i 

 

 

 

MEASURING POLICY LITERACY: EVALUATING PARENT AND 

TEACHER UNDERSTANDING OF COMMON CORE EDUCATION 

POLICY IN GHANA. 

 

BY 

  

 CHRISTINA SIKA ESSIEM 

 

MADC23076 

 

A DISSERTATION SUBMITTED TO UNIVERSITY OF MEDIA, ARTS 

AND COMMUNICATION UniMAC IN PARTIAL FULFILLMENT OF 

THE REQUIREMENTS FOR THE AWARD OF MA IN 

DEVELOPMENT COMMUNICATION 

 

 

DECEMBER 2024 

  



ii 

 

 

 



iii 

 

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. 

 

KEY WORDS: Common Core Education Policy (CCEP), Educational Communication, 

Policy Implementation Barriers, Policy Literacy, Stakeholder Engagement 

 

 

 

 

 

 



iv 

 

ACKNOWLEDGEMENTS 

 

I am extremely grateful for every encouragement, support, and prayer that propelled me to live 

this dream. God almighty stands tall in this for opening the window of opportunity and 

generously giving me the gift of life, good health, sustenance and the strength to carry on.  

Thank you, Dr Kodwo Jonas Anson Boateng my supervisor for your invaluable guidance. I 

regard in high esteem your constructive feedback and support which glued together the little 

and big ideas to make this work whole. Your expertise and counsel, have been monumental, 

and I deeply appreciate the commitment you invested throughout. 

I extend special thanks to all the school heads, teachers, parents, and students who participated 

in this study. Your willingness to share your time, experiences, and perspectives provided rich 

and invaluable data for this research. Without your cooperation, this work would not have been 

possible.  

To my family and friends- especially Mr Kobina Ata-Bedu, Rev and Mrs Davy Calys-Tagoe, 

and my daughters Tracy and Carissa- here is an endless measure of appreciation for your 

unwavering support, prayers, and encouragement. It was your belief in me that spurred me on. 

Finally, I would like to acknowledge my course mates for their collaboration and shared 

experiences, which enriched this academic journey. I am grateful for the sense of community 

and support we built together, especially during group work and presentations. 

This work is a reflection of the collective efforts, guidance, and encouragement of everyone I 

encountered throughout the period of study. Thank you all for being part of this journey.  

 

 

 

 



v 

 

DEDICATION 

 

This work is dedicated to my daughters, Tracy and Carissa. I did this to blaze the trail for you! 

I remember your excitement when I broke the news that I was back in school this time not to 

teach, but to learn. ‘Mummy I am proud of you,’ became our tagline every time we spoke and 

I talked about all that pertained to this experience. In challenging moments, when I was tempted 

to turn back, your passionate cheering from behind, made me resolve to finish hard- I could 

not leave this half-baked. Thank you for staying strong during the times I was absent or did not 

pick up your calls because I was engaged with a research task or an assignment. You both make 

our circle of three so beautiful with zeal and love. The die is cast; conquer this record in larger 

and more colourful ways. 

Finally, to every individual who believes in the power of education as a tool for transformation, 

this work is for you. I pray it contributes extensively to building an all-inclusive and results-

driven educational system for the Ghanaian child today and tomorrow. God bless us all and 

make Ghana great and strong. 

 

 

 

 

 

 

 

 

 

 



vi 

 

TABLE OF CONTENT 

 

DECLARATION BY STUDENT ...................................... Error! Bookmark not defined. 

CERTIFICATION BY SUPERVISOR ............................... Error! Bookmark not defined. 

ABSTRACT..................................................................................................................... iii 

ACKNOWLEDGEMENTS .............................................................................................. iv 

DEDICATION .................................................................................................................. v 

TABLE OF CONTENT .................................................................................................... vi 

LIST OF CHARTS ........................................................................................................... ix 

LIST OF TABLES ............................................................................................................. x 

CHAPTER ONE ............................................................................................................... 1 

INTRODUCTION............................................................................................................. 1 

1.0 Introduction ........................................................................................................... 1 

1.1 Background of study .................................................................................................... 1 

1.2 Problem Statement ...................................................................................................... 4 

1.3 Purpose of the Study .................................................................................................... 5 

1.4 Objectives of the Study ................................................................................................ 5 

1.5 Research Questions ..................................................................................................... 6 

1.6 Significance of the Study ............................................................................................. 6 

1.7 Scope of the Study ....................................................................................................... 7 

1.8 Delimitations of the Study ........................................................................................... 9 

1.9 Limitations of the Study .............................................................................................. 9 

1.9.1 Organization of the Study ....................................................................................... 10 

CHAPTER TWO ............................................................................................................ 11 

LITERATURE REVIEW ................................................................................................ 11 

2.0 Introduction ............................................................................................................... 11 

2.1 The Concept of Communication ................................................................................ 12 



vii 

 

2.2 Paradigms of Development Communication .............................................................. 14 

2.3 Channels of Policy Communication ........................................................................... 16 

2.4 Conceptual Underpinnings of Policymaking .............................................................. 17 

2.5 Factors that Limit Policy Implementation .................................................................. 19 

2.6 Policy Failures: Intricacies and Causes ...................................................................... 20 

2.7 Communication in Policymaking ............................................................................... 21 

2.8 Theoretical Framework for Education Policy Analysis ............................................... 21 

2.9 Empirical Evidence for Education Policy Analysis .................................................... 23 

2.9.1 Chapter Summary ................................................................................................... 26 

CHAPTER THREE ......................................................................................................... 27 

THEORETICAL FRAMEWORK AND RESEARCH METHODOLOGY ...................... 27 

3.0 Introduction ............................................................................................................... 27 

3.1 Research Approach .................................................................................................... 27 

3.2 Research Design ........................................................................................................ 29 

3.3 Study Setting ............................................................................................................. 30 

3.4 Study Population ....................................................................................................... 31 

3.5 Sampling and Sampling Techniques........................................................................... 32 

3.6 Data Collection Instruments ...................................................................................... 33 

3.7 Data Collection Procedures........................................................................................ 34 

3.8 Data Handling and Analysis ....................................................................................... 35 

3.9 Ethical Considerations ............................................................................................... 36 

3.9.1 Chapter Summary ................................................................................................... 38 

CHAPTER FOUR ........................................................................................................... 39 

DATA ANALYSIS, PRESENTATION OF FINDINGS AND DISCUSSIONS ................. 39 

4.0 Introduction ............................................................................................................... 39 

4.9 Chapter Summary ...................................................................................................... 74 

CHAPTER FIVE ............................................................................................................. 75 



viii 

 

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...................................... 75 

5.0 Introduction ............................................................................................................... 75 

5.1 Summary of the Findings ........................................................................................... 75 

5.2 Conclusion ................................................................................................................ 77 

5.3 Recommendations ..................................................................................................... 80 

5.4 Suggestions for Future Research ................................................................................ 87 

REFERENCE .................................................................................................................. 90 

APPENDICE 1: QUESTIONNAIRE............................................................................... 94 

APPENDIX 2: INTERVIEW GUIDE ............................................................................ 100 

APPENDIX 3 (SAMPLE OF TRANSCRIPTION) ........................................................ 102 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



ix 

 

ST OF CHARTS  

 

Chart 1: Contributing towards policy implementation ...................................................... 50 

Chart 2: Challenges in understanding policy and policy implementation process. ............ 57 

Chart 3: suggestions for improvement ............................................................................. 59 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



x 

 

LIST OF TABLES 

Table 1: Age Range of Respondents ................................................................................ 40 

Table 2: Gender Demographics........................................................................................ 41 

Table 3 Role of Respondents ........................................................................................... 41 

Table 4 Educational Background of Respondents ............................................................ 42 

Table 5: Have you heard of the Common Core Education Policy (CCEP)? ...................... 43 

Table 6: How familiar are you with the objectives of the CCEP? ..................................... 44 

Table 7: Do you understand the key goals of the CCEP, such as digital literacy and critical 

thinking? ......................................................................................................................... 46 

Table 8: Have you heard of the Common Core Education Policy (CCEP)? ...................... 47 

Table 9: How often do you engage with materials or discussions related to the CCEP? .... 48 

Table 10: How important do you think the CCEP is for improving education in Ghana? .. 52 

