Transitional Era Analysis Of Students' Participation In The Governance Of Colleges Of Education In The Ashanti And Brong Ahafo Zone

Abstract

The trend world over is to include students 111 the governance of tertiary education institutions. The purpose of this study was to explore the perspectives of student leaders, students, and college principals on the relevance and level of students' participation in the governance of Colleges of Education (CoES) in the AshantilBrong Ahafo zone. Guided by the interpretivism framework, I employed a qualitative methodology approach by using a case study design to elicit data from ten purposively sampled participants through interviews. Eighty other student participants with a split of 16 from each of the colleges under study were also engaged in a focus group discussion. This study found that the highest legal decision-making body was the 'Governing council' and students were represented on the council. Also, it became evident that students were disappointed when their grievances channelled through their representative to council were not satisfactorily addressed. Based on the findings, it was concluded that, students were part of the topmost decision-making body of their institutions but experienced lower involvement in decision implementation. Some support systems and services were offered however, a number of students did not utilize the support offered. Notwithstanding the desire to offer the needed support, cost implications made the provision of support a mirage. It is recommended that, students' perspectives and feedback should be included in the process of learning and governance through age-appropriate and multidimensional means that can encompass student for a, academic competitions, and participation in the governing process.