiative,

local policy formulation and local mobilization for development. They do mean

that local people must participate in the decision-making and implementation

processes. They do mean that the bureaucracy must be accountable to the people’s

representatives and that those representatives must in turn be accountable to the

people”. (Ministry of Local Government and Rural Development 1994).

The current local government system in Ghana has its genesis in the colonial era. Since then, it has gone through a series of changes, particularly since its attainment of national political independence after the end of the Second World War. The present practice of decentralization and local government set-up emerged from the local government reform of the erstwhile Provisional National Defense Council (PNDC) in 1988. This reform was launched as part of the government’s program to restore economic stability and growth after a serious decline in the country’s economy in the late 1970’s and early 1980’s. The reform involved a strong participatory element in order to make local government a more effective tool for local development.

The policy objectives of the 1988 decentralization program, as described by the PNDC government, included “popular participation, efficiency, effectiveness, accountability, responsiveness, stability and issues of development” (Ayee 1993, 120).Thus, the current decentralization policy seeks to create a kind of governance that will foster local participation of the majority of the people in decisions concerning their own development processes and wellbeing: responsibility for planning, implementing, and evaluating of programs.

Toward this end, District Assemblies were created in 1988 as integrated decentralized authorities with elected and appointed representatives to represent popular preferences and an executive office to oversee the administration of departmental programs and services. Unlike previous attempts to decentralize in Ghana, or in other developing countries, representatives were elected on a non-partisan basis. The assemblies were given a long list of responsibilities, making them both the basic political authority and the legislative and consultative body concerned with determining policy objectives and development programs. These responsibilities include, among others, the overall development of the district, mobilization of resources, and provision of basic infrastructure and services.

Ghana thus provides an innovative case of decentralization in which the central government still has some control over budget allocation, staff appointments, and salaries, but in which local government has, in theory, wide-ranging power in decisions regarding local development. This decentralization of responsibilities, combined with limited devolution of fiscal authority, marks a transformation in the structure and function of local government in Ghana.

In 1992, the Fourth Republican Constitution of Ghana further strengthened the local government system by according the decentralization policy the status of a constitutional obligation. It also improved the financial position of the District Assemblies by instituting the District Assemblies Common Fund (DACF). Pundits have cited these and other moves to claim that much has been done to overcome the short-falls and constraints of the new system. However, the reform was implemented in an environment of

centralized administrative and political institutions, as well as with the limited human capacities and resources available at that time. With the promulgation of the local government law (PNDC LAW 207, 1988) new legal and institutional frameworks were established, but these were challenged at various levels. In fact, from a pessimistic viewpoint, Ayee found that what was implemented during the early1990’s was

“illusionary” decentralization or merely administrative deconcentration. In his view, local government units became mere agents of the central government (1994, 132). The policies only created new arrangements for the central government and bureaucratic agencies to control regional and district governments. Aye argued that the decentralization implemented in Ghana was an illusion, devised by the previous military government to legitimize its regime and mask its implicit political agenda (1996).

Still, despite the limited capacity of local authority to initiate programs for local development, and widespread inadequacy of human and financial resources to implement development programs, Ghana underwent an increase in political participation and decision making that was locally rooted, and this raised several questions about government performance and democratic governance. How then do we understand government that is described as ineffective, with limited financial resources and political autonomy, but that also is characterized as responsive to local needs and encourages local participation?

There is little scholarly consensus on the impact of decentralization policies in Ghana; neither have scholars attended to the current structure of government or the effects it has had on fiscal policy, local infrastructure, or development in Ghana. Studies by Crook

(1994) and Crook and Manor (1995, 1998) rely on field research conducted in 1992, before several aspects of fiscal and political decentralization had been implemented.

Important questions about governance remain unanswered even after their survey research and analysis of revenue and expenditure data. For example, is decentralization perceived by constituents and politicians as facilitating an increase in development and responsiveness to local needs and accountability?

2.4 The PNDC and Decentralization in Ghana

On December 31, 1981, the Provisional National Defense Council, under the leadership of Ft. Lt. Jerry John Rawlings, came to power after overthrowing the popularly elected government of Dr. Hilla Limann’s People’s National Convention (PNP) government. The

PNDC immediately promised Ghanaians a “new” democracy, a “true” democracy, a

“real” democracy, and a“participatory” democracy. To realize this rather loosely defined democracy, the PNDC established populist institutions like the People’s Defense

Committees and the Workers Defense Committees in 1982. The PDCs and WDCs were charged with decision-making in the community and the work place and with elimination of various corrupt practices, as well as with actively engaging the public in new processes of political, social, and economic change.

The PNDC decentralization program started with the launching of the Blue Book on district political authority and modalities for district level elections in 1987 and was then followed by the demarcation of districts in 1987/88, the holding of the District Assembly

elections in 1988/89, and their inauguration. The District Assemblies which were created as a result of the PNDC policy

“were to become pillars upon which the people’s power would be erected, … the

focal points of development at the village and town levels … The principle of

popular participation was given meaning through the assemblies, where decisions

directly affecting the lives of the people were to be taken. The objective of the

elections was for a system of local government of the people, by the people, and

for the people … it was for a system that gave the voters power to exercise control

over their affairs.”

To promote and enhance the policy objectives of its decentralization program, the PNDC took some measures to strengthen the District Assemblies (DAs). First and foremost, the government promulgated PNDC Law 207 in 1988 to give legal backing to the creation of

District Assemblies. The number of districts was increased from 65 to 110, with the rationale of not only promoting participatory democracy but making them viable and more homogenous manageable units.

The DAs were expected to promote development in their areas. Section 6 of PNDC

Law207 assigned deliberative, legislative and executive functions to the DAs and gave them responsibility for the overall development of their districts as well as a role in the formulation of the district composite budget, the mobilization of the district’s resources, the promotion of productive activity, the development of basic infrastructure, and provision of municipal works and services. Additionally, District Assemblies were to be responsible for the development and management of human settlements and the

environment as well as for the maintenance of security in the districts. Certain measures were also taken to ensure the districts performed their development roles, including the placement of 22 functional departments listed under section 29of PNDC Law 207 under the DAs; the creation of District Development Planning and Budgeting Units; the creation of the post of District Planning Officers and Budget Officers; the merger of the dual district treasury system into a single office of the District Treasury; the creation of the post of District Coordinating Directors; the ceding to the Das of seven revenue sources like entertainment duty, casino revenue, daily transport and advertisement taxes; and the establishment of District Tender Boards, among others.

The PNDC adopted a four-tier administrative structure of local government, consisting of

Regional Coordinating Councils (RCCs), District Assemblies, Town/Area/Village

Councils, and Unit Committees. Several studies have suggested that the PNDC, to preserve its legitimacy and stability, made the District Assembly and locally elected individuals the focus of its policy. Apparently, this was part of Rawlings’ creation of an alternative civil society in Ghana and the beginning of the transformation of society in

Ghana. It is imperative to note that the District Assemblies under the PNDC regime had far more power than their predecessors, including statutory control over a deconcentrated civil service and an increased taxing authority, more than any previous district level government in Ghana.

The Regional Coordinating Councils were headed by Regional Chief Executives appointed by the President, with Regional Coordinating Directors, career civil servants, as administrative advisors. The Regional Coordinating Council coordinated and

integrated the plans of the assemblies and certified their budgets and balance statements.

Below the district level were town/area councils, urban councils, and zonal councils, depend on the classification of the assembly. At the lowest level were the unit committees, representing the sub district structures that performed functions delegated to them by the assemblies, with no independent funding of their own. The district assemblies elected in 1988/89 remained in office until after the national level multi-party elections and a new government was inaugurated in1993. The 1992 Constitution and a new Local Government Act 462, which provided for assembly elections every four years, recognized the decentralized system. Altschuld and Kumar (2010) echoed this definition by stating that a need is “the measurable gap between two conditions – ‘what is’ (the current status or state) and ‘what should be’ (the desired status or state)”.

2.5 Defining Needs

Many definitions for needs assessments have been identified, yet almost every definition Gap contains the same basic elements (Kaufman, Rojas, & Mayer, 1993; Altschuld & Kumar,

2010; Current Witkin, resultsLind & & Capp on. 2001). In order to begin understandingDesired what results a needs & consequence consequences assessment is, the definition of a need must first be addressed. Kaufman, Rojas, and

Mayer (1993) defined needs as the “gapsNEED between our current results and payoffs and those we could or should have”

Figure 2.1 definition of a need (Kaufman, Rojas & Mayer, 1993)

Witkin and Altschuld (1995) further reiterated between “what is” and “what should be,” by delving into the meaning and discussing needs as a noun, needs as a verb, and unmet needs. As a noun, a need refers specifically to the gap or discrepancy between the present state and the desired end state. As a verb, a need is what is required to fill the discrepancy, also known as a solution or means to an end. Finally, an unmet need refers to the assumption that “people have needs that are not being met or not being addressed adequately” (Witkin & Altschuld, 1995). When people are unaware of their needs, the needs are thought to be unexpressed or latent. This is what a needs assessment seeks to uncover (Witkin and Altschuld, 1995).

It should be noted, however, that when referring to a need as a verb, confusion can result

(Altschuld& Kumar, 2010; Witkin & Altschuld, 1995). Witkin and Altschuld (1995) discussed how needs as a verb refer to what is required to fill the gap between what is and what should be, while needs as a noun refer specifically to the gap. Therefore, needs as a verb point to solutions rather than the actual need. For example, the statements “I need child care” or “We need stiffer penalties for drunk drivers” are not needs. They are means to an end, or solutions to the problem that is being addressed (Witkin & Altschuld, 1995).