Table 11: Has your attitude towards educational reforms changed since learning about the 

CCEP? ............................................................................................................................ 53 

Table 12: Have you made any changes to your teaching methods (teachers) or support for 

your child’s education (parents) based on the CCEP? ...................................................... 54 

Table 13: How confident do you feel about implementing or supporting the CCEP? ........ 54 

Table 14: Have you been involved in any activities related to the implementation of the 

CCEP (e.g., workshops, curriculum development, classroom activities)? ......................... 55 

Table 15: How effective do you think your participation has been in influencing the 

implementation of the policy? ......................................................................................... 56 

 

 



1 

 

 

CHAPTER ONE 

INTRODUCTION 

1.0 Introduction 

 

Education policies play a critical role in shaping the future of a nation's workforce, especially 

in a dynamic and evolving system like that of Ghana. Since the introduction of the Free Senior 

High School program in 2017, significant reforms have been implemented to improve access 

to and the quality of education across the country. However, the success of these policies relies 

heavily on effective communication that would enhance the understanding of policy content 

and adoption of the policy by key stakeholders, particularly parents and teachers. This study 

aims to measure policy literacy among selected stakeholders, focusing on their comprehension 

and interpretation of the Common Core Education Policy in Ghana. Identifying gaps in 

understanding and barriers to effective communication, this research seeks to offer 

recommendations for enhancing policy dissemination and implementation, ensuring that 

educational reforms achieve their intended outcomes. 

 

1.1 Background of study 

A key consideration in education worldwide is the development of a curriculum that integrates 

societal needs, individual aspirations, and global trends (Agyepong, 2023). This requires the 

creation of a well-structured curriculum by governments or educational institutions to fulfil the 

objectives of a society. However, the concept of curriculum remains broad, ambiguous, and 

open to numerous definitions and interpretations. Over two decades ago, Cobbold (2017) 

defined curriculum as a blend of socially valued knowledge, attitudes, skills, and activities, 



2 

 

combined with experiences, materials, and methods deliberately designed to achieve specific 

objectives with a particular group of learners. This definition is consistent with Shao-Wen's 

(2012) view of curriculum as the means of achieving targeted educational goals and objectives. 

More recently, Campbell-Phillips (2020) described curricula as learning frameworks "designed 

to address students' educational needs, facilitate learning, and establish relationships between 

teachers and students." In essence, the curriculum serves as a blueprint for the entire 

educational system, outlining the philosophy, aims and objectives, subject content, pedagogy, 

resources, and other elements intended to shape learners' behaviours. 

There are two primary perspectives on curriculum: the progressive and the traditional. The 

traditional curriculum, as noted by Eyisi (2016), focuses on teaching learners basic skills such 

as reading and writing. In contrast, the progressive curriculum emphasizes the creative 

application of knowledge, aiming to prepare learners to meet the evolving needs, values, and 

aspirations of society. Udom (2013) argues that curriculum serves as a tool for solving societal 

problems. In many parts of the world today, including Africa, there is a gradual shift from the 

colonial legacy of a traditional curriculum centred on grammar education towards a more 

problem-solving, creative, and critical-thinking-oriented curriculum. This shift is driven by the 

increasing emphasis on science, mathematics, and technology in the modern era. Given the 

systemic nature of education, it is vitally important to develop policies and programs that would 

harmonise different components and systems to attain set goals including policy information 

dissemination, enhancing access, providing quality education and improving learning 

outcomes (Partey-Anti, 2024). Significant efforts have been made to address various aspects 

of Ghana’s educational system since 2017. Relevant to this study is the introduction of the Free 

Senior High program on Tuesday 12th September 2017 in Ghana (Forson, 2017). Ghana’s 

President, Nana Akufo Addo announced, “Education at the secondary high school level is now 

free in Ghana,” at the launch, he called it “a necessary investment in the nation’s future 



3 

 

workforce.” The response was enthusiastic, with parents and students forming long queues at 

public schools around Accra this week to register before classes open September 18.” (Forson, 

2017). The success of education policies depends significantly on how well they are 

communicated to and understood by key stakeholders, including educators, administrators, 

students, and parents. Ghana’s recent reforms and the introduction of new education policies 

aim to enhance the quality and accessibility of education across the country. The effectiveness 

of these policies hinges on the stakeholders' policy literacy, and their ability to comprehend, 

interpret, and implement these policies as intended. Despite the potential benefits of new 

education policies, there is a significant gap in understanding how well such policies are 

communicated to those responsible for their implementation. Inadequate policy literacy among 

stakeholders can lead to misinterpretation, inconsistent application, and ultimately, the failure 

of the policy to achieve its intended goals (Fischer, 2018). Furthermore, the mechanisms and 

channels through which education policies are communicated, as well as the clarity and 

accessibility of these communications, have not been sufficiently evaluated in the Ghanaian 

context. Parents and students who are the beneficiary stakeholders do not seem to understand 

the educational system while teachers who are the facilitators of these reforms seem to be 

oblivious of what is going on. There have been debates on social media in recent times 

comparing a PhD earned in Ghana to a Canadian visa and concerns over young people 

travelling outside the country at a high rate probably to seek greener pastures. This dissertation 

explores the current state of policy communication and policy literacy among key stakeholders 

on the ‘Common Core’ policy in Ghana's education sector. The study aims to identify gaps in 

understanding, and barriers to effective communication, providing insights into how policy 

communication strategies can be improved to ensure the successful implementation of the new 

education policy. 

 



4 

 

1.2 Problem Statement 

 

Despite the introduction of new education policies aimed at improving educational outcomes 

in Ghana, the effectiveness of these reforms is significantly undermined by challenges in policy 

communication and understanding among key stakeholders. The ability of educators, 

administrators, parents, and policymakers to comprehend, interpret, and implement these 

policies referred to as policy literacy is crucial for the successful execution of educational 

reforms (Viennet, 2017). Previous studies on educational reforms and policy implementation 

have largely focused on the design and outcomes of these policies, often neglecting the critical 

role of policy literacy among stakeholders (Williams et al., 2020; Moyson et al., 2017). While 

research has explored the impact of education policies on student performance and institutional 

effectiveness, there is a notable gap in understanding how well these policies are communicated 

to and understood by the individuals responsible for their implementation. Specifically, studies 

have not sufficiently addressed the extent to which educators, parents, and other key 

stakeholders comprehend and interpret education policies, which is essential for ensuring that 

these policies are applied consistently and effectively across different contexts. Furthermore, 

the channels and methods used to communicate policy directives have not been thoroughly 

examined, leaving a gap in understanding how to optimize communication strategies to 

enhance policy literacy. 

In Ghana, these gaps are particularly pronounced. The recent introduction of the Common Core 

education policy, alongside other reforms, has brought significant changes to the educational 

landscape. However, there is growing concern that these policies are not being effectively 

communicated to the key stakeholders, especially teachers and parents who play a pivotal role 

in their implementation. Reports of confusion, misinterpretation, and inconsistent application 

of these policies suggest that policy literacy among stakeholders may be lacking. This problem 



5 

 

is compounded by the fact that existing communication strategies may not be adequately 

reaching or engaging these groups. In a country where educational success is critical for 

national development, the failure to address these issues could undermine the effectiveness of 

these reforms, ultimately impacting the quality of education and student outcomes in Ghana. 

However, there are significant gaps in understanding and barriers to effective communication, 

that hinder the full realization of these policies' objectives. This study seeks to investigate these 

communication challenges by identifying the specific gaps in policy literacy and the obstacles 

to effective communication, focusing on the Common Core Education Policy in Ghana. 

 

1.3 Purpose of the Study 

The purpose of this study is to evaluate the level of policy literacy among parents and teachers 

in Ghana regarding the Common Core Education Policy.  

 

1.4 Objectives of the Study 

 

This study aims to 

 

i. Assess the current level of policy literacy among parents and teachers in Ghana regarding the 

Common Core education policy. 

ii. Examine the channels and methods used to communicate the policy to stakeholders and 

assess their effectiveness in enhancing policy literacy. 

iii. Identify the key barriers to effective communication that impact policy literacy of the 

Common Core education policy among parents and teachers in Ghana. 

