An interrogation of administrative processes driving education reform policies in the secondary education sector in Ghana

Abstract

The study focused on the challenges associated with the administrative processes in the introduction of education policies in Ghana. It was a descriptive research employing sequential mixed-methods, involving the combination of survey design and phenomenological qualitative approach. Data was collected using a pre-tested questionnaire administered in a cross-sectional survey which was followed by in-depth face-to-face interviews. The outcomes of the two methods were triangulated during the discussion. The results showed that though the education reform policies were successfully launched, they did not complete the full policy cycle owing to political interferences. Administrative set-ups for the policy execution were also short-changed. The study also found that consultation of, and among, key players is paramount to the success of any educational policy. Based on the findings, new Policy Execution Cycle and Consultation Model were designed. The implications of the study for government policymakers and researchers were highlighted.