Altschuld and Kumar (2010) identified several concerns related to the delineation between needs as a noun and needs as a verb. They specifically stated that need in grammatical usage is a noun, not a verb. Like Witkin and Altshuld (1995), they also discussed needs as a verb in terms of a solution strategy, rather than an actual gap or discrepancy between what is and what should be. It is important to understand the difference between solutions and needs, since many groups tend to jump prematurely to solutions before the needs have been properly identified. Sometimes, needs are inferred or sensed, rather than specifically targeted. In some instances, the “what should be” condition is easy to identify, and in other situations, it is quite variable and may be vague or lacking in clarity. The way that questions are worded on needs assessment surveys can affect how respondents identify needs, which can lead to varying results. Therefore, when framing questions, the authors suggest that several levels of “what should be” be included in order to encourage respondents to think about multiple possibilities. Otherwise, researchers can end up dealing not with true needs, but rather wants or wishes

(Altschuld& Kumar, 2010).

David (2001). noted the importance of not including a solution in the statement of a need.

He further discussed how jumping to a solution in the statement of a need reduces the options for meeting said need; therefore, the probability for finding new, innovative, and creative ways of bridging the gap is diminished. He stated that by determining outcomes first, and then deciding upon the most effective and efficient process, needs assessors can then forestall the likelihood of having solutions that do not meet the actual needs (David

2001).

2.6 Defining Needs Assessment

Now that needs have been defined, the meaning of a needs assessment can be explored.

According to McCombs, (2000), the American philosopher, John Dewey (Britannica

Online Encyclopedia, n.d.), was the first to draw national attention to the importance of including the learner’s perspective when making curricular decisions. Today, researchers are able to draw insight into people’s opinions and feelings through the use of needs assessments (McCombs, 2000).

Altschuld and Kumar (2010) defined a needs assessment as “the process of identifying needs, prioritizing them, making needs-based decisions, allocating resources, and implementing actions in organizations to resolve problems underlying important needs”

(p. 20). They also discussed how needs assessments are mostly conducted by organizational entities (businesses, community agencies, government institutions, etc.), but may also be conducted informally by smaller groups of people (Altschuld& Kumar,

2010).

2.6.1 Target Groups and Levels of Needs

When needs assessments are undertaken by an organization, the focus should be directed toward those that the organization serves, or more specifically, those who receive its services or products (Altschuld& Kumar, 2010). Witkin and Altschuld (1995) suggest thinking in terms of three levels of need, which also represents the target groups that should be examined in the needs assessment. Outlined below are their examples of the components of each of the three levels:

Level 1 (primary) – service receivers: “students, clients, patients, information

users, commuters, potential customers” (Witkin & Altschuld, 1995, p. 10).

Level 2 (secondary) – service providers and policy makers: “teachers, parents,

social workers, caretakers, health care professionals, plant workers, postal

employees, librarians, administrators, supervisors, managers”.

Level 3 (tertiary) – resources or solutions: “buildings, facilities, equipment,

supplies, technology, programs, class size, surgical procedures, information

retrieval systems, transportation, salaries and benefits, program delivery systems,

time allocations, working conditions”.

The people in Level 1 are considered to be the prime target of the needs assessment process (Witkin & Altschuld, 1995). People in Level 2 either have some direct relationship to those in Level 1, or perform actions that can directly affect others in Level

2, or indirectly affect those in Level 1. Within the Level 2 group, however, there may also be unmet needs. So while those that are in Level 1 are the ones who will ultimately

benefit, needs assessments can be conducted at Levels 2 and 3 as well. When a needs assessment is performed for the Level 2 group, the process is generally targeted toward training needs, whereas with the Level 3 group, “the needs of the organization as an organization” (Witkin & Altschuld, 1995, p. 11) are considered to be the focal point of the assessment.

According to Witkin and Altschuld (1995), some examples of a Level 1 needs assessment include assessing the career planning needs of specific majors at a university, or identifying the schooling needs of learning disabled children. Some examples for Level 2 needs assessments are to determine the in-service training needs of grade school teachers who are implementing new learning programs, determine the training needs of workers at a manufacturing plant where a new process has been adopted, or determine the pre- service training needs of new counselors.

Level 3 needs should be examined carefully, as these issues can often masquerade as

Level 1 needs. For example, educators may say that they “need” longer school days or they “need” more computers, but in reality, these are merely solutions to Level 1 needs.

Witkin and Altschuld (1995) said needs assessments conducted at the second and third levels should grow out of, or at least be based off, what was determined in Level 1 assessments. Therefore, it is important that the needs assessor begins with a Level 1 assessment, if no prior assessments have been conducted, or else be cognizant of what needs have already been determined through previous assessments.

2.6.2 Needs Assessment Tools

Numerous tools can be used to effectively conduct a needs assessment, each with its own unique attributes and limitations. This section will identify the most common needs assessment methods, as well as several that are perhaps less common, or rather better suited to be used in conjunction with other methods.

According to Gupta (1999), “data gathering is the cornerstone of any needs-assessment project” (p. 15), and must be done first in order to effectively determine decisions related to current or future training needs. The most commonly used methods for collecting data include interviews, focus groups, surveys/questionnaires, and observation (Gupta, 1999).

Data collected from the use of interviews and focus groups can be classified into either qualitative or quantitative data. Qualitative data is characterized by opinions and ideas, which makes this type of data difficult to measure, whereas quantitative data can be measured and scored more easily through the use of surveys, questionnaires, and observations. Most needs assessments use more than one of these data-gathering techniques (Gupta, 1999).

In addition to the above mentioned methods, Cordero Brenes (1995) described several techniques for collecting data for a needs assessment. She identified office techniques, social indicators, nominal group process, community forums, key informant interviews, and surveys. Lastly, the Delphi technique (Rossett, 19997; Witkin & Altschuld, 1995;

&Witkin, 1984) and the Participatory Rural Appraisal (PRA) approach (Chambers, 1994;

Chambers, 1981; Cordero Brenes, 1995) are also instrumental.

2.6.2.1 Interviews

According to Rossett (1997), “an interview is an interactive, verbal, real time communication” (p. 133), and involves someone with specific intentions talking to someone else in order to fulfill those intentions. The interview is one of the most prevalent tools used in conducting needs assessments (Rossett, 1997), and is also one of the easiest methods for gathering information related to organizational or performance problems (Gupta, 1999). Interviews are beneficial for making personal contact with people, for idea sharing, for engaging in dialogue, and for problem solving (Rossett,

1997).

Interviews can either be conducted one-on-one or by phone (Gupta, 1999). In the case of one-on-one interviews, the biggest benefit is the human interaction, which allows interviewers to observe facial gestures and pick up nonverbal cues that otherwise might not be detected with a phone interview. However, phone interviews are highly convenient whenever people cannot be accessed easily or do not have the time to meet in person.

Phone interviews are also effective whenever small pieces of information must be gathered (Gupta, 1999).

According to Gupta (1999), interviews can be classified as either structured, unstructured, or scripted. In a structured interview, the interview process is guided by a formal set of objectives, followed by a corresponding list of questions. On the other hand, in an unstructured interview, questions are not listed in advance, but rather a list of topics and objectives that will be covered throughout the course of the interview is used. In a scripted interview, “the entire contents of an interview are written out, rehearsed, or 25

practiced in advance” (Gupta, 1999, p. 17). The use of a script may be helpful when multiple interviewers are involved, but on the downside, they could inhibit spontaneity

(Gupta, 1999).

Rossett (1997) identified four reasons why the interview is such a powerful tool: “1) it is flexible, 2) it enables you to enlist support and assistance for the project, 3) it provides more information than just words, and 4) it is a prime agent for carrying out needs assessment and subject matter analysis” (p. 134). But while the interview is a very powerful tool for conducting needs assessments, it can also be very challenging (Rossett,

1997). For one, the interviewer cannot control the respondent, for fear of stemming the flow of information. It can also be difficult for the interviewer to change their interpersonal style to match that of the respondent’s. Then there is the challenge of having to physically be on the phone or in the room with someone in the event that the conversation turns toward annoyance and boredom, to confrontation, or even outright hostility (Rossett, 1997). Cordero Brenes (1995) outlined two limitations with using an interview: 1) the higher cost of execution, as compared to other techniques such as focus groups, and 2) the often large amount of time needed to conduct an interview.

Rossett (1997) provided a step-by-step approach for conducting a successful interview.

Step 1, preparing for the interview, consists of four sub-steps, which are: 1) know the purpose for the interview, 2) develop an agenda or interview guide, 3) study the subject or task, and 4) schedule with sensitivity to the time and place that the interview will occur. Step 2 consists of beginning the interview. Rossett (1997) suggested that the interviewer lead into the conversation by talking about themselves and how they came to

be involved in the project. During this stage, the interviewer is responsible for building rapport and for addressing the interviewee’s needs for information about why, what, what for, and how long. This step is also characterized as being a transition stage, where in the beginning, the interviewer is the main speaker, then conversation shifts to the body of the interview, where the respondent will do most of the talking (Rossett, 1997).