 



6 

 

1.5 Research Questions 

 

i. What is the current level of policy literacy among parents and teachers in Ghana regarding 

the Common Core education policy? 

ii. What channels and methods are used to communicate the Common Core education 

policy to stakeholders, and how effective are these methods in enhancing policy literacy? 

iii. What are the key barriers to effective communication that impact the policy literacy of 

the Common Core education policy among parents and teachers in Ghana? 

 

1.6 Significance of the Study 

 

The findings of this study provide insights into the challenges parents and teachers face in 

understanding and implementing the Common Core education policy, enabling targeted 

interventions to enhance educational outcomes. On a policy level, it offers 

recommendations to improve communication strategies, ensuring that stakeholders are 

well-informed and capable of effectively applying educational reforms. Theoretically, it 

will contribute to the literature on policy literacy and educational reform by exploring the 

underexamined relationship between stakeholder understanding and successful policy 

implementation, particularly in the context of developing countries. 

 

 

 

 

 



7 

 

1.7 Scope of the Study 

 

The scope of this study is confined to evaluating the level of policy literacy among parents 

and teachers regarding the Common Core Education Policy in Ghana. It focuses on 

identifying the gaps in understanding and communication of the policy within selected 

schools and communities across the country. The study examines both the awareness and 

the depth of comprehension of the policy among these stakeholders, as well as the factors 

that influence their ability to interpret and implement the policy effectively. It also looks at 

the channels and methods used to communicate the Common Core education policy to 

stakeholders, and how effective these methods enhance policy literacy. The research 

primarily targets public schools where the Common Core policy is being implemented and 

gathers data through surveys and interviews to provide a comprehensive assessment of 

policy literacy within this context. To analyze policy communication and literacy related 

to Ghana’s Common Core education policy, several key concepts, models, and variables 

are examined. Central to this study is the concept of policy literacy, which refers to the 

ability of stakeholders, such as teachers and parents, to understand and interpret educational 

policy effectively. The study also focuses on policy communication- the channels and 

methods used to disseminate policy information to stakeholders. Additional concepts such 

as stakeholder engagement and the participation of stakeholders in policy comprehension 

and implementation, as well as communication barriers, are the factors that hinder the 

effective transmission of policy information. The broader context of educational reforms 

are considered to understand the changes and updates in the curriculum and policies aimed 

at improving educational outcomes. 

 



8 

 

The analysis includes several key variables. The independent variables consist of the 

communication channels (meetings, workshops, digital platforms, printed materials) and 

the methods of communication (top-down dissemination, interactive discussions). The 

dependent variables include the level of policy literacy, measured by the stakeholders' 

ability to understand and apply the policy, and policy implementation success, which 

reflects the consistency and effectiveness in implementing the Common Core policy. To 

gain a deeper understanding, the study considered intervening and moderating variables, 

such as stakeholder demographics (education level, location), accessibility to 

communication tools, and the frequency of communication (how often policy updates and 

information are shared). 

The theoretical framework underlying this work draws on the Diffusion of Innovations 

Theory (Rogers, 2003), which helps explain how educational policies, viewed as 

innovations, are communicated, adopted, and implemented within the social system. This 

theory emphasizes the role of communication channels, social systems, and the 

characteristics of adopters in influencing the spread and acceptance of new policies. 

Additionally, the Policy Implementation Framework (Mazmanian & Sabatier, 1983) was 

applied to assess the extent to which policies are communicated and implemented 

successfully. This framework considers key factors such as policy clarity, resource 

availability, and stakeholders' understanding as critical to the implementation process. 

 

This combination of concepts, models, and theoretical frameworks provides a 

comprehensive approach to understanding the challenges and factors influencing policy 

literacy and communication in Ghana’s education sector, focusing specifically on the 

Common Core education policy. 

 



9 

 

1.8 Delimitations of the Study 

 

The study focuses specifically on evaluating policy literacy and the communication of the 

Common Core education policy within Ghana. The primary stakeholders considered are 

teachers and parents, as they play pivotal roles in understanding and implementing 

educational reforms. The research was conducted within selected schools and communities 

that represent a mix of urban, peri-urban, and rural settings to capture a range of experiences 

and perspectives. The study was limited to the Common Core policy to maintain a targeted 

approach and facilitate an in-depth analysis. Only certain communication channels, such as 

meetings, workshops, digital platforms, and printed materials, were included in the 

evaluation. 

 

1.9 Limitations of the Study 

 

This study faces several limitations. Firstly, the scope was restricted to specific regions 

within Ghana, which limited the generalizability of the findings to the entire country. The 

availability and willingness of teachers and parents to participate in surveys and interviews 

may affect the comprehensiveness of the data collected. Additionally, the study encounters 

challenges related to access to reliable data on the effectiveness of communication 

channels, which could impact the ability to draw robust conclusions. Resource and time 

constraints may also limit the depth of data collection and analysis. Lastly, the complexity 

of policy literacy as a concept means that its measurement may rely on self-reported data, 

which could introduce bias or subjectivity into the findings. 

 



10 

 

1.9.1 Organization of the Study  

 

The study is organized into five chapters. Chapter One provides an introduction, including the 

background, statement of the problem, purpose, objectives, research questions, significance, 

delimitations, and limitations of the study. This chapter sets the stage for understanding why 

evaluating policy literacy among stakeholders of the Common Core Education Policy (CCEP) 

is important.  Chapter Two reviews the relevant literature, and examines previous research 

related to educational policies, communication strategies, and barriers to implementation. It 

explores theoretical frameworks like Rogers’ Diffusion of Innovations Theory and Stake’s 

Responsive Evaluation Model, which are used to understand stakeholder engagement and the 

dissemination of policy information. Chapter Three outlines the research Methodology, 

outlines the research design and methods used to collect and analyse data. It describes the study 

population, sampling techniques, data collection instruments, and analysis methods. The 

chapter also explains the mixed-methods approach employed, which integrates both 

quantitative and qualitative data to address the study's objectives effectively. The fourth 

chapter, Data Presentation and Analysis, presents the findings from the questionnaires and 

interviews conducted. Quantitative results are supported by qualitative insights, offering a 

detailed understanding of stakeholders’ awareness, participation, and challenges related to the 

CCEP. These findings are linked to the research objectives and relevant literature for a 

comprehensive analysis. The final chapter, Summary, Conclusions, and Recommendations, 

combines the key findings of the study and draws conclusions based on the research objectives. 

It also provides actionable recommendations for improving policy literacy and communication 

strategies. The chapter concludes with suggestions for future research to address any identified 

gaps and further enhance the implementation of educational policies. 

 



11 

 

CHAPTER TWO 

LITERATURE REVIEW 

2.0 Introduction 

 

The significance of policy literacy within educational systems has gained increasing attention 

in recent years, especially as global educational reforms continue to shape learning 

environments and standards. In Ghana, implementing the Common Core Education Policy 

seeks to align the nation's academic standards with international benchmarks while addressing 

local educational needs. However, the success of this policy hinges on its effective 

comprehension and adoption by key stakeholders, particularly parents and teachers, whose 

understanding and involvement are critical for its implementation and impact. 

This chapter examines the theoretical and empirical underpinnings crucial to evaluating 

parents' and teachers' understanding of Ghana’s Common Core Education Policy (CCEP). It 

explores the interplay between communication strategies and policy implementation within the 

context of educational reforms. Specifically, it highlights the role of communication paradigms 

in development, the channels for disseminating policy information, and the socio-political 

dynamics influencing policy outcomes. Grounded in frameworks such as Rogers’ Diffusion of 

Innovations Theory and Stake’s Responsive Evaluation Model, this review offers a 

comprehensive analysis of the factors affecting the policy’s successful adoption. By 

synthesizing concepts of policymaking, communication barriers, and education policy analysis, 

the chapter establishes a robust foundation for assessing the effectiveness of the CCEP’s rollout 

in Ghana. 

 

 



12 

 

2.1 The Concept of Communication 

 

Communication is a critical component of the policy-making process, acting as the medium 

through which policymakers convey objectives, strategies, and expectations to stakeholders. 

Lasswell’s communication model highlights the necessity of clarity in the sender, message, 

channel, and receiver interaction, ensuring alignment and shared understanding (Lasswell, 

1948). This clarity is particularly vital in the context of the Common Core Education Policy 

(CCEP), where effective communication must translate abstract policy goals, such as fostering 

critical thinking and digital literacy, into actionable steps for parents and teachers. 

