Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Non-governmental Organisations' Impact on Educational Policy in Rural Ghana Sarah Ayikai Okine Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Law Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Sarah Okine has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Shawn Gillen, Committee Chairperson, Public Policy and Administration Faculty Dr. Darius Cooper, Committee Member, Public Policy and Administration Faculty Dr. Victoria Landu-Adams, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2021 Abstract Non-Governmental Organizations’ Impact on Educational Policy in Rural Ghana by Sarah Okine MA, Ghana Institute of Management and Public Administration, 2014 BA, Methodist University, 2011 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Law and Public Policy Walden University February 2021 Abstract Non-governmental organizations (NGOs) have become an increasingly important factor in education globally. The social structure in developing countries such as Ghana has created a need for government to work with NGOs in the educational system to reach out to children and provide quality basic, primary education, especially in rural communities. However, there are still challenges in the discharge of their duties due to challenges in collaboration with all stakeholders. This case study addressed the perception of stakeholders regarding NGOs’ influence on Ghana’s educational system to better understand the influence and impact of NGOs on education in Ghana’s rural communities. The advocacy coalition theory was employed. Ten volunteers participated in the interview regarding the perception of NGOs’ influence on the education system in rural districts. The findings established that NGOs are perceived as complementary agents to the Ministry of Education (MoE) and partner leaders, but their objectives are dependent on the intentional coalition of stakeholders. NGOs’ support to MoE and partner leaders is crucial because it helps provide quality teaching and learning to the children. Decision-making bodies of MoE and partner leaders may be the beneficiaries of this study for positive social change through policymaking, supervision on implementation, monitoring, and evaluation of NGOs interventions for early child development, and free compulsory universal primary education. Non-Governmental Organizations’ Impact on Educational Policy in Rural Ghana by Sarah Okine MA, Ghana Institute of Management and Public Administration, 2014 BA, Methodist University, 2011 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Law and Public Policy Walden University February 2021 Dedication First and foremost, I dedicate this project to God Almighty my creator and pillar. He has been my source of strength and on His wings I have soared. Without the first support system that was established by God Almighty in Christ Jesus this journey would have been impossible. A feeling of special gratitude to my husband, Frederick Edward Nii Ayikai Okine and daughter, Marjorie Mellisa Boateng. To my husband, thank you for your leadership, your unwavering support and love to me. You availed yourself to me throughout this journey. To my daughter, Marjorie, your words of encouragement and push for tenacity continue to ring in my ears. In 2007, you looked at me and said to me “I think you should go to school otherwise your circumstances will not change.” You were only 13 when you made this statement and I strongly believe God used you and your words to push me to start the journey to attain three laurels (BA in English, MA and PhD). You reinforced my certitude that the largest task can be accomplished one step at a time. To my son-in-law, Manny, thank you for cheering me on and making your home a peaceful place for me whilst working on my proposal during my final residency. May your children inherit your kindness. My love for you all cannot be quantified. God bless you. Acknowledgments My deepest gratitude to: Dr. Shawn Gillen, my chair and Dr. Darius Cooper, my committee member, for helping me through this long journey. My academic advising team, URR and IRB team, thank you for your support and assistance to me through this journey. Professor Basil Lokko, Nana Edward Asante and Emmanuel Lartey, thank you for your valuable contributions that fortified my resolve through this journey. My participants from both public and private institutions; this study was accomplished with your willingness to share valuable knowledge and experiences. Thank you. My dear friends of discipleship training, thank you for your prayer support through this journey. There is strength and power in each support system for us to shine in Christ Jesus in what we do at all times. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Background of the Study ...............................................................................................2 Problem Statement .........................................................................................................4 Purpose of the Study ......................................................................................................5 Research Questions ........................................................................................................6 Theoretical Foundation ..................................................................................................6 Conceptual Framework ..................................................................................................9 Nature of the Study ......................................................................................................10 Definitions ....................................................................................................................11 Assumptions .................................................................................................................11 Scope and Delimitations ..............................................................................................12 Limitations ...................................................................................................................13 Significance of the Study .............................................................................................13 Summary and Transition ..............................................................................................15 Chapter 2: Literature Review .............................................................................................17 Introduction ..................................................................................................................17 Literature Search Strategy ............................................................................................20 Theoretical Foundation ................................................................................................21 Literature Review .........................................................................................................24 i Universal Primary Education and Impact ............................................................. 24 Education and Development ................................................................................. 26 Public and Private Education Gap ........................................................................ 27 Educational System in Ghana ............................................................................... 29 School Feeding Program ....................................................................................... 33 Ghana’s Educational Strategies Implementation for Primary Education ............. 34 Factors that Hinder Quality Education in Rural Communities ............................. 38 Non-Governmental Organizations ........................................................................ 40 Community Development ..................................................................................... 47 Sustainable Development Goals ........................................................................... 54 Collaboration Partnership Policy and Development ............................................. 57 Information and Communication Technology – Collaboration ............................ 74 Importance of Collaboration ................................................................................