Step 3 is conducting the interview (Rossett, 1997). For this step, the success of the interview will “depend on asking the right questions, hearing the answers, and recording what sources say” (Rossett, 1997, p. 148). Three types of questions can be used during this stage: open-ended questions, structured queries, and mirror statements. Open-ended questions are useful early in the interview as they allow for broad responses, where the interviewee is given free rein to discuss as little or as much as they want. Structured queries can only be formed after the interviewer knows something about the problem and the subject matter. These forced choice questions require that the interviewer pose a question where the respondent must pick an answer. Rossett (1997) suggested that it is best to limit the number of choices to three. Lastly, a mirror statement consists of restating what was heard, and if necessary, delve a little further for more information.

These statements are especially effective for validating a source’s ideas, showing attentiveness, making sure that the provided information is correct, and establishing rapport.

The last step consists of concluding the interview. When planning for an interview, it is difficult to plan the details of the conclusion, since the findings will not be known ahead

of time and will be based upon what transpired during the interview. However, Rossett

(1997) said five things that should be included in the conclusion of any interview:

1 “The opportunity for the interviewee to ask a question and make a

comment.

2 A summary of what the respondent said related to purposes for the needs

assessment and a compliment regarding its usefulness.

3 Discussion of how the interview contributes to the project.

4 An opening to come back to the respondent for additional information.

5 An expression of appreciation

2.6.2.2 Focused Group

Along with one-on-one interviews and telephone interviews, there is another type of interview available to needs assessors: focus groups (Creswell, 2007). This is where people who share similar expertise are brought together and asked about their thoughts and opinions regarding a particular topic (Gupta, 1999). Krueger (1994) stated “a focus group is typically composed of seven to ten participants who are selected because they have certain characteristics in common that relate to the topic of the focus group”.

According to Cordero Brenes (1995), the intent of a focus group is to “promote self- disclosure among participants focusing on and providing information about one topic about which they are well informed” (p. 62). Focus groups should be conducted in a permissive, nonthreatening environment, where discussion can be comfortable and even enjoyable (Krueger, 1994). By allowing a free flow of discussion, group members are

able to influence each other by responding to ideas and comments in the discussion

(Krueger, 1994). By conducting an interview in this manner, the interviewer is able to gain understanding about the targeted group’s view-point (Cordero Brenes, 1995).

Krueger (1994) stated that as focus groups have evolved, they have taken on a particular set of characteristics that are different from other group experiences. He explained that focus groups make it possible for researchers to obtain information that would be difficult, if not outright impossible, to obtain through the use of other methodological procedures. Krueger (1994) identified six characteristics that are typical of focus group interviews: “1) people, 2) assembled in a series of groups, 3) possess certain characteristics, and 4) provide data 5) of a qualitative nature 6) in a focused discussion”.

There are several advantages to using a focus group approach. Cordero Brenes (1995) discussed the advantage of its open-ended approach, which allows for ample opportunity to comment, explain, and share experiences, as opposed to the more structured nature of close-ended questionnaires and interviews. Krueger (1994) identified six more advantages of focus groups, the first being that focus groups are a socially-oriented research procedure, which is beneficial as people are social creatures who like to interact with others. The second advantage is that the format of focus group discussions allows the moderator to probe and further explore any unanticipated issues. Third, focus group discussions have high face validity, as this technique is easily understood and the results appear believable. Relatively low cost is the fourth advantage identified. However,

“relatively” should be taken with a grain of salt, as focus group sessions can still be costly, but yet not as costly as other methods, like mail-out studies. The fifth advantage is

that focus groups can provide speedy results. Last, focus groups allow the researcher to increase the sample size, as most qualitative studies typically have a small or limited sample size (Krueger, 1994).

While there are numerous advantages to using a focus group, there are also several limitations that should be considered. Krueger (1994) identified six limitations:

1) The researcher has less control in a group interview, as compared to a one-on-one

interview. Due to the nature of group discussions, the researcher is required to

help maintain the focus of the group.

2) Data are more difficult to analyze since the focus is taking place in a social

environment, where results deal with subjects’ thoughts, ideas, and opinions. Care

must be taken to keep comments in the right context.

3) The focus group technique requires carefully trained interviewers. Skills in open-

ended questioning, the use of pauses and probes, and knowing when and how to

move into new topic areas is needed.

4) Groups can vary considerably and tend to have unique characteristics.

5) Groups can be difficult to assemble. In order to attend a focus group session,

people must find the time to all meet together at the same place and time.

6) Discussion must be conducted in an environment that is conducive to

conversation.

Focus groups can be useful prior to, during, and even after various programs, events, or experiences. According to Krueger (1994), focus groups have been helpful “in assessing needs, developing plans, recruiting new clientele, finding out customer decision processes, testing new programs and ideas, improving existing programs, and generating information for constructing questionnaires”.

2.6.2.3 Surveys and Questionnaires

Another type of needs assessment tool is surveys and questionnaires. According to

Rossett (1997), a questionnaire or survey “is a written and disseminated effort to acquire information from sources” (p. 202). This type of instrument is prepared for a specific reason, is distributed to sources (usually anonymously), then is returned to the sender and analyzed. Surveys and questionnaires are most commonly used to find out what large numbers of people think and feel about various topics (Rossett, 1997).

Gupta (1999) stated that developing good surveys and questionnaires can be challenging, but by following a systematic process, researchers can ensure that their objectives and desired end results are achieved. Several stages are involved when preparing and implementing surveys and questionnaires: “preparing, designing, developing questions, writing instructions, writing cover letters, and pilot testing” (Gupta, 1999, p. 21-22).

When preparing to develop a questionnaire or survey, it is useful to become familiar with difficult terms (Gupta, 1999). It may even be necessary to enlist the help of a subject- matter expert to translate technical jargon into simpler language. It can also be beneficial to observe people in their work environments, as this can provide useful information

about how people perform their actual jobs tasks, and to review reports, which can provide figures or trends that aid in framing more specific questions. The preparation stage is also where goals should be established for the needs assessment project (Gupta,

1999).

Gupta (1999) said that in the designing stage, it is important to consider the following factors:

1) The size of the survey – If the group is large, it is easier to use close-ended

questions, which can be scored and tabulated by a computer. If qualitative

information is required, separate interviews and focus groups can be used.

2) How data will be analyzed – Most electronically scanned instruments can be

designed in-house by the researcher, but in some cases, a special predesigned

barcode may be needed. In that instance, an internal market research department,

external agency, or even large universities can provide assistance in instrument

design.

3) Whether color schemes are used – By using a color-coding system, surveys can

easily be pre-sorted and distributed.

2.6.2.4 Observation

Observation is the fourth most commonly used data collection method for needs assessments (Gupta, 1999). According to Rossett (1997), “during observation, training professionals use their senses to perceive what is going on in the work setting at the time of employee performance” (p. 156). The purpose for using observation as a needs

assessment tool is to allow trainers or instructional designers to gather details of both optimal and actual performance, as well as to determine any causes for performance problems (Rossett, 1997).

The use of observation is an important tool for several reasons (Rossett, 1997). First, observation is flexible. While the researcher may have clear goals for the observation, it is important not to allow those plans to limit what is being learned. Second, observation is able to ground the researcher’s efforts at the work site, meaning that by being in the field, the researcher is able to witness the context of the situation and can begin to see why things happen (or don’t happen) the way they do. Next, observation is able to provide information that goes beyond words. What an employee or supervisor may say about a situation can be very different from actually witnessing performance.

2.7 Needs Assessment Framework

The conceptual framework used for this study is Rogers’ (2003) Innovation-Decision

Process Model. Rogers (2003) defined the innovation-decision process as:

“the process through which an individual (or other decision-making unit) passes

from gaining initial knowledge of an innovation, to forming an attitude toward the

innovation, to making a decision to adopt or reject, to implementation of the new

idea, and to confirmation of this decision and making use any project” (p. 168).

The innovation-decision process consists of a series of actions or choices, where an individual together with development officials evaluate a new idea and decide whether or not to incorporate said idea into ongoing practice. 33

MONITORING AND EVALUATION

Figure 2.2 Needs Assessment Framework

Source: (Rogers, 2003).

The above framework shows the process of needs assessment and implementation of projects. To begin with, general observation is done in the community and also the grievances of the community with regards to their needs are taken into consideration, this forms the needs assessment. This is used in the project design and implementation having the community participating. However, the monitoring and evaluation procedure is carried through the whole process.

2.8 Participatory Development

Over the past twenty years a wide range of organizations, with very different ideological agendas, has started involving local people in their own development (Peet and Watts, 34

1996). According to the strongest advocates of Participatory Development (PD), 'normal' development is characterized by biases which are disempowering (Peet and Watts, 1996:

20-25). These biases are Eurocentrism, positivism, and top-downism (Escobar, 1995;

Chambers, 1997). The overarching tendency is to equate development with 'modernity' which means the modernity as achieved by ‘western’ societies (Schuurman, 1993).

Hence, development meant copying these 'advanced' countries through rational planning by experts. Clearly, the flipside is that 'non-expert', local people were sidelined and their only role was as the objects of grandiose, national schemes.

2.8.1 Future of Participatory Development

What becomes apparent is that while PD has brought very real benefits to some local communities the concept has also been abused and does little to address extra-local processes. As more development agencies realize that development will involve broader questions of citizenship, sovereignty, and globalization, the focus of some has changed. A growing number are seeking to build up the capacity of the state rather than by-passing it in their eagerness to empower civil society. This involves state-society 'synergy' (Evans,

1997; Ostrom, 1996) whereby partnerships aim to produce more lasting development and bolster citizenship in the process. In doing this, Fowler (1998) urges NGOs to form more genuine partnerships than currently exist where, as we have seen, the northern partner tends to have disproportionate influence.