Recent studies on education policy communication have demonstrated the importance of clarity 

and inclusivity. For instance, a study by Danso and Akoto (2021) in Ghana explored 

communication strategies used in disseminating the CCEP. The study aimed to assess the extent 

to which parents and teachers understood the policy. It employed mixed methods, combining 

surveys and focus groups across urban and rural areas. The findings revealed that while urban 

teachers had moderate familiarity with the policy due to professional workshops, rural teachers 

and parents had limited exposure, largely due to language barriers and insufficient 

communication channels (Danso & Akoto, 2021). This highlights the disparities in how 

communication strategies reach different demographics. In a broader African context, Ncube 

et al. (2022) conducted research in Zimbabwe to evaluate how communication influences the 

adoption of education reforms. Their objective was to examine the effectiveness of 

participatory communication strategies in promoting stakeholder engagement. Using 

qualitative interviews and policy document analysis, the study concluded that two-way 

communication significantly enhanced stakeholders' understanding and ownership of policy 

objectives. However, the researchers noted that bureaucratic barriers often delayed feedback 

loops, diminishing the effectiveness of participatory methods (Ncube et al., 2022). 



13 

 

A study by Osei and Ayensu (2020) investigated the dissemination of the Universal Basic 

Education policy. The study utilized a descriptive survey design, collecting data from teachers 

and parents in Lagos State. The findings indicated that over 60% of respondents were unaware 

of the policy’s objectives due to the use of overly technical language in policy documents and 

inconsistent communication channels. This aligns with Melton and Nunn’s (2020) assertion 

that jargon-heavy language impedes stakeholder comprehension, a recurring issue across 

African education systems. 

Participatory communication is a potential solution to these challenges. A study conducted in 

Ghana by Appiah and Danso (2023) assessed how interactive workshops impacted the 

understanding of the CCEP among teachers and parents. Using a quasi-experimental design, 

the researchers compared groups exposed to participatory workshops with those who received 

information through traditional lectures. The results showed that stakeholders who engaged in 

interactive sessions demonstrated a 45% higher understanding of the policy than those in the 

lecture group. This emphasizes the importance of dialogic communication strategies in 

fostering comprehension and engagement. Despite the benefits of participatory 

communication, barriers persist. A study by Mensah and Agyemang (2020) in Ghana examined 

the challenges of policy communication under the Free Senior High School initiative. Using 

interviews with education officers and teachers, the study identified a lack of feedback 

mechanisms as a critical limitation. Stakeholders often felt excluded from the policy-making 

process, leading to scepticism and reduced engagement. The findings align with Schramm’s 

(1973) assertion that communication is most effective when it incorporates feedback loops, 

enabling stakeholders to voice concerns and seek clarification. 

General conclusions across these studies point to the need for a multi-channel approach to 

policy communication. In Ghana, Danso and Akoto (2021) recommended combining 

traditional methods such as newsletters with digital platforms like webinars to bridge urban-



14 

 

rural disparities. Similarly, Ncube et al. (2022) suggested integrating culturally relevant 

communication strategies, particularly in multilingual contexts. These insights raised that while 

participatory communication is essential, its success hinges on addressing contextual barriers 

such as language, accessibility, and technological infrastructure. 

 

2.2 Paradigms of Development Communication 

 

Development communication paradigms have evolved significantly, transitioning from top-

down approaches to participatory frameworks that prioritize stakeholder input and 

collaboration. Early modernization paradigms, as noted by Rogers (1962), regarded 

communication as one-way dissemination of information, focusing on transferring knowledge 

from experts to the masses. However, more contemporary paradigms advocate for dialogic 

communication, which emphasizes interaction, stakeholder empowerment, and mutual 

understanding. In the Ghanaian educational context, adopting participatory paradigms has been 

identified as critical for fostering stakeholder engagement with policies such as the Common 

Core Education Policy (CCEP). 

A study conducted by Danso and Appiah (2022) in Ghana sought to evaluate the role of 

participatory communication in improving parental and teacher involvement in the CCEP. The 

general objective of the study is to determine how participatory frameworks influenced 

stakeholders’ comprehension and acceptance of the policy. Using a mixed-methods approach, 

the researchers collected data from urban and rural schools through surveys and focus group 

discussions. The study revealed that schools employing participatory methods, such as 

stakeholder workshops and regular feedback sessions, reported higher levels of parental 



15 

 

engagement and teacher preparedness than those relying solely on traditional, unidirectional 

communication channels (Danso & Appiah, 2022). 

Again, a study by Ojo and Adeyemi (2021) in Nigeria examined the impact of dialogic 

communication on the adoption of Universal Basic Education reforms. The research aimed to 

assess how interactive communication strategies could address resistance to policy changes 

among rural parents. Using qualitative interviews and case studies, the researchers found that 

involving parents in decision-making processes significantly enhanced their understanding and 

support for the reforms. This finding supports Freire’s (1970) assertion that empowering 

marginalized stakeholders through dialogic communication fosters a sense of ownership and 

bridges socio-economic gaps in policy implementation (Ojo & Adeyemi, 2021). In a broader 

African context, Ncube and Moyo (2023) conducted a study in Zimbabwe to explore the 

effectiveness of participatory communication in implementing curriculum changes under the 

New Competency-Based Curriculum. The study’s objective was to assess whether dialogic 

frameworks could enhance teachers’ and parents’ engagement with the policy. Data were 

collected using focus group discussions with teachers and surveys of parents. The researchers 

concluded that participatory communication, such as collaborative workshops and feedback 

mechanisms, was instrumental in reducing resistance and improving policy uptake. However, 

they also identified barriers, including limited resources and inadequate training for facilitators, 

which hindered the full realization of participatory communication's potential (Ncube & Moyo, 

2023). 

Overall, these studies highlight the efficacy of participatory communication paradigms in 

enhancing stakeholder involvement and bridging gaps in understanding. They underscore 

Epstein’s (2018) framework, which advocates for parents to be co-creators of educational 

success, and Freire’s (1970) model, emphasizing empowerment and dialogue. The collective 

findings suggest that while participatory frameworks are effective, their success depends on 



16 

 

addressing structural barriers such as resource constraints, and ensuring equitable access to 

communication channels. This underscores the importance of adopting tailored, inclusive 

communication strategies to achieve the goals of educational reforms like the CCEP. 

 

2.3 Channels of Policy Communication 

 

The success of policy communication depends largely on the channels used to disseminate 

information. Traditional channels such as workshops, newsletters, and meetings have long been 

the primary methods of communicating educational policies. However, in the digital age, 

innovative channels like social media, webinars, and interactive platforms have gained 

prominence (Goetz & Duffy, 2022). The choice of channel significantly affects stakeholders’ 

understanding and engagement with the policy. 

Danso (2023) found that workshops and media outreach in Ghana had varying levels of success 

in communicating educational reforms, with urban parents and teachers benefiting more from 

these channels than their rural counterparts. The study also revealed that integrating multiple 

channels combining traditional and digital methods enhanced the reach and comprehension of 

the CCEP. The effectiveness of these channels, however, hinges on their accessibility, cultural 

relevance, and the simplicity of the information conveyed. 

 

 

 

 



17 

 

2.4 Conceptual Underpinnings of Policymaking 

 

Policymaking is a dynamic process shaped by the interplay of socio-political, economic, and 

cultural factors. In the context of Ghana’s educational sector, these influences have historically 

resulted in fluctuating priorities and reform efforts. As Braimah et al. (2014) observed, Ghana’s 

educational policy landscape has been marked by political instability and ideological shifts, 

with successive governments often initiating reforms aligned with their political agendas rather 

than long-term national interests. The Common Core Education Policy (CCEP) is one such 

reform, designed to standardize educational outcomes and address persistent disparities. 

However, its implementation points out enduring challenges, including unequal access to 

resources, regional inequities, and varying levels of stakeholder engagement. Understanding 

these influences is critical to evaluating the policy’s potential for success. 

