Democratic education for school improvement: an exploration of the views of pupils and teacher trainees in Ghana

Agyemang, Boakye (2013). Democratic education for school improvement: an exploration of the views of pupils and teacher trainees in Ghana. University of Birmingham. Ph.D.

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Abstract

The aims of the research are to: (a) find out how the views of pupils could be used to improve schools in Ghana in a more democratic direction; and (b) to explore the views of student teachers on what role their teacher training should play in promoting greater democracy in schools. Pupils are often considered to be the key stakeholders in education. However, rarely are their voices taken into account seriously in policies devised to improve teaching, learning and achievement. There are numerous international and comparative studies on democratic education that contain empirical evidence that listening to pupils, encouraging their participation and giving them more power and responsibility (that is greater democratisation) can enhance school effectiveness and facilitate school improvement. However, there is a dearth of studies on democratic education which focus on sub-Saharan African countries. This study contributes to the knowledge in this geographical context.

Based on a flexible qualitative study, using a multi-method approach in six basic schools and two colleges of education, in the Ashanti Region of Ghana, the study found out that there is no clear policy, and neither are there structures to promote democratic practice in basic schools. Schools and Colleges of Education are highly regimented and authoritarian. Pupils want teachers to listen to their views and allow them to actively participate in decision-making in their schools.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

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