Other NGOs have moved, or expanded, into advocacy and lobbying. The Jubilee 2000

Coalition for debt relief is a case in point. The belief is that 'local' problems have global

causes so that the most useful thing that a relatively powerful, non-local organization can do is use its political weight to raise awareness and campaign for reform of the institutions of global governance. This sees ever more complex networks of alliances between NGOs which presents new forms of participation which are not rooted in place, but stretched across space where 'community' may only exist in a 'virtual' sense. In all these cases the challenges for participatory development multiply.

CHAPTER THREE

METHODOLOGY

3.1 Research Design

Research design as a blue print for conducting a study with a maximum control over the factors that may interfere with the validity of the findings (Burns and Grove, 2003). This research adopted the explorative study approach. Among the various research designs, explorative studies are frequently regarded as using both quantitative and qualitative research and a combination of both approaches (David, 2003).

Case study strategy is the type of study that put together both quantitative and qualitative research and a combination of both approaches (Bryman, 2004). This is considered to be the more appropriate for this study because, the study uses both primary and secondary data (reports, books and journals) sources and help to conduct a detailed investigation into the needs assessment of selected district assemblies. Also, a questionnaire covering the objectives of the research was prepared and used to collect data from the assembly and members of the community of the selected DA’s.

3.2 Sources of Data

Saunders et al, (2007) define data as facts, opinions and statistic that have been collected together and recorded for reference or for analysis. Two sources from which data was collected for this research: These are primary and secondary data sources.

Primary data is data that is used for a specific purpose for which it was gathered. For this study, it was obtained by administering questionnaire to respondents in the geographical area of coverage. An interview was conducted to seek ideas and perceptions alongside the administration of the questionnaires for the District Planning Officers of the selected

Assemblies in the study area.

Secondary data is data for a research project that was originally collected for some other purpose (Saunders et al., 2007). For the purpose of this study, secondary data was sourced from journals, books, online information sources and government agencies which included the Ghana Statistical Service (GSS) where definite population of the study were sourced, the 1992 constitution of Ghana where the legal framework of the District

Assembly’s Concept and the people’s rights and responsibilities are enshrined.

3.3 Unit of Analysis

The unit of analysis of the study included all residents of the selected assemblies with particular emphasis on the district planning officers, assembly and unit committee members and people who are 18 years or more. This was justified because the planning officers are responsible for the planning of the needs of the people, the assembly and unit committee members are the representatives of the people in the planning and execution of the developmental projects in the District Assembly, and the people are the beneficiaries of the projects. Hence, their inclusion in the study was essential.

3.4 Population and Sample Frame

Population is the complete set of cases from which a sample is selected whether it describes human beings or not (Saunders et al, 2007). For the purpose of this research the population of study will comprised of the people dwelling in the communities of the four selected District Assemblies in the Ashanti (Asante Akim North and Atwima Nwabiagya) and Eastern (Kwahu South and Kwahu East) regions of Ghana. These Assemblies were chosen for the study because of their new creation (Asante Akim and Kwahu East) which fits the purpose of the study and its spatial proximity to each other.

Table 3.4.1: Population of Target District Assemblies

Designation Population Sample size

proportion to the

size of the

population

Kwahu South 69,757=19% 76

Kwahu East 77,125=21% 84

Asante Akim North 69,186=19% 76

Atwima Nwabiagya 149,025=41% 164

Total 365,093 399

Source: Ghana Statistical Service, 2010 Population and Housing Census.

3.5 Sample size

A sample is a sub-group or representative selection of a population that is examined or tested to obtain statistical data or information about the whole population (Saunders et al

2007). A sample size of three hundred and ninety nine respondents from the selected assemblies out of the entire population of three hundred and sixty five thousand and ninety three (365093) was selected for the research. This sample was selected by ensuring equal representation of the population of the selected areas of study. This sample size was proportionally selected from each assembly in the district as indicated in table 3.4.1 above according to the size of the population. The detailed samples were four (4) district planning officers, 40 assembly and unit committee members and 355 people who were 18 years or more.

Computation of the sample size

The sample size formula for calculating the sample of the study was:

Where n is the sample size, N is the population of the study (sampling frame) and d is the margin of error (0.05)

N= 365,093 d2= 0.05

n = 399 40

3.6 Sampling technique

The sampling techniques adopted for this study is the purposive and cluster sampling.

The purposive sampling was adopted because the intention is to gain an insight into the needs satisfaction and planning processes in the Assembly, hence the need to choose personnel who are well versed in such phenomena. District planning officers of the selected DA’s were purposively selected since they are the head of planning of developmental projects and interviewed. Assembly and Unit committee’s members and the local populace were conveniently grouped and given questionnaires to answer. This is to amount to 399 respondents.

3.7 Data Collection Instrument

There are various approaches by which data could be collected. Saunders et al, (2007) mention questionnaire, interviews (semi-structured, in-depth and group) and observation as methods that are usable. For the purpose of this study the methods employed are survey and interviews. The instruments which were used for the collection of relevant data for the study are questionnaire and the semi-structured interview methods.

3.8 Pilot Testing

A pilot test was conducted to ascertain the understanding and clarity of the questionnaire.

According to Grint (1997) the purpose of the pilot test was to make sure that the questions are framed to meet the objective of the research undertaken. Twenty people,

five staff and one district planning officer of one of the four selected Assemblies was selected for the pilot test after which questionnaires was subjected to assessment.

3.9 Data Analysis

The data which were gathered from the field of study were vetted to ensure that all questionnaires are cleaned, edited and contain accurate information for coding. In analyzing the data, descriptive statistical tools such as tables complemented with mean, and standard deviations was used to display analyzed. Statistical Package for the Social

Sciences (SPSS) was used to analyze the data into meaningful forms.

3.9.1. Brief Profile of the Study

This section states in brief the legal, political, economic, geographic, et cetera, background of the four selected study areas.

3.9.2 Kwahu South District (Existing Assembly)

The legislative instrument (L I) 1428, established the Kwahu South District Assembly, which used to be part of the Kwahu District Council in 1988, with Mpraeso as the

District Capital. In 2007, the L.I. establishing the Kwahu South District Assembly was replaced by L.I. 1742.

The District shares common boundaries with Kwahu East to the north, Asante-Akim

South to the west, the Kwahu West Municipality and East Akim District to the south and

Fanteakwa District to the east. The district also has about 300 settlement most of which

are smaller communities with population of less than 2,000 with Mpraeso as the district capital.

The District Assembly has a total membership of 40. Out of this number, 12 representing

1/3 of membership have been appointed by government in accordance with Act 462.

There are 9 females representing 22.5% of members. The rest, 31(77.5%), are males.

There are six (6) Town/Area councils.

3.9.2 Atwima Nwabiagya District (Existing Assembly)

The Atwima Nwabiagya District was established in 2004 by Legislative Instrument

1738. The district capital is Nkawie. The district is situated in the western part of the region and shares common boundaries with Ahafo Ano South and Atwima Mponua

Districts (to the West), Offinso Municipal (to the North), Amansie–West and Atwima

Kwanwoma Districts (to the South), Kumasi Metropolis and Afigya Kwabre Districts (to the East). The District covers anestimated area of 294.84 sq km.

3.9.3 Kwahu East District (New Assembly)

The Legislative Instrument L.I 1839 established the Kwahu East District Assembly, which used to be part of the Kwahu South District Assembly, on 29th February, 2008, with Abetifi as the District Capital.

The District Assembly has a total of 34 members comprising 22 elected, 10 appointed, the Member of Parliament and the District Chief Executive. There are 6 females and 28

males. The District has been divided into 8 Town/Area Councils and made up of 22

Electoral Areas.

3.9.4 Asante Akim District (New Assembly)

Asante Akim North District Assembly was carved out of the then Asante Akim North

Municipal Assembly. It was established by Legislative Instrument (LI 2057). It is located in the eastern part of Ashanti Region and lies between latitudes 6°30’N and 7°30’N and

Longitude 0°15’W and 1°20’W. It shares boundaries with Asante Akim South on the south and Ejisu Juaben and Asante Akim Central Municipal Assembly on the West,

Sekyere East and Sekyere Afram Plains on the North and Kwahu South on the East. It covers a land area of about 509km2 with Agogo as the district capital.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction

This chapter presents and analyses the data collected from the field. The analyses and discussions are divided into three main subsections. The first section comprises the analyses and discussion of data collected from the Assembly and Unit Committee

Members. The second subsection deals with the analyses and discussion of data collected from the Community Members while the last subsection deals with interview with the

District Planning Officers.

4.1 Assembly and Unit Committee Members

A total of 36 Assembly and Unit Committee Members answered the questionnaires.

However, 40 were sampled for the study. This represents a response rate of 90% which is considered appropriate response rate for analyses.

4.1.1 Demographic Characteristics of Assembly and Unit Committee Members

Among the 36 Assembly and Unit Committee Members, eight representing 22.2% were from the ages of 18 to 22 years. Those who were from the ages of 23 to 27 years were four representing 11.1%. Eleven representing 30.6% were from the ages of 28 to 32

years. Nine representing 25% were from the ages of 33 to 37 years. Only four representing 11.1% were older than 37 years.

Only one respondent had Elementary education, which represented 2.8%. Those who had obtained Senior High School with nine representing 25% followed this. Those who had

Tertiary education were as much as 26 representing 72.2%.