The CCEP seeks to resolve systemic issues in Ghana’s education system by harmonizing 

curriculum standards and fostering critical competencies such as digital literacy and problem-

solving (Kusi-Ampofo et al., 2015). Kingdon’s Multiple Streams Framework offers a useful 

lens for analyzing how the policy emerged. According to Kingdon (1984), policies are 

formulated when three streams of problem recognition, policy proposals, and political will 

converge at a critical moment, creating a "policy window" for action. In the case of the CCEP, 

the problem stream includes challenges such as declining educational quality and regional 

disparities, while the policy stream consists of proposed solutions like standardized curricula. 

The political stream reflects the government’s commitment to education reform as a means of 

national development. Despite this convergence, the alignment of these streams is often 

disrupted by competing interests among policymakers, educators, and parents, leading to 

delays and inefficiencies in policy rollout. 



18 

 

Socio-economic factors also play a significant role in shaping the policymaking process. 

Ghana’s education system is characterized by disparities between urban and rural areas, with 

rural schools often facing shortages of qualified teachers, learning materials, and infrastructure 

(Ankomah & Osei, 2020). These disparities are compounded by economic constraints that limit 

the government’s ability to allocate adequate resources for policy implementation. For instance, 

while the CCEP emphasizes digital literacy, many rural schools lack access to basic technology, 

such as computers and reliable internet. Addressing these socio-economic challenges requires 

targeted investments and resource mobilization strategies to ensure equitable policy outcomes. 

Without these efforts, the CCEP risks exacerbating existing inequalities rather than mitigating 

them. 

Cultural factors further complicate the policymaking landscape. Ghana’s diverse cultural 

context necessitates policies that are inclusive and sensitive to local needs and values. However, 

one-size-fits-all approaches often fail to resonate with stakeholders in different regions. For 

example, the standardized curriculum under the CCEP must account for variations in language, 

teaching traditions, and parental expectations. Failure to do so can lead to resistance from 

communities that perceive the policy as incompatible with their cultural realities. As Braimah 

et al. (2014) noted, the success of any policy depends on its ability to adapt to local contexts 

while maintaining coherence with national objectives. Thus, inclusive stakeholder 

consultations are essential for fostering cultural acceptance and ensuring effective 

implementation. Finally, recognizing the conceptual underpinnings of policymaking helps to 

show the structural and systemic barriers that hinder successful educational reforms in Ghana. 

The CCEP’s challenges are not unique but rather reflective of broader issues in policy design 

and implementation. Policymakers must navigate a complex web of competing priorities, 

limited resources, and diverse stakeholder interests to achieve meaningful change. By 

addressing these foundational issues through strategies such as improved resource allocation, 



19 

 

culturally responsive policies, and enhanced stakeholder collaboration Ghana can create a more 

resilient and equitable educational system. 

 

2.5 Factors that Limit Policy Implementation 

 

The implementation of educational policies such as Ghana's Common Core Education Policy 

(CCEP) faces several limiting factors, including inadequate training, resource shortages, and 

resistance from stakeholders. Inadequate teacher training is a critical challenge, as noted by 

Schmidt et al. (2022), who emphasize that insufficient preparation creates a disconnect between 

policy objectives and classroom practices. Teachers, as primary implementers, require 

comprehensive training to understand and apply new curricula effectively. Without such 

support, the intended outcomes of policies like the CCEP are unlikely to materialize, 

particularly in under-resourced schools. Resource allocation disparities further undermine 

policy implementation. Ankomah and Osei (2020) highlight the significant gap between urban 

and rural schools in Ghana, where rural schools often lack the basic infrastructure and materials 

needed to support the implementation of new curricula. For instance, while the CCEP 

emphasizes digital literacy, many rural schools lack access to computers and reliable internet 

connectivity. These resource gaps not only hinder the policy’s execution but also exacerbate 

existing inequalities in the education system. Addressing these disparities through equitable 

resource distribution is crucial for successful policy implementation. Resistance to change is 

another major barrier to policy implementation. According to Wang et al. (2021), scepticism 

among teachers and parents regarding the relevance and feasibility of educational reforms often 

leads to apathy or outright opposition. For example, stakeholders may perceive the policy as 

misaligned with local needs or too demanding given existing resource constraints. Such 

resistance undermines efforts to create buy-in and collaboration, which are essential for 



20 

 

effective implementation. To address this, policymakers must invest in awareness campaigns 

and community engagement initiatives to build trust and align stakeholder perceptions with 

policy goals. 

Cultural and contextual factors also limit policy implementation. Policies designed without 

sufficient input from local communities may fail to resonate with their values and practices, 

leading to resistance. A study by Osei and Akoto (2022) revealed that one-size-fits-all 

approaches to policy implementation often overlook the unique needs of rural and marginalized 

communities, further complicating efforts to achieve uniform educational outcomes. Tailoring 

policies to local contexts through inclusive stakeholder consultations can help mitigate this 

barrier and foster acceptance. The successful implementation of policies like the CCEP requires 

addressing key limiting factors such as inadequate training, resource disparities, resistance to 

change, and cultural misalignment.  

 

2.6 Policy Failures: Intricacies and Causes 

 

Policy failures often result from a combination of poor planning, inadequate communication, 

and stakeholder disengagement. McGuinn and O’Reilly (2020) argue that educational reforms 

fail when policymakers overlook the practical realities of implementation. For instance, the 

CCEP’s emphasis on digital literacy is undermined by the lack of technological resources in 

many Ghanaian schools. 

Furthermore, policy failures are exacerbated by the absence of monitoring and evaluation 

mechanisms. Stake’s Responsive Evaluation Model advocates for real-time feedback from 

stakeholders to identify and address implementation challenges (Stake, 1975). Incorporating 



21 

 

such frameworks can mitigate policy failures by ensuring continuous alignment between policy 

design and stakeholder needs. 

 

2.7 Communication in Policymaking 

 

Effective communication is instrumental in bridging the gap between policy design and 

implementation. Anderson et al. (2021) demonstrated that schools that employed iterative 

communication strategies saw significant improvements in stakeholder engagement. However, 

barriers such as language complexity and socioeconomic disparities persist, limiting the reach 

and effectiveness of policy communication efforts (Melton & Nunn, 2020). To overcome these 

barriers, policymakers must adopt inclusive communication strategies that cater to diverse 

audiences. This involves simplifying policy language, using culturally relevant examples, and 

leveraging accessible communication channels. Addressing these barriers, the CCEP can 

achieve greater stakeholder buy-in and more effective implementation. 

 

2.8 Theoretical Framework for Education Policy Analysis 

 

This study’s theoretical framework integrates Rogers’ Diffusion of Innovations Theory and 

Stake’s Responsive Evaluation Model to provide a robust analytical foundation for evaluating 

the communication and implementation strategies of Ghana’s Common Core Education Policy 

(CCEP). Rogers’ theory, introduced in 1962 and expanded in subsequent editions, explains the 

process through which innovations, including educational reforms, are adopted by 

stakeholders. It emphasizes key factors such as the perceived relative advantage of the 

innovation, its compatibility with existing values and practices, and the effectiveness of the 



22 

 

communication channels used to disseminate information (Rogers, 2003). In the context of the 

CCEP, these factors are critical for understanding how parents and teachers perceive, engage 

with, and implement the policy. Rogers’ theory identifies five stages in the adoption process: 

knowledge, persuasion, decision, implementation, and confirmation. The study applies these 

stages to analyze how well the CCEP has been communicated to stakeholders, from the initial 

awareness of the policy (knowledge) to its application in classrooms and homes 

(implementation and confirmation). For example, if stakeholders perceive the CCEP as offering 

significant advantages, such as improving student outcomes or addressing disparities, they are 

more likely to adopt and support it. However, if the policy is seen as incompatible with local 

needs or overly complex, resistance may arise. Examining these stages, the study aims to 

identify barriers and enablers in the adoption process. 

Stake’s Responsive Evaluation Model complements Rogers’ theory by emphasizing the 

importance of stakeholder feedback and contextual understanding in policy evaluation. 

Developed in 1975, this model advocates for an iterative, participatory approach to evaluation, 

focusing on the experiences, perceptions, and expectations of those directly affected by a policy 

(Stake, 1975). In the context of the CCEP, this involves gathering real-time feedback from 

parents, teachers, and other stakeholders to assess how effectively the policy addresses their 

needs and aligns with their expectations. This feedback is essential for identifying gaps in 

communication strategies and making timely adjustments to enhance stakeholder engagement 

and policy implementation. 

