Journal of Social, Behavioral, and Health Sciences




Non-Governmental Organizations/Nonprofit Organizations (NGOs/NPOs) are progressively becoming an essential source for government agencies in education worldwide. Developing countries such as Ghana have opened the way through regulations and policies for NGOs/NPOs to contribute to the educational system. Nevertheless, perceived threats and confrontations hinder their ability to support the Ministry of Education (MoE) and partner leaders to fulfill their duties in assisting the government in realizing comprehensive universal primary education. This qualitative case study responded to stakeholders’ perceptions of NGOs/NPOs influence on Ghana’s educational system to better comprehend the dynamic and power of NGOs/NPOs on education in Ghana’s rural communities. The study used the Advocate Coalition Framework; advocacy coalition theory brings together sub-systems and political actors interested in policy changes or shifts for a common goal to organize effective ways for the changes or shifts. Ten volunteers participated in the interview focusing on schools in rural Ghana. The findings indicated NGOs/NPOs are a complementary authority to MoE and partner leaders. According to the data analysis and findings, MoE and partner leaders need to form an intentional coalition with NGOs/NPOs for interventions to define the role descriptions and functions of programs and projects to achieve the interventions. NGOs/NPOs resources for MoE and partner leaders are necessary to improve the quality of teaching and learning in schools. Decision-making bodies of MoE and partner leaders may benefit from this study in policymaking for interventions of programs and projects supervision, implementation, and monitoring and evaluation for positive social change.