The data revealed that only 8 representing 22.2% were natives of the communities in which they worked. Those who were not native of 28 representing 77.8% contrasted this.

This is shown in table 4.1 below.

Table 4.1: Demographic Characteristics of Assembly and Unit Committee Members

N %

Age Of Respondents In Years 18-22 years 8 22.2%

23-27 years 4 11.1%

28-32 years 11 30.6%

33-37 years 9 25.0%

38 and above 4 11.1%

Total 36 100.0%

Highest Level Of Education no education 0 0.0%

Elementary 1 2.8%

SHS 9 25.0%

Tertiary 26 72.2%

Total 36 100.0%

Are You A Native Of This Yes 8 22.2%

Community No 28 77.8%

Total 36 100.0%

Source: Field Survey, 2015

4.1.2 Knowledge of District Assembly to Solicit Development Needs

The Assembly and Unit Committee Members were asked of their knowledge of the

District Assemblies’ mandate to solicit for development needs of the district. All the 36 responded in affirmation of their knowledge of such a mandate 47

A follow up question was asked of how they got to know of such a mandate. The results is tabulated below in table 4.2. From the table it can be seen that four representing 11.1% heard of such a mandate from media, six representing 16.7% also learnt of it from school.

Five representing 13.9% got to know of it specifically from the 1992 Constitution of

Ghana. Only one representing 2.8% learnt it from a book other than the 1992 Constitution of the country. As much as 20 representing 55.6% became knowledgeable through the

District Assembly Concept.

Table 4.2: If yes how did you know

Frequency Percent

media 4 11.1

school 6 16.7

the constitution of Ghana 5 13.9

read from a book 1 2.8

the district assembly concept 20 55.6

Total 36 100.0

Source: Field Survey, 2015

4.1.3 Number of years working as Member of the Assembly

The number of years of working as a member of the Assembly was asked as this has the tendency to influence the answers that will be given by the members. It is assumed that the longer the years, the accurate the information to be provided. Only four representing

11.1% had worked with the Assembly for less than a year. Thirteen representing 36.1% 48

had worked with the Assembly for a year to less than three years. Seven representing

19.4% had worked with the Assembly for three to five years and 11 representing 30.6 had worked with the Assembly for more than five years. This means that more than half had worked with the assembly for more than three years. This is depicted in table 4.3.

Table 4.3: Duration as Assembly and Unit Committee Members

Frequency Percent

less than year 4 11.1

a year to less than three years 13 36.1

Three to five years 7 19.4

More than five years 11 30.6

Total 35 97.2

Missing 1 2.8

Source: Field Survey, 2015

4.1.4 Most Pressing Need of the Assembly

On the most pressing need of the Assembly, as much as 14 representing 38.9% said roads are the most pressing need of the community and that it needs more attention than any other facility. This was followed by eight representing 22.2% who said market place was the pressing need of the community and five representing 13.9% who said better security was the most pressing need of the community. Three representing 8.3% considered toilet

facility as the pressing need of the community. This was the same for the need for school and other needs. This is shown in table 4.4.

Table 4.4: Most needs of the community

Frequency Percent

toilet facility 3 8.3

market place 8 22.2

roads 14 38.9

better security 5 13.9

school 3 8.3

other 3 8.3

Total 36 100.0

Source: Field Survey, 2015

4.1.5 Needs that have been met by the District Assembly

The Assembly and Unit Committee Members were asked of the needs of the community that has been provided. Six representing 16.7% said toilet facility had been provided, 12 representing 33.3% said market place had been provided. Only two said roads had been provided and this represented 5.6%. Five representing 13.9 said better security had been provided and 10 representing 27.8% said school had been provided. One representing

2.8considered some other need as being provided by the Assembly. In stating the other

need that have been provided by the Assembly, a lorry station was stated. This is shown below in table 4.5.

Table 4.5: Needs that have been met by the district assembly

Frequency Percent toilet facility 6 16.7 market place 12 33.3

Roads 2 5.6

better security 5 13.9

School 10 27.8

Other 1 2.8

Total 36 100.0

Source: Field Survey, 2015

4.1.5 Project Relevance to the Society

More than two-third (31representing 86.1%) considered the need provided by the District

Assembly to be relevant to the society or community that has the project. Five representing 13.9% responded otherwise and said no the projects are of no relevance to the societies and that the societies sometimes do not need such projects. This is shown in table 4.6.

Table 4.6: Relevance of the project to the society

Frequency Percent

Yes 31 86.1

No 5 13.9

Total 36 100.0

Source: Field Survey, 2015

4.1.6 Community Consultation and Involvement in Needs Assessment

Likert type of questions was asked the Assembly and Unit Committee Members. This was to ascertain the point at which the community is involved in the identification and implementation of projects and the level of involvement. Number of statements were presented to the respondents for them to rate their answers on the scale of one to five with one representing Strongly Disagree, two representing Disagree, three representing

Neutral, four representing Agree and five representing Strongly Agree.

The respondents were asked if the Assembly consults community members before needs are identified. Six representing 16.7% strongly disagreed, three representing 8.3% agreed, two representing 5.6% were neutral, 16 representing 44.4% agreed and nine representing

25% strongly agreed. From table 4.7 it can be seen that most of the respondents agreed and strongly agreed that the assembly consults community members before needs are identified.

In the designing phase of a project, the Unit Committee and Assembly members were asked of their agreement or otherwise. Three representing 8.3% strongly disagreed, ten 52

representing 27.8% agreed, four representing 11.1% were neutral, nine representing 25% agreed and ten representing 27.8% strongly agreed. More than half were in affirmative that the communities were contacted and involved in the design of projects.

The consultation of the community before projects are implemented was also asked. Four representing 11.1% strongly disagreed, six representing 16.7% agreed, seven representing

19.4% were neutral, eight representing 22.2% agreed and 11 representing 30.6% strongly agreed.

Twelve representing 33.3% strongly disagreed that assembly sometimes ignore the community in need assessment, 11 representing 30.6% agreed, four representing 11.1% were neutral, six representing 16.7% agreed and three representing 8.3% strongly agreed.

This means that sometimes the community is ignored in the needs assessment phase of project identification.

The imposition of the District Assembly on the projects undertaken was asked. Six representing 16.7% strongly disagreed, ten representing 27.8% agreed, 11 representing

30.6% were neutral, six representing 16.7% agreed and three representing 8.3% strongly agreed.

The respondents were asked if the communities do not cooperate during needs assessment. Nine representing 25% strongly disagreed, 12 representing 33.3% agreed, eight representing 22.2% were neutral, five representing 13.9% agreed and two representing 5.6% strongly agreed.

Eleven representing 30.6% strongly disagreed that needs assessment exercise was a waste of time, 22 representing 61.1% agreed, two representing 5.6% were neutral and one representing 30.6% strongly agreed.

Eleven representing 30.6% strongly disagreed that need assessment exercise brings additional financial burden to the assembly, 16 representing 44.4% agreed, two representing 5.6% were neutral, five representing 13.9% agreed and two representing

5.6% strongly agreed.

The foregoing gives an understanding of how the Assembly and Unit Committee members perceive the issue of needs assessment in the identification of projects, project design and its implementation. This is shown in table 4.8.

Table 4.7: Community Consultation and Involvement in Needs Assessment

SD D N A SA

N % N % N % N % N %

6 3 2 16 9 The Assembly Consults Community Members Before Needs Are Identified 16.7% 8.3% 5.6% 44.4% 25.0%

3 10 4 9 10 Assembly Consults Community Members Before Projects Are Designed 8.3% 27.8% 11.1% 25.0% 27.8%

4 6 7 8 11 Assembly Consults Community Members Before Projects Are Implemented 11.1% 16.7% 19.4% 22.2% 30.6%

12 11 4 6 3 Assembly Sometimes Ignore The Community In Need Assessment 33.3% 30.6% 11.1% 16.7% 8.3%

6 10 11 6 3 There Is Sometimes Imposition By The DA On Projects We Undertake 16.7% 27.8% 30.6% 16.7% 8.3%

9 12 8 5 2 Communities Do Not Co-Operate In Needs Assessment Exercise 25.0% 33.3% 22.2% 13.9% 5.6%

11 22 2 0 1 Need Assessment Exercise Is A Waste Of Time 30.6% 61.1% 5.6% 0.0% 2.8%

Need Assessment Exercise Brings Additional Financial Burden To The 11 16 2 5 2

Assembly 30.6% 44.4% 5.6% 13.9% 5.6%

Source: Field Survey, 2015

4.2 Community Members

A total of 355 community members were sampled for the study. However, the questionnaire administered returned only 333 responses, representing a response rate of

94%. Community members were included in the study because they were the users of the projects or facilities provided by the District Assembly. Their views and responses therefore serves to shed light and help understand the topic understudy.

4.2.1 Demographic Information of Community Members

Among the 333 community members, 181 representing 54.5% were females and 151 representing 45.5% were males. This affirms the 2010 population and housing census that there are more females in the district than males (Ghana Statistical Service, 2010).

One hundred and seven of the community members representing 32.1% were less than 18 years old. This was followed by 80 representing 24% who were from the age of 18 to 22 years. Those aged from 28 to 32 years were 64 representing 19.2%. Thirty four representing 10.2% were from the age of 33 to 37 years and those of 38 years and above were 26 representing 7.8%. Only 22 representing 6.6% were aged from 23 to 27 years.