Together, these frameworks provide a comprehensive lens for analyzing the dynamics of 

communication and stakeholder engagement in the CCEP. While Rogers’ theory focuses on the 

factors influencing adoption, Stake’s model ensures that the evaluation process remains 

grounded in the lived experiences of stakeholders. This dual approach allows the study to assess 

both the theoretical underpinnings of policy adoption and the practical realities of 



23 

 

implementation. For instance, while communication channels may appear effective on paper, 

Stake’s model highlights whether they are truly accessible and impactful for diverse 

stakeholder groups, particularly in rural or underserved areas. Integrating theoretical insights 

with empirical evidence, this framework enables a nuanced analysis of the CCEP’s strengths 

and weaknesses. It facilitates the identification of specific strategies that can enhance 

stakeholder understanding, address resistance, and improve implementation outcomes. 

Ultimately, the combined application of Rogers’ Diffusion of Innovations Theory and Stake’s 

Responsive Evaluation Model underscores the importance of both innovation design and 

stakeholder-centered evaluation in achieving successful educational reforms. This integrated 

approach ensures that the CCEP is not only well-conceived but also effectively communicated 

and embraced by those it seeks to benefit. 

 

2.9 Empirical Evidence for Education Policy Analysis 

 

Empirical evidence points to the critical role of stakeholder understanding in the successful 

implementation of educational reforms. A study by D’Aoust et al. (2021) focused on the impact 

of targeted professional development programs for teachers implementing new curricula. The 

researchers found that teachers who participated in tailored training sessions exhibited higher 

confidence and competence in adopting the reforms. This confidence translated into improved 

classroom practices and greater alignment with policy objectives. The findings emphasize the 

importance of equipping teachers with the necessary skills and knowledge to bridge the gap 

between policy design and classroom execution, making professional development a 

cornerstone of successful education policy implementation. 



24 

 

Parental engagement also plays a vital role in the success of educational reforms. Chingos and 

Whitehurst (2020) demonstrated the effectiveness of parental workshops in fostering a deeper 

understanding of policy objectives. Their study, conducted in a diverse set of schools across 

the United States, revealed that parents who participated in interactive workshops were more 

likely to support and collaborate with schools in implementing reforms. This support was 

particularly evident in improved student outcomes, as parents became more involved in their 

children’s learning. The findings highlight the need for inclusive communication strategies that 

empower parents as active contributors to educational reform processes. Despite these positive 

outcomes, gaps in communication and resource allocation remain significant barriers to the 

success of policies like the Common Core Education Policy (CCEP). Davis and Hines (2021) 

examined the role of ongoing communication in sustaining stakeholder engagement during 

educational reforms. Their study revealed that one-off communication efforts, such as 

introductory workshops or policy documents, were insufficient to maintain stakeholder interest 

and understanding. Instead, consistent updates, follow-ups, and iterative engagement strategies 

were found to be essential in keeping stakeholders informed and motivated. This reinforces the 

need for dynamic, long-term communication plans that adapt to the evolving needs of teachers 

and parents. Inadequate resource allocation is another recurring challenge identified in 

empirical studies. For instance, Osei and Akoto (2022) investigated the implementation of 

educational reforms in rural Ghana, focusing on the availability of resources to support policy 

objectives. The study found that while urban schools often had access to essential tools and 

materials, rural schools struggled with shortages of textbooks, teaching aids, and trained 

personnel. These disparities limited the ability of rural stakeholders to fully engage with and 

implement the reforms, highlighting the importance of equitable resource distribution in 

achieving policy success. The findings suggest that addressing these gaps is crucial for ensuring 

that policies like the CCEP benefit all regions equally. Integrating empirical evidence into the 



25 

 

design and implementation of educational policies is critical for achieving desired outcomes. 

Studies like those by D’Aoust et al. (2021) and Chingos and Whitehurst (2020) emphasize the 

positive impact of targeted professional development and parental engagement on policy 

success. Conversely, research by Davis and Hines (2021) and Osei and Akoto (2022) 

underscores the challenges posed by inconsistent communication and resource inequities. 

Together, these findings highlight the need for holistic approaches that combine effective 

communication, adequate resources, and stakeholder-cantered strategies. Such evidence-driven 

approaches can significantly enhance the success of reforms like the CCEP, ensuring that they 

achieve their intended goals of improving educational outcomes and reducing disparities. 

 

 

 

 

 

 

 

 

 

 

 

 



26 

 

2.9.1 Chapter Summary 

 

This chapter delved into the theoretical and empirical foundations essential for understanding 

parents’ and teachers’ engagement with Ghana’s Common Core Education Policy (CCEP). It 

emphasized the pivotal role of communication in policy implementation, exploring paradigms 

that have transitioned from top-down dissemination to participatory frameworks. Examining 

communication channels and barriers, the chapter looked at how language complexity, socio-

economic disparities, and inadequate resource allocation hinder effective policy dissemination. 

These challenges indicate the need for inclusive and adaptable communication strategies that 

foster stakeholder understanding and collaboration. The integration of theoretical frameworks, 

such as Rogers’ Diffusion of Innovations Theory and Stake’s Responsive Evaluation Model, 

provided a comprehensive lens for analyzing the dynamics of policy adoption and evaluation. 

Rogers’ theory illuminated the stages of stakeholder adoption, emphasizing factors like relative 

advantage and compatibility, while Stake’s model underscored the importance of real-time 

feedback from stakeholders. These frameworks complemented each other, enabling an in-depth 

analysis of how communication strategies influence stakeholder perceptions and the 

implementation of educational reforms. Empirical evidence further enriched this analysis, 

revealing the impact of professional development, parental engagement, and resource 

distribution on the success of policies like the CCEP. 

 

 

 

 

 



27 

 

CHAPTER THREE 

THEORETICAL FRAMEWORK AND RESEARCH METHODOLOGY 

 

3.0 Introduction 

 

This chapter outlines the methodology employed to evaluate parent and teacher understanding 

of the Common Core Education Policy (CCEP) in Ghana. The study employs a mixed-methods 

approach to explore the perspectives of key stakeholders, ensuring a comprehensive 

understanding of the policy’s communication and implementation dynamics. Detailed 

descriptions of the research approach, design, study setting, population, sampling techniques, 

data collection instruments, procedures, handling, and analysis are provided. Ethical 

considerations guiding the research are also discussed. These elements form the backbone of 

the study, ensuring that the research is both methodologically rigorous and ethically sound. 

 

3.1 Research Approach 

 

The study adopts a mixed-methods research approach, combining quantitative and qualitative 

methods to provide a holistic analysis of stakeholders’ understanding of the CCEP. Mixed-

methods research is particularly appropriate for studies that seek to understand both the breadth 

and depth of a phenomenon (Creswell & Creswell, 2018). The quantitative component enables 

the collection of numerical data that can be analyzed statistically to identify trends, while the 

qualitative component captures nuanced insights that enrich the interpretation of findings. 

 



28 

 

This dual approach is instrumental in achieving the study’s objectives, as it allows for the 

triangulation of data to enhance reliability and validity. For instance, surveys are used to gather 

broad patterns of understanding among teachers and parents, while interviews provide detailed 

narratives that contextualize the survey findings. This integration ensures that the research 

captures both the general trends and specific experiences related to the CCEP’s communication 

and implementation. Mixed methods research also provides flexibility in addressing complex 

research questions. In this study, questions regarding the effectiveness of communication 

strategies and the barriers to policy understanding require both numerical evidence and rich, 

descriptive data. Employing this approach, the study addresses the “what” and “how” aspects 

of the research problem, offering a comprehensive understanding of stakeholder perspectives 

(Plano Clark & Ivankova, 2016). 

Furthermore, the mixed-methods approach aligns with the study’s focus on diverse 

stakeholders. Parents, teachers, and students come from varied socio-economic, cultural, and 

educational backgrounds, necessitating methods that can capture this diversity. Quantitative 

surveys provide a broad overview, while qualitative interviews offer deeper insights into the 

experiences of specific groups, ensuring inclusivity in the research process.  

Finally, the mixed-methods approach enhances the study’s applicability to policy and practice. 

Policymakers require both- quantitative evidence to inform decision-making and qualitative 

insights to understand stakeholder concerns and needs. This approach ensures that the findings 

are not only academically robust but also practically relevant for improving the CCEP’s 

communication and implementation. 

