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Evidence across sub-Saharan Africa indicates that SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). A survey of 298 SMC chairpersons and members in Ghana’s South Tongu District examined knowledge and participation in SPIPs, showing limited knowledge and low involvement that constrained successful teaching and learning outcomes. The study recommends periodic training, rewards for progress, and clear guidelines, supported by continued policy initiatives at district and school levels to sustain improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-management-committees-knowledge-and-involvement-in-school-improvement-plans-implications-for-quality-education/603164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-management-committees-knowledge-and-involvement-in-school-improvement-plans-implications-for-quality-education/603164.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about school management committees (SMCs)?","Question",{"text":112,"@type":113},"Research evidence indicates that, in sub-Saharan Africa, SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). The study examines how this applies in Ghana’s South Tongu District.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers assess SMCs’ knowledge and involvement in SPIPs?",{"text":117,"@type":113},"The study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) to investigate their knowledge of SPIPs and their participation in preparing and implementing them.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations are proposed to improve SMCs’ participation in SPIP preparation and implementation?",{"text":121,"@type":113},"The STD Education Directorate, together with the STD Assembly, should conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMCs’ knowledge and participation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603164,1792172205,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","SCHOOL MANAGEMENT COMMITTEES’ KNOWLEDGE AND INVOLVEMENT IN SCHOOL IMPROVEMENT PLANS:  \nIMPLICATIONS FOR QUALITY EDUCATION  \nRICHARD MAWUFEMOR AGBI  \nGhana Education Service  \nSouth Tongu District Directorate of Education, Sogakope, Ghana  \nHOPE PIUS NUDZOR  \nWISDOM KWAKU AGBEVANU  \nUniversity of Cape Coast, Cape Coast, Ghana  \nABSTRACT  \nSchool management committees’ (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members’limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to highquality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members’knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members’ capacity for sustained school improvement through education policy initiativesat the district and school levels.  \nINTRODUCTION  \nSchool Management Committees (SMCs) are an essential part of the education system in many countries, as they play a critical role in improving school performance. One of the key responsibilities of SMCs is to prepare and implement school performance improvement plans (SPIPs), which aim at enhancing the quality of education in schools (Abadzi, 2013; Abreh, 2017; Aryeh-Adjei, 2021; Avevor, 2022; Smith & Benavot, 2019) . The available evidence suggests that SMCs’ knowledge and participation in developing, implementing, and monitoring SPIPs are essential in promoting quality teaching and learning in schools. However, a limited amount of literature on the knowledge and participation of SMCs in preparing and implementing SPIPs exists. This paper focuses on the SMCs’knowledge level and involvement in SPIPs in the Ghanaian public basic education context. In Ghana, public basic education refers to the formal education system provided by the government for children aged 4 to 15 years. It includes two levels: the primary level (Kindergarten to Primary 6) and the junior high school level (Junior High School 1 to Junior High School 3) . The goal of public basic education is to provide universal access to quality education and ensure that all children receive a solid foundation in literacy, numeracy, and essential life skills (Balwanz & Darvas, 2014; The EducationUSA, 2019) .  \nResearch shows that knowing SPIP is crucial for developing effective strategies and plans that foster positive change and growth (Johnson et al., 2014; Schnautz, 2012) . In this paper, we  \nEducational Planning | Spring 2024 63 Vol. 31, No. 2  \nreferred to the term ‘knowledge in SPIP’ as the ‘understanding, skills, and ability that stakeholders (i.e., SMCs) must develop, implement, and evaluate plans and strategies to improve the quality of teaching and learning outcomes. Broadly, this knowledge involves areas such as governance practices and decision-making processes. It requires understanding the school community’s needs, including students, teachers, parents, and other stakeholders, and finding the resources and support needed to achieve the desired goals. In Ghana and sub-Saharan Africa, SMCs are expected ","cbCaisvQbFvR2j4o","https://ap.wps.com/l/cbCaisvQbFvR2j4o","pdf",393798,17,"English","# Abstract\n# Introduction\n## Role of SMCs in SPIPs\n## Meaning of “knowledge in SPIP”\n## Meaning of “participation in SPIP”\n## Definitions of planning and implementation","[{\"question\":\"What problem does the study address about school management committees (SMCs)?\",\"answer\":\"Research evidence indicates that, in sub-Saharan Africa, SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). The study examines how this applies in Ghana’s South Tongu District.\"},{\"question\":\"How did the researchers assess SMCs’ knowledge and involvement in SPIPs?\",\"answer\":\"The study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) to investigate their knowledge of SPIPs and their participation in preparing and implementing them.\"},{\"question\":\"What recommendations are proposed to improve SMCs’ participation in SPIP preparation and implementation?\",\"answer\":\"The STD Education Directorate, together with the STD Assembly, should conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMCs’ knowledge and participation.\"}]","School Management Committees’ Knowledge and Involvement in School Improvement Plans - Implications for Quality Education | PDF",1792095824,43]