On the level of education of the community members, 152 representing 45.6% had attained Senior High School. This was closely followed by those who had attained tertiary education who were 146 representing 43.8% and those who had completed only elementary school who were 22 representing 6.6%. However, only 10 community members representing 3% had no formal education.

As much as 119 representing 36.7% of the community members sampled for the study were Civil Servants. One hundred and eight representing 33.3% were self-employed and

65 representing 20.1% were private sector employed. However, 32 representing 9.9% were unemployed.

One hundred and eighty of the community members were natives of the district they found themselves in. this represented 54.1%. One hundred and forty four representing

43.2% of the community members were not natives of the communities in which they found themselves. This is shown in table 4.9.

Table 4.8: Demographic Information of Community Members

N % Female 182 54.5% Gender Male 151 45.5% Total 333 100.0% Less than 18yrs 107 32.1% 18-22 80 24.0% 28-32 64 19.2% Age In Years 33-37 34 10.2% 38 and above 26 7.8% 23-27 22 6.6% Total 333 100.0% SHS 152 45.6% Tertiary 146 43.8% Level of Education Elementary 22 6.6% No education 10 3.0% Total 333 100.0% Civil Servant 119 36.7% Self-employed 108 33.3% Employment Status Private Sector 65 20.1% Unemployed 32 9.9% Total 324 100.0% NO 180 54.1% Are You A Native of this YES 144 43.2% Community Total 333 100.0% Source: Field Survey, 2015 58

4.2.2 District Assemblies’ Mandate

The community members were asked if they were aware that the District Assembly has the mandate to initiate development projects in the communities. As much as 247 community members representing 74.2% agreed that the District Assemblies’ have the mandate to initiate development projects. The remaining 86 representing 25.8% of the community members said they were not aware that the District Assemblies’ had the mandate to initiate development projects. This is shown in table 4.10. A follow up question was asked as to how they got to know that the District Assemblies had the mandate to initiate development projects. Those who got to know it from school were

184 representing 55.3% and those who got to know of it from the media were 89 representing 26.7%. Those who learnt about it through community education were36 representing 10.8% of the sampled community members. This is also shown in table

4.11.

Table 4.11 District Assembly’s to Initiate Projects

Frequency Percent YES 247 74.2 NO 86 25.8 Total 333 100.0

If Yes, How Did You Know

Frequency Percent School 184 55.3 Media 89 26.7

Community education 36 10.8 Total 309 92.8 Missing 24 7.2

Source: Field Survey, 2015

4.2.3 Number of years of Living in the Community

The number of years respondents had stayed in the community was also considered. One hundred and seventy seven community members representing 53.2% had stayed in the community for up to five years. Fifty respondents representing 15% had stayed in the community from 11 to 15 years. Those who had stayed in the community from six to ten years having48 respondents representing 14.4% closely followed this. Those who had stayed in the community from 21 to 25 years were 26 representing 7.8% and those who had stayed in the community from 16 to20 years were 12 representing 3.6%. Eleven community members representing 3.3% had stayed in the community from 26 to 30 years and those who stayed in the community for more than 30 years were eight representing

2.4%. This is shown in table 4.12.

Table 4.12 Years of Living in the Community

Frequency Percent

0-5 years 177 53.2

11-15 years 50 15.0

6-10 years 48 14.4

21-25 years 26 7.8

16-20 years 12 3.6

26-30 years 11 3.3

> 30 years 8 2.4

Total 332 99.7

Missing 1 .3

Source: Field Survey, 2015

4.2.4 Personal Need Fulfilled without Hustle

Among the 355 community members, 244 representing 73.3% said they were able to provide food without difficulty, 46 representing 13.8% said they were able to provide clothing without difficulty while 14 representing 4.2% were able to provide education without difficulty. Five of the respondents representing 1.5% were able provide shelter without hustle. This percentage is the same for those who were able to foot medical expenses without hustle. This is shown in table 4.13.

Table 4.13 Personal Need Are You Able To Fulfil Without Hustle

Frequency Percent

Food 244 73.3

Clothing 46 13.8

Education 14 4.2

Shelter 5 1.5

Medical 5 1.5

Total 314 94.3

Missing 19 5.7

Source: field survey, 2015

4.2.5 Most pressing Need in the Community

The community members were asked of the most pressing need according to their own perceptions. School ranked high with a total frequency of 121 representing 36.3%. Those who envisaged that water was the most pressing need were 70 representing 21% while 50 representing 15% envisaged that hospital was the most pressing need in the community.

Roads had a support of 26 community members representing 7.8% and police station had a support of 16 community members representing 4.8%. Only six were of the opinion that the most pressing need in the community was street lights and this represented 1.8%. This is shown in table 4.14.

Table 4.14 What Do You Think This Community Needs

Frequency Percent

Schools 121 36.3

Water 70 21.0

Market 50 15.0

Hospital 43 12.9

Roads 26 7.8 police station 16 4.8 street light 6 1.8

Total 332 99.7

Missing 1 .3

Source: Field Survey, 2015

4.2.6 Community Need Met

On the issue of the community need that have been met, 85 of the community members representing 25.5% said water was the recently met need of the community. 49 of the community members representing 14.7% as the need that have been met by the District

Assembly also considered market. 41 representing 12.3 % of the community members considered school as the met need. This was closely followed by road as the met need with 40 community members representing 12% and 39 representing 11.7% for those saying street lights were the met need of the community. Nineteen representing 5.7%

considered police station as the met need of the community while one representing .3% considered hospital as the met need of the community. This is shown in table 4.15.

Table 4.15 What the District Assembly Needs of This Community Have met?

Frequency Percent

Water 85 25.5

Market 49 14.7

Schools 41 12.3

Roads 40 12.0

Street Light 39 11.7

Police Station 19 5.7

Hospital 1 .3

Total 274 82.3

Missing 59 17.7

Source: Field Survey, 2015

4.2.7 When Last Community Project was Undertaken

The community members were asked to recall when the last community project by the

District Assembly was undertaken in their community. As much as 151 representing

45.3% could not remember when last a community project was initiated by the District

Assembly. They claim the time had been so long that they cannot remembers the exact

year. Sixty six representing 19.8% recollected that the last community project by the

District Assembly was last year. This was closely followed by last two years with 62 community members representing 18.6%. Forty nine community members representing

14.7% recollect the last community project as happening last three years. This is shown in table 4.16.

Table 4.16 When Last Was Any Community Development Project Undertaken

Frequency Percent

Long Time, I Can’t Remember 151 45.3

Last Year 66 19.8

Last Two Years 62 18.6

Last Three Years 49 14.7

Total 328 98.5

Missing 5 1.5

Source: Field Survey, 2015

4.2.8 Relevant Project Serving Needs of the Community

The community members were asked if the projects done by the District Assembly in their community was relevant ands serving the needs of the community. With this question, as much as 162 community members representing 48.6% were of the view that the projects were serving the intended purpose and thus relevant to the community. This was contrasted byw17 community members representing 35.1% who said the projects

initiated by the District Assembly is not relevant and that it is not serving the needs of the community. This is shown in table 4.17.

Table 4.17 Relevant Project Serving Needs of the Community

Frequency Percent

NO 162 48.6

YES 117 35.1

Total 279 83.8

Missing 54 16.2

Source: field survey, 2015

4.2.9 Community Involvement in Needs Assessment

The community members were asked of their involvement in the needs assessment with

Likert type of questions. This was to ascertain if the community members were involved in the identification and execution of projects. Number of statements were presented to the respondents for them to rate their answers on the scale of one to five with one representing Strongly Disagree, two representing Disagree, three representing Neutral, four representing Agree and five representing Strongly Agree.

Ninety one community members representing 27.5% strongly disagreed that community members were consulted before needs were identified. Seventy nine percent representing

23.9% disagreed, 20 representing 6% were neutral, 66 representing 19.9% agreed and 75 representing 22.7% strongly agreed.

Concerning consultation before the projects are designed, 89 representing 26.7% strongly disagreed, 106 representing 31.8% disagreed, 20 representing 6% were neutral, 40 representing 12% agreed and 78 representing 23.4% strongly agreed.

Table 4.17 Community Members Involvement in Developmental Projects

SD D N A SA N (%) N (%) N (%) N (%) N (%) Community Members 91 79 20 66 75 Consulted Before Needs 23.9% 6.0% 19.9% 22.7% are Identified 27.5% Community Members 89 106 20 40 78 Consulted Before The 26.7% 31.8% 6.0% 12.0% 23.4% Projects are Designed Community Members Consulted Before The 102 79 21 48 83 Projects are 30.6% 23.7% 6.3% 14.4% 24.9% Implemented We Sometimes Help in 101 30 31 117 54 Building Projects 30.3% 9.0% 9.3% 35.1% 16.2% There Is Imposition By 70 44 19 98 100 The DA On Which 21.0% 13.2% 5.7% 29.4% 30.0% Projects They Undertake Corruption Is Common 35 58 53 47 140 In Da Projects 10.5% 17.4% 15.9% 14.1% 42.0% Projects Are Awarded 34 99 61 29 110 To Unqualified 10.2% 29.7% 18.3% 8.7% 33.0% Contractors We Don’t Benefit 45 64 11 52 161 Financially On Any 13.5% 19.2% 3.3% 15.6% 48.3% Project Source: Field Survey, 2015

4.3 District Planning Officers

A total of four District Planning Officers were sampled for the study but three were available for the interview. The reason for the use of the interview was to gather much information as possible since the District Planning Officers are responsible for the implementation of projects and it planning.

