Measuring Policy Literacy: Evaluating Parent and Teacher Understanding of Common Core Education Policy in Ghana

Abstract

This study evaluates policy literacy among parents and teachers in Ghana concerning the Common Core Education Policy (CCEP). The research specifically focuses on assessing stakeholders' understanding of the policy, examining the effectiveness of communication channels used to disseminate it, and identifying barriers to effective communication that hinder policy literacy. A mixed-methods approach, combining quantitative surveys and qualitative interviews, was employed to collect data from 50 respondents, including teachers, parents, and students across selected regions of Ghana. The findings revealed that while eighty-two percent of respondents were aware of the CCEP, only thirty-six percent were "very familiar" with its objectives, and twenty-eight percent fully understood its key goals, such as critical thinking and digital literacy. Teachers exhibited a higher understanding, primarily due to their participation in Ghana Education Service (GES)-organized workshops, whereas parents and students had limited direct exposure to the policy. The study also points out the significant role of workshops and training sessions as effective communication channels for teachers. However, only fourteen percent of respondents "often" engaged with policy materials, indicating the need for more accessible and multi-channel communication strategies. Key barriers identified include complex policy language, insufficient resources (e.g., textbooks and ICT tools), and limited stakeholder feedback mechanisms. The study concludes that simplifying policy language, enhancing stakeholder engagement through inclusive communication strategies, and addressing resource constraints are critical for improving policy literacy and supporting effective implementation of the CCEP. Recommendations include the development of plain-language materials, increased community engagement, and equitable resource distribution, particularly in underserved areas. This research contributes to knowledge in development communication by emphasizing the importance of participatory approaches in educational policy dissemination. Future research is recommended to explore regional disparities in policy implementation and assess the role of digital platforms in enhancing policy literacy.