 

 

 



29 

 

3.2 Research Design 

 

The study employs a descriptive survey research design to evaluate the understanding of the 

CCEP among parents and teachers in Ghana. A descriptive survey is well-suited for examining 

attitudes, beliefs, and opinions within a population without manipulating variables, making it 

ideal for this study’s objectives (Babbie, 2020). This design facilitates the collection of both 

quantitative and qualitative data, enabling a comprehensive exploration of stakeholders’ 

perspectives. The flexibility of the descriptive survey design is a significant advantage, 

allowing researchers to use various data collection methods such as questionnaires and 

interviews. This adaptability is crucial in Ghana’s diverse educational landscape, where literacy 

levels, access to technology, and cultural norms vary significantly. Tailoring data collection 

methods to the context ensures that the study reaches a wide range of participants, enhancing 

the validity of the findings. 

A key strength of the descriptive survey design is its ability to capture the natural context of a 

phenomenon. Understanding stakeholders’ perceptions of the CCEP requires consideration of 

external factors such as cultural norms, resource availability, and existing educational practices. 

The descriptive approach allows for the documentation of these contextual elements, providing 

a richer understanding of the factors influencing policy implementation. Additionally, the non-

intrusive nature of this design encourages honest and open responses from participants. By 

observing and recording stakeholders’ views without interference, the study creates an 

environment conducive to authentic expression. This is particularly important in studies 

involving sensitive topics like policy perceptions, where participants may be hesitant to share 

their views under more controlled or experimental conditions. While the descriptive survey 

design has limitations, such as the inability to establish causality, these challenges are mitigated 



30 

 

through careful research planning. For instance, the study uses triangulation to validate findings 

from different data sources, enhancing the reliability of the results. 

 

3.3 Study Setting 

 

The study is conducted in Greater Accra Ghana. This region is selected to capture the diversity 

of Ghana’s educational landscape, reflecting both urban and rural contexts. Greater Accra 

represents an urban setting with relatively better access to educational resources, this allows 

for a comprehensive analysis of the CCEP’s communication and implementation. 

Greater Accra is home to some of Ghana’s most well-equipped schools, with access to 

technology, trained teachers, and diverse stakeholders. This urban context offers an opportunity 

to examine how well-resourced environments influence the understanding and implementation 

of the CCEP. The study site is chosen based on the availability of stakeholders who are directly 

affected by the CCEP. Junior High Schools (JHSs) in this region serve as primary 

implementation sites for the policy, making them ideal for evaluating its impact. Additionally, 

the inclusion of parents and students from this region ensures a balanced representation of 

perspectives, capturing the voices of both implementers and beneficiaries of the policy. Overall, 

the selection of Greater Accra ensures that the study captures a wide range of experiences and 

challenges related to the CCEP. Analyzing data from these settings, the research provides 

actionable insights for policymakers aiming to improve the policy’s communication and 

implementation across Ghana. 

 

 



31 

 

3.4 Study Population 

 

The study population consists of key stakeholders in Ghana’s education system, including 

teachers, parents, and students who are directly affected by the CCEP. According to Amedahe 

and Gyimah (2018), the population in a research study comprises individuals or groups that 

meet specific criteria relevant to the research objectives. For this study, the population includes 

Junior High School (JHS) teachers, parents of JHS students, and students aged 18 and above 

in the Greater Accra region. The target population is narrowed to ensure that data collection 

focuses on individuals with relevant knowledge and experiences related to the CCEP. Teachers 

are included because they are the primary implementers of the policy in classrooms, making 

their understanding of the curriculum and teaching methods critical to its success. Parents are 

included to assess their awareness and engagement with the policy, as their involvement 

significantly influences student outcomes. Students aged 18 and above are included because 

their maturity allows them to articulate their experiences and perceptions of the policy 

effectively. 

The selection of participants from the Greater Accra region ensures that the study captures 

diverse perspectives, reflecting the socio-economic variations within Ghana. This diversity is 

essential for identifying common challenges and unique barriers that stakeholders face in 

different settings. It also allows for a comparative analysis of how contextual factors influence 

the understanding and implementation of the CCEP. The study population also aligns with the 

broader goals of the research, which aim to inform strategies for improving communication 

and engagement with the CCEP. Understanding the perspectives of key stakeholders, the 

research provides actionable insights for policymakers and educational authorities seeking to 

enhance the policy’s effectiveness. 

 



32 

 

3.5 Sampling and Sampling Techniques 

 

The study employs purposive sampling, a non-probability sampling technique that allows the 

deliberate selection of participants based on specific criteria relevant to the research objectives. 

Purposive sampling also referred to as judgmental sampling, ensures that participants possess 

the characteristics, experiences, or knowledge necessary for addressing the research questions 

(Etikan et al., 2016). This method is particularly suitable for this study, as it targets stakeholders 

directly involved in or affected by the implementation of the Common Core Education Policy 

(CCEP). The sampling frame includes teachers, parents, and students from the Greater Accra 

region of Ghana. The target population comprises twenty-five teachers, twenty-five parents, 

and ten heads of schools and students. This sample is representative enough to provide diverse 

insights while remaining manageable for effective data collection and analysis. 

Teachers are selected because of their role as the primary implementers of the CCEP. Their 

experiences and perceptions are critical to understanding the policy's classroom-level impact. 

Parents are included to assess their awareness and involvement in supporting their children 

under the new curriculum. Students, aged 18 and above, are chosen for their ability to articulate 

how the policy affects their learning experience. The inclusion of stakeholders ensures a 

balanced perspective on policy implementation. While purposive sampling is effective in 

ensuring relevance and depth, it has limitations, such as the potential for researcher bias in 

participant selection. To address this, the study follows a structured inclusion criterion, 

selecting participants based on their direct involvement with or knowledge of the CCEP. This 

systematic approach enhances the credibility and dependability of the sampling process 

(Creswell, 2013). 

 



33 

 

3.6 Data Collection Instruments 

 

The study utilizes semi-structured questionnaires and interview guides as primary data 

collection instruments. These tools are designed to capture both quantitative and qualitative 

data, ensuring a comprehensive understanding of stakeholders' perspectives on the CCEP. 

Semi-structured questionnaires are particularly useful for gathering standardized data from 

many participants, while interview guides facilitate a deeper exploration of individual 

experiences and opinions (Bryman, 2016). The questionnaire is divided into sections aligned 

with the study’s objectives. Section A captures demographic information such as age, gender, 

educational background, and location, providing context for the responses. Section B assesses 

participants’ understanding of the CCEP, exploring their knowledge of its objectives, 

components, and perceived benefits. Section C evaluates the communication strategies used to 

disseminate the policy, focusing on the effectiveness of channels such as workshops, meetings, 

and digital platforms. Section D identifies barriers to understanding and engagement, such as 

language complexity, resource constraints, and cultural misalignment. The interview guide 

complements the questionnaire by allowing open-ended questions that delve into participants' 

personal experiences and perceptions. For example, parents are asked about their involvement 

in workshops or school activities related to the CCEP, while teachers discuss challenges in 

aligning classroom practices with the policy's objectives. These qualitative insights enrich the 

quantitative findings, providing a nuanced understanding of the factors influencing stakeholder 

engagement. 

To ensure reliability and validity, the instruments are pre-tested with a small group of 

stakeholders who are not part of the main study. Feedback from this pilot test is used to refine 

the questions, ensuring clarity, relevance, and alignment with the research objectives (Kumar, 

2019). The instruments are also translated into local languages where necessary to 



34 

 

accommodate participants with limited English proficiency. Overall, the use of semi-structured 

questionnaires and interview guides ensures that the study captures a wide range of 

perspectives while maintaining focus on the research objectives. These instruments provide the 

flexibility needed to adapt to participants' varying levels of literacy and familiarity with the 

CCEP. 

 

3.7 Data Collection Procedures 

 

The data collection process involves a combination of face-to-face interactions and written 

surveys, conducted over Two weeks. Before the fieldwork, an introductory letter was sent to 

schools and community leaders to seek permission and inform participants about the study. 