4.3.1 Problems faced in Project Planning

According to District Planning Officers, the views of thee community members were always solicited before the identification and implementation of projects in the communities. This question was asked as some community members considered themselves distant from the local government. They all estimated percentage wise that the community is involved 80% of the time in identification and execution of projects.

This is what a District Planning Officer had to say;

“Yes, we do ask for the views of the community members. This is because they

are going to be the users of any project that will be implemented.”

They however stressed that there are sometimes lack of cooperation from the community members as they are sometimes unwilling to give out information needed for projects.

According to them, some communities always want projects to be sited there and so feel reluctant giving out information that will enable the proper situating of a project in another locality.

They all once again said that most of the time lack of funds for projects. Without funds, projects cannot be initiated. One had this to say;

“There is the delay in the release of funds for projects execution in a timely manner and this affects us a lot”

4.3.2 Dealing with the Challenges

A follow up question was asked as to how the District Assembly deals with this problem, that is, means of ameliorating the challenges. According to a District Planning Officer, community durbar are organized so as enable the maximum involvement of the community members. These durbars serve to motivate maximum community attendance and participation. During these events, project details are discussed and deliberated upon as to the best possible means it can be implemented to serve the community’s need.

He also made it clear that in order to deal with the challenge of funding, the District tries improving upon its Internally Generated Funds (IGF) to supplement the Government of

Ghana funding to the District Assemblies. This will allow for the timely execution of development projects. In his own words this is what he said;

“The assembly also works to improve on its internally generated funds. This is to supplement the funds disbursed by the Government of Ghana.”

4.3.3 Needs Assessment Strategy

Through the interview, it was made known that the Assemblies had a Needs Assessment

Strategy for the communities and that they commit resources it for effective and efficient community needs assessment. The assembly is committed to the release of funds for the needs assessment because without proper identification of needs, projects will not serve the needs of the community.

According to a District Planning Officer, the durbar serve as fertile grounds for community needs assessment. They sometimes meet with the chiefs and elders in the community conduct the needs assessment but also checks with the community to see if it will serve their purpose. They stressed however that all these are done with a budget in mind and make sure that the outcome fits the prepared budget. Two officers maintained that community needs assessment is necessary as it allows for participatory development and ownership of developmental projects by the communities.

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1introduction

This chapter presents the summary of the major findings emanating from the data analysis, makes concise and edge cutting recommendations. The findings are organized in response to the objectives of the study, which is to explore the needs assessment criteria of both existing and newly created district assemblies in Ghana in the improvement of quality of life of the people

5.2 Summary of Findings

This section reviews the findings of the study.

5.2.1 Identification of the needs of the selected District Assemblies

The study revealed that, according to the unit committee and assembly members, the most pressing need of the various districts as indicated was the road network of the districts. In furtherance, quite a significant number of respondents averred that the most pressing need of the district was a market center to help in their businesses. Subsequently, it was also discovered from the study that out of the above mentioned pressing needs, evidence from the respondents indicated that the assembly, though logistically challenged was able to meet the construction of market centres and schools. 71

Moreover, to further describe the needs of the districts, the populace (community) also highlighted school as the most pressing need of the district. In addition, water, market and hospital were also mentioned.

5.2.2 Assessing the People level of Knowledge about the Developmental Processes

In the quest of the study to assess the people’s knowledge about the developmental processes, all the 36 responded in affirmation of their knowledge of such a mandate.

Apparently, most the members’ knowledge was from the district assembly concept.

As much as 247 community members representing 74.2% agreed that the District

Assemblies’ have the mandate to initiate development projects. This clearly indicates that the populaces who are the direct beneficiaries are knowledgeable with respect to developmental processes.

However, the remaining 86 representing 25.8% of the community members said they were not aware that the District Assemblies’ had the mandate to initiate development projects.

5.2.3 The Extent to Which the Populace are involved in Developmental Projects

The study revealed that community and district assembly members were not consulted in the developmental projects. The study further identified that community members were not involved in the design of community projects. Also, before projects were implemented community was not part of the process, hence the imposition of developmental projects by government agencies.

5.2.4 Non-existence of clear-cut Policy and or Framework of Needs Assessment

The study also established that there is no existence of unified benchmark for Needs

Assessment in the district assemblies of Ghana. This makes needs assessment a voluntary exercise. The relegation of such an important phenomenon to the ground has contributed to weak correlation of needs between developmental agents.

5.2.5 Lack of coordination and synchronization of needs

The statistics drawn from the research revealed that, the needs of the community were not effectively coordinated and harmonized with all stakeholders of the Districts under study.

As a result, uppermost need identified by the local people and the unit committees and assembly members were totally different.

5.3 Conclusions

It is strongly believed that needs assessment is an effective instrument for managing scarce institutional resources such as the district assemblies. It helps organisations to identify, design, develop and implement accurate and specific programmes and projects for the intended beneficiaries. It also enables stakeholders of development to acquire the necessary information to prioritize developmental needs.

The study evaluated the needs assessment of some selected district assemblies in Eastern and Ashanti regions of Ghana. The study sought to achieve certain specific objectives such as to identify the needs of the selected District Assemblies; to assess the populace level of knowledge about the developmental processes; and to assess the extent to which the populaces are involved in the soliciting of developmental projects.

The study showed that most of the Assembly and Unit Committee members were from the age of 28 to 37 years with more than 70% of them having attained tertiary education.

However, the study also showed that close to 80% were not natives of the community they found themselves in. There was wide spread knowledge of the District Assemblies’ mandate to initiate development projects which was through the District Assembly

Concept. Most of the Unit and Assembly members had worked for more than three years.

Among the needs that have been met by the District Assemblies were toilet facilities, market place, roads and schools. These were viewed as relevant to the society by the community members. There was community consultation for needs assessment before project design and implementation.

Finally the study point out that community had enough needs to be fulfilled by both existing and newly created assemblies, and the community and its assembly representatives had in-depth knowledge of the District Assembly Concept. In addition, community cooperation can be improved through public education on the benefits of partaking in the needs assessment stage and project design stage of projects and programmes.

5.4 Recommendations

In understanding the findings of the study the following recommendations are made

5.4.1 Timely release of District Assemblies Common Funds

Based on the findings of the study, it is recommended that the District Assemblies

Common Funds be released on time to allow for the timely execution of projects. If the government releases funds that the Assemblies need, it will ease the pressure on the

Assemblies in the generation of internal funds and help provide some of the numerous needs of the people.

5.4.2 Sustained public education

Also community cooperation can be improved through sustained public education on the benefits of partaking in the needs assessment stage and project designs. If the community is made aware of these benefits, it will help to contribute to cooperation.

5.4.3 Strengthening relationship among stakeholders

Topmost needs by stated by the local people and the unit committee and assembly members lacked unified front for cohesive lobbying. Thorough consultation should be made by the above mentioned developmental agents for better cohesion and teamwork for higher institutional achievement of needs.

5.4.4 Establishment of clearly defined long-term needs assessment framework

There is the need for the establishment of clearly defined long-term needs assessment frameworks in the district assemblies of Ghana. Varied criteria mentioned by the district planning officers of the districts were, community fora or durbars, town hall meetings and workshops. It is imperative to mention that the institution of mandatory timely

framework and policy for such an important exercise cannot be overemphasized for sustained development.

5.4.5 Overcoming the challenges of Needs Assessment

Queries were raised by respondents as the challenges that combated against the success of involving the community in soliciting their developmental needs. The research revealed that management and or developmental planners should observe and listen more to the views of the people in the execution of projects and programmes to really reap the intended benefit.

REFERENCES

Altschuld, J.W., & Kumar, D.D. (2010). Needs assessment: An overview. Thousand Oaks, CA: Sage Publications, Inc.

Ayee, J. R. A. (1993) Decentralization and Local Government under the PNDC. In Ghana Under PNDC Rule, ed. E. Gyimah-Boadi. Oxford: Codesria.

Bryman Q. (2004). Research Methods (Qualitative and Quantitative). New York Alfred Knopff. Burns, N. and Grove, S. 2001. The practice of nursing research: conduct, critique and utilization (4th ed). W. B. Saunders: Philadelphia, Pennsylvania, USA. Castells, M. (1997) The Rise of the Network Society, Vols. II and I. Oxford, UK: Blackwell Publishers. Chambers, R. (1981). Rapid rural appraisal: Rationale and repertoire. Public Administration and Development, 1, 95-106. Retrieved fromhttp://opendocs.ids.ac.uk/opendocs/bitstream/handle/123456789/865/rc291.p df?sesequen=1 McCombs, B. L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective.

Chambers, R. (1983) Rural Development: Putting the last first, Longman, Harlow. (1997) Whose Reality Counts? Putting the first last, Intermediate Technology Publications, London. Chambers, R. (1994b). The origins and practice of participatory rural appraisal. World Development, 22(7), 953-969. Retrieved from https://entwicklungspolitik.uni- hohenheim.de/uploads/media/Day_4_-_Reading_text_8_02.pdf

Cordero, B. A. D. (1995). Needs assessment of limited resource farmers of Camuy, Puerto Rico (Master’s Thesis). The Pennsylvania State University. (UMI No. 9612716).

Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (Second Edition). Thousand Oaks, CA: Sage Publications, Inc.

Crook, R. (1994) Four Years of the Ghana District Assemblies in Operation: Decentralization, Democratization and Administrative Performance. Public Administration and Development 4: 339-364.

