Exploring the implementation and challenges of educational accountability in teaching and learning in rural schools in The Gambia

Abstract

This research explored how educational accountability in teaching and learning is understood, practiced and constrained in rural senior secondary schools in The Gambia. The study employed a single and embedded case study design. Semi structured interviews were conducted to collect data from study participants. Legal and education policy frameworks in The Gambia were also reviewed to examine policy and practice gaps in educational accountability implementation in these schools. The data were analyzed by coding and categorizing codes into themes using the principal-agent theory and Bovens framework of accountability as analytical guides. The findings revealed that stakeholders in rural senior secondary schools in The Gambia have bureaucratic and participatory perceptions of educational accountability. The study showed that educational accountability (EA) mechanism implementation in the studied context includes monitoring practice, information sharing practice and incentive application practice. The study also demonstrated that EA structure in rural senior secondary schools is more of performance and compliance-based accountability instead of actual teaching and learning process. Finally, the findings showed challenges in EA implementation such as poor communication of responsibilities, logistical constraints in monitoring, poor capacity of actors in understanding and implementing delegated responsibilities, resistance to postings, teacher shortage, low parental participation and weak EA enforcement. However, this study recommends regular monitoring of teaching and learning by school heads, education officers. It also recommends adequate provision of the needed logistics and involvement of parents for regular and consistent oversight in rural schools. School heads and teachers should also be served with job descriptions in teaching for role clarity. Finally, rural school principals, parents and teachers should be engaged in capacity building programs for effective accountability in teaching and student learning. This study has highlighted challenges in EA implementation in the Gambia and further laid a foundation for future research using ethnography to deeply understand the daily and lived experiences of actors and practices of educational accountability phenomenon in schools in The Gambia.