INFRASTRUCTURAL MAINTENANCE PRACTICES IN SCHOOLS AND ITS IMPACT ON EDUCATION DELIVERY IN GHANA: THE CASE OF SELECTED SCHOOLS IN THE BUILSA SOUTH DISTRICT

Abstract

The study explored the infrastructural maintenance practices in schools and its impact on education delivery in the Builsa South District. The respondents who were Headmasters, Assistant Headmasters, Parent Teacher Association chairpersons, the District Assembly Engineer as well as the Ghana Education Service officer in-charge of projects were selected purposively. The Cash theoretical model was employed; and semi-structured interview was used to collect data. The data were analysed thematically. Tesults showed that, generally, there was poor maintenance culture of educational infrastructure in schools across the Builsa South District coupled with lack of funds to accomplish same. In addition, majority of the participants revealed that the poor maintenance culture impacted negatively on education delivery. It was also revealed that major chunk of the support for maintenance work in schools was received from Parent Teacher Association. Conclusions drawn were that poor maintenance impacted negatively on education delivery in the Builsa South District. Funding for maintenance of educational infrastructure in schools was received mainly from three sources namely; Parent Teacher Association, Old Students and internally generated funds. The study recommended among others that the District assembly should allocate part of its funds for maintenance work in schools; get Non-Governmental Organizations on board to help in maintaining educational infrastructure.