Crook, R. and James M. (1994) Enhancing participation and Institutional Performance: Democratic Decentralization in South Asia and West Africa. London: Overseas Development Administration.

David, F. R. (2003), Concepts of Strategic Management, 9th Edition Prentice-Hall, Upper Saddle River, NJ,. David, F. R.,. (2001). Strategic management: Concepts and cases. Escobar, A. (1995), Encountering Development: the making and unmaking of the Third World, Princeton University Press, Princeton.

Evans, P. (1997) 'Introduction: Development Strategies Across the Public-Private Divide', in Evans, P. (ed) State-Society Synergy: government and social capital in development, IAS Research Series No. 94, Berkeley: University of California, 1- 10.

Frøkjær, E., Hertzum, M., & Hornbæk, K. (2000). Measuring usability: are effectiveness, efficiency, and satisfaction really correlated?. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (pp. 345-352). ACM. Fulop, M. P., Loop-Bartick, K., & Rossett, A. (1997). Using the world wide web to conduct a needs assessment. Performance Improvement 36(6), 22-27. Grint, K. (1997). Leadership Classical, contemporary and critical approaches, Oxford: Oxford University. Gupta, K. (1999). A practical guide to needs assessment. San Francisco, CA: Jossey- Bass/Pfeiffer.

Kaufman, R., Rojas, A.M., & Mayer, H. (1993). Needs assessment: A user’s guide. Englewood Cliffs, NJ: Educational Technology Publications, Inc.

Krueger, R.A. (1994). Focus groups: A practical guide for applied research (Second Edition). Thousand Oaks, CA: Sage Publications, Inc.

Lind, J., & Cappon, J. (2001). Realities Or Rhetoric?: Revisiting the Decentralization of Natural Resources Management in Uganda and Zambia. ACTS Press, African Centre for Technology Studies. Ostrom, E. (1996) 'Crossing the Great Divide: Coproduction, Synergy and Development', World Development, 24, 6, 1073-1087.

Peet, R. and Watts M. (1996) 'Liberation Ecology: Development, sustainability, and environmentin an age of market triumphalism', in R. Peet and M. Watts (eds) Liberation Ecologies: Environment, development and social movements, Routledge, London, 1-45.

Republic of Ghana. (1992) Constitution of the Republic of Ghana, Tema: Ghana Publishing Corporation Ribot, J. (2002). Democratic decentralization of natural resources: institutionalizing popular participation. Rogers, E. M. (2003). Diffusion of Innovations (Fifth Edition). New York, NY: Free Press. Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business Students 4th ed. Prentice Hall. Schuurman, F. (1993) ‘Modernity, Post-modernity and the New Social Movements’, in Schuurman, F. (ed) Beyond the Impasse: New Directions in Development Theory, Zed Books, London, 187-206.

Tordoff, W. (1994). Decentralization: Comparative Experience in Commonwealth Africa. The Journal of Modern Africa Studies 32 (4): 555-580.

Uphoff, N. and Milton E. (1984). Local Organizations: Intermediaries in Rural Development. Ithaca: Cornell University Press.

Cryan, J. F., Markou, A., & Lucki, I. (2002). Assessing antidepressant activity in rodents: recent developments and future needs. Trends in pharmacological sciences, 23(5), 238-245.

Witkin, B.R., & Altschuld, J.W. (1995). Planning and conducting needs assessments: A practical guide. Thousand Oaks, CA: SAGE Publications, Inc.

World Bank Group (Ed.). (2012). World development indicators 2012. World Bank Publications. www.ghanadistricts.com www.mofep.gov.gh

APPENDICES

APPENDIX 1: QUESTIONNAIRE FOR COMMUNITY MEMBERS

The researcher is a Master of Business Administration student of the Kwame Nkrumah

University of Science and Technology, School of Business, Kumasi who is undertaking a research on the topic,“EVALUATION OF NEEDS ASSESSMENT OF NEW AND

EXISTING DISTRICT ASSEMBLIES IN GHANA: A CASE STUDY OF SOME

SELECTED DISTRICT ASSEMBLIES IN EASTERN AND ASHANTI

REGION”.This research is for purely an academic purposes. All information furnished will therefore be treated with strict confidentiality.

Kindly answer with a tick [ ] the extent to which you agree with the following statements where applicable to you.

1. Gender [ ] Male [ ] Female

2. Age in Years [ ] Less than 18yrs [ ] 18-22 [ ] 23-27 [ ] 28-32

[ ] 33-37 [ ] 38 and above

3. Highest level of education [ ] No education [ ] Elementary [ ]

SHS [ ] Tertiary

4. Employment status [ ] Self-employed [ ] Civil Servant [ ] Private

Sector

5. Are you a native of this community? [ ] Yes [ ] No

6. Do you know that the District Assembly has a to initiate developmental projects in

this community? [ ] Yes [ ] No

7. If yes, how did you know? [ ] Media [ ] School [ ] Community

education [ ] Read from a book [ ] Told by a friend or family

member

8. [ ] More than three years [ ] My whole life have been here

9. What personal need are you able to fulfill without any difficulty? [ ] Food

[ ] Shelter [ ] Clothing [ ] Education [ ] Medical

10. In your own opinion what do you think this community needs?

______

11. What needs of this community have been met by the District Assembly?

______

12. When last was any community development project undertaken? [ ] Last year

[ ] Last two years [ ] Last three years [ ] Long time, I can’t remember

13. Is that project relevant now and serving the needs of the society? [ ] Yes [ ] No

The likert scale below shows responses with 1=Strongly Disagree, 2=Disagree,

3=Neutral, 4=Agree and 5=Strongly Agree. Choose the one that best describes your response.

1 Community members consulted before needs are identified

2 Community members consulted before the projects are

designed

3 Community members consulted before the projects are

implemented

4 We sometimes help in building projects

5 There is imposition by the DA on which projects they

undertake

6 Corruption is common in DA projects

7 Projects are awarded to unqualified contractors

8 We don’t benefit financially on any project

APPENDIX 2: QUESTIONNAIRE FOR ASSEMBLY AND UNIT COMMITTEE

MEMBERS

The researcher is a Master of Business Administration student of the Kwame Nkrumah

University of Science and Technology, School of Business, Kumasi who is undertaking a research on the topic,“EVALUATION OF NEEDS ASSESSMENT OF NEW AND

EXISTING DISTRICT ASSEMBLIES IN GHANA: A CASE STUDY OF SOME

SELECTED DISTRICT ASSEMBLIES IN EASTERN AND ASHANTI

REGION”.This research is for purely an academic purposes. All information furnished will therefore be treated with strict confidentiality.

Kindly answer with a tick [ ] the extent to which you agree with the following statements where applicable to you.

1. Age in Years [ ] Less than 18yrs [ ] 18-22 [ ] 23-27 [ ] 28-32

[ ] 33-37 [ ] 38 and above

2. Highest level of education [ ] No education [ ] Elementary [ ]

SHS [ ] Tertiary

3. Are you a native of this community? [ ] Yes [ ] No

4. Do you know that the District Assembly has a to solicit developmental needs from

the community? [ ] Yes [ ] No

5. If yes, how did you know? [ ] Media [ ] School [ ] The constitution

of Ghana [ ] Read from a book [ ] The district assembly concept

6. For how long have you been a staff of the assembly? [ ] Less than a year [ ] A

year to three years [ ] More than three years [ ] three years and above

7. In your own opinion what do you suggest this community needs?

______

8. What needs of this community have been met by the District Assembly?

______

9. When was the last time any community development project undertaken? [ ]

Last year [ ] Last two years [ ] Last three years [ ] Long time, I can’t

remember

10. Is that project relevant now and serving the needs of the society? [ ] Yes [ ] No

The likert scale below shows responses with 1=Strongly Disagree, 2=Disagree,

3=Neutral, 4=Agree and 5=Strongly Agree. Choose the one that best describes your response.

1 The Assembly consult Community members before needs are identified 2 The Assembly consult Community members before projects are designed 3 The Assembly consult Community members before the projects are implemented 4 The Assembly sometimes ignore the community in need assessment 5 There is sometimes imposition by the DA on projects we undertake 6 Communities do not co-operate in needs assessment exercise 7 Need assessment exercise is a waste of time 8 Need assessment exercise brings additional financial burden to the Assembly

APPENDIX 3: INTERVIEW GUIDE FOR DISTRICT PLANNING OFFICERS

1. Community members’ inputs (views) were sought for before the initiation/planning of

Assembly projects.

True [ ] False [ ]

2. What challenge(s) does the Assembly face in the planning of the project for the community?

………………………………………………………………………………………………

………………………………………

3. How is the Assembly addressing the above challenge(s)?

………………………………………………………………………………………………

4. To what extent does the Assembly involve the community in planning of project? a) Above 80% [ ], b). 70% - 79% [ ], c). 60% - 69% [ ], d). 50% - 59% [ ],

e). Below50% [ ]

5. Does your Assembly have a needs assessment strategy for the communities?

Yes [ ] No [ ]

6. If yes, how does the Assembly commit resource to it for effective and efficient community needs assessment?

………………………………………………………………………………………………

7. How does the Assembly involve the community in soliciting their developmental needs?

………………………………………………………………………………………………

8. Is community needs assessment necessary?

Yes [ ] No [ ]

If yes, why?

………………………………………………………………………………………………

THANK YOU VERY MUCH FOR YOUR TIME SPENT