Achieving Free, Equitable and Quality Education for Boys and Girls in Komenda Circuit: Implications for Curriculum Implementation

This present study aims to investigate and report on achieving free, equitable, and quality education delivery for all boys and girls in the Komenda circuit of the Komenda Edina Eguafo Abirim (KEEA) Municipality. Two research questions regarding the state of free, equitable and quality education delivery and effective ways of providing free, equitable and quality education in Komenda Circuit guided the study. Literature was reviewed in relation to the themes of the objectives of the study. A convergent mixed methods design was employed for the study using a multi-state sampling technique (simple random and purposive) to select 71 respondents, consisting of 9 headteachers and 62 teachers, from the Komenda circuit. Frequencies and percentages organised in tables were used to analyse the quantitative data, while qualitative data was triangulated over themes and results as presented. The study revealed that the state of free, equitable and quality education delivery for all boys and girls in the Komenda Circuit appears good, providing sound implementation of the curriculum. However, public basic schools in the Komenda circuit are challenged with inadequate teaching and learning resources, teachers, health facilities, including facilities for learners with learning disabilities, as well as delays in payment of the capitation grant. Finally, teachers and headteachers in the Komenda circuit have in place programmes and activities, such as regular in-service training and equal learning opportunities for both boys and girls, to address some of the challenges impeding the attainment of SDG4.1. It was recommended that the Ghana Education Service and the National Planning Commission, the implementer of SDGs in Ghana, should come together to ensure that basic schools are well resourced in terms of reading and other related textbooks, post more teachers to the circuit, and most importantly, provide facilities for learners with learning disabilities to ensure that SDG4.1 is attained in the circuit by 2030.