This letter outlines the objectives, importance, and ethical considerations of the research, 

ensuring transparency and building trust with stakeholders. On the scheduled dates, the 

researcher meets with participants to explain the purpose of the study, clarify any questions, 

and seek informed consent. Teachers and students complete the semi-structured questionnaires 

during scheduled sessions, while parents are engaged through interviews conducted at their 

convenience. The interviews are audio-recorded with participants’ permission and 

supplemented by field notes to capture non-verbal cues and contextual observations. 

Given the diverse settings of the study, the researcher adopts context-specific strategies to 

facilitate data collection. In urban areas like Greater Accra, digital tools such as tablets are used 

to administer the questionnaires; printed questionnaires are distributed to accommodate 

participants with limited access to technology. Translation services are provided where 

necessary to ensure that all participants can express themselves comfortably. Challenges 

envisaged to be encountered during data collection include rescheduling interviews due to 



35 

 

participants’ prior commitments, requests for compensation, and the need to rephrase some 

questions for clarity. These challenges were addressed through flexible scheduling, clear 

communication about the voluntary nature of participation, and the provision of small tokens 

of appreciation, such as notebooks and pens, to show gratitude for participants’ time. 

The data collection process was carefully documented to ensure accuracy and consistency. 

Completed questionnaires were reviewed for completeness before participants left, and 

interview recordings were transcribed promptly to minimize the risk of data loss. This 

meticulous approach will ensure the integrity and reliability of the data collected. 

 

3.8 Data Handling and Analysis 

 

The study employs a mixed-methods approach to data analysis, integrating both quantitative 

and qualitative techniques to provide a comprehensive interpretation of the findings. 

Quantitative data from the questionnaires are analyzed using statistical software such as SPSS 

to identify trends, frequencies, and relationships among variables. Descriptive statistics, such 

as means and percentages, are used to summarize participants' demographic characteristics and 

responses to questions about the CCEP. Inferential statistics are employed to test hypotheses 

and examine relationships between variables. For instance, the study investigates whether 

factors such as participants' educational background or geographical location significantly 

influence their understanding of the CCEP. These statistical analyses provide evidence-based 

insights that can inform policy recommendations. 

Qualitative data from interviews will be analyzed using thematic analysis, a systematic process 

of identifying, coding, and categorizing recurring themes in the data (Braun & Clarke, 2006). 



36 

 

The analysis begins with verbatim transcription of the audio recordings, followed by coding to 

identify key patterns and insights. 

The integration of quantitative and qualitative findings enhances the study's robustness. For 

example, while quantitative data may reveal that a significant percentage of participants lack 

knowledge of the CCEP, qualitative data provide deeper insights into why this gap exists and 

how it can be addressed. This complementary approach ensured a holistic understanding of the 

research problem. Data was securely stored on encrypted devices and backed up to prevent 

loss. Access is restricted to the researcher and supervisors to maintain confidentiality. This 

careful handling ensures that the data remains accurate, reliable, and ethically sound throughout 

the analysis process. 

 

3.9 Ethical Considerations 

 

Ethical considerations are integral to this study, ensuring that the rights and dignity of all 

participants are respected. Participants were provided with detailed information about the 

study’s purpose, procedures, and potential benefits, allowing them to make informed decisions 

about their involvement. Written consent was obtained from all participants before data 

collection began, with additional consent from parents or guardians for students under 18. 

Confidentiality was strictly maintained throughout the study. Participants’ identities are 

anonymized in all data and reports, and personal information is securely stored to prevent 

unauthorized access. Responses are used solely for this research, and no identifying details are 

included in the final report. The study adheres to the principle of voluntary participation. 

Participants are informed of their right to withdraw at any time without facing any 

consequences. This ensures that their involvement is entirely free from coercion or pressure. 



37 

 

Additionally, the researcher takes care to create a comfortable and respectful environment 

where participants feel safe to express their views. 

To ensure cultural sensitivity, the researcher collaborated with local leaders and interpreters 

where necessary, ensuring that the data collection process aligns with participants’ cultural 

norms and practices. Ethical approval was obtained from the University of Media Arts and 

communication research directorate before the commencement of the study. The study upholds 

the highest ethical standards, ensuring that the research is conducted responsibly and 

transparently. These measures enhance the credibility of the findings and build trust with 

participants and the broader community. 

 

 

 

 

 

 

 

 

 

 

 

 



38 

 

3.9.1 Chapter Summary   

 

This chapter provided a comprehensive overview of the research methodology that will be used 

to evaluate stakeholder understanding of the CCEP in Ghana. It detailed the research approach, 

sampling techniques, and data collection methods, highlighting the use of a mixed-methods 

framework to capture diverse perspectives. The chapter also discussed the data handling and 

analysis processes, emphasizing the integration of quantitative and qualitative findings for a 

holistic interpretation. Ethical considerations were thoroughly addressed, ensuring that the 

study adheres to principles of transparency, confidentiality, and cultural sensitivity. Together, 

these elements establish a rigorous foundation for the research, ensuring that the findings 

contribute meaningfully to the discourse on education policy in Ghana. 

 

 

 

 

 

 

 

 

 

 

 

 

 



39 

 

 

CHAPTER FOUR 

DATA ANALYSIS, PRESENTATION OF FINDINGS AND DISCUSSIONS 

 

4.0 Introduction 

This chapter presents an analysis, and a discussion of data collected on parents' and teachers' 

understanding of Ghana’s Common Core Education Policy (CCEP). The analysis is guided by 

the study’s three key objectives assessing the current level of policy literacy among parents and 

teachers, examining the communication channels and methods used to disseminate the policy, 

and identifying the barriers that hinder effective communication and policy literacy among 

stakeholders. Data were gathered using a mixed-methods approach, incorporating both 

quantitative and qualitative methods. Quantitative data from the questionnaires were analysed 

using descriptive and inferential statistics, while qualitative data from interviews were 

thematically analysed to provide deeper insights into stakeholders' perceptions and 

experiences. The presentation of the data is organized in alignment with the study's objectives, 

ensuring a clear link between the research questions and the findings. 

Tables and figures are used to illustrate key trends, patterns, and relationships within the data. 

These visual aids support the interpretation of results, making it easier to identify key issues 

related to policy literacy, participation, and implementation. The analysis also incorporates 

relevant literature to contextualize the findings within existing theoretical and empirical 

frameworks. This comparative approach strengthens the study's conclusions and points out 

areas where Ghana’s experience with the CCEP aligns with or deviates from global trends in 

educational reform. This chapter concludes with a summary of the key findings, linking them 

to the study's objectives and the broader literature on policy communication and 

implementation. This gives the analysis a thorough grasp of the issues affecting stakeholder 



40 

 

participation in the CCEP, which is helpful for researchers, educators, and policymakers 

working on education reform. 

Table 1: Age Range of Respondents 

 

Category Frequency Percent 

 Below 25 3 6.0 

 25–34 12 24.0 

 35–44 16 32.0 

 45 and 

above 
19 38.0 

 Total 50 100.0 

Source: Survey data 2024 

 

The table above presents the age distribution of the 50 respondents who participated in the 

study. The data is categorized into four age groups: Below 25, 25–34, 35–44, and 45 and above, 

with corresponding frequencies and percentages. The data shows that 70% of the respondents 

are aged 35 and above, suggesting that older stakeholders form the majority of participants in 

the study. This age group possesses greater experience with education policies and their 

implementation. The limited representation of respondents below the age of 25 indicates that 

perspectives from younger participants were considered and incorporated. At the same time, 

the researcher did not dwell extensively on this age bracket considering their likely limited 

experience in education policies and implementation.  This information is useful for 

understanding how policy literacy and engagement differ across age groups. 

 

 

 

 



41 

 

 

Table 2: Gender Demographics 

 

 Frequency Percent 

 Male 21 42.0 

 Female 29 58.0 

 Total 50 100.0 

            Source: Survey data 2024 

 

Table 2 presents the gender distribution of the 50 respondents who participated in the study. 

The respondents are classified as Male and Female. The data reveals that female respondents 

make up a larger proportion (58%) of the sample, while males account for 42%. This reflects 

the demographic composition of parents or teachers in the study setting. Given that the teaching 

profession, especially at the Junior High School (JHS) level, tends to have a higher proportion 

of female teachers, this distribution reflects the gender composition of the education sector in 

Ghana. The data also suggest the need to ensure that the views of both genders are adequately 

considered in the analysis of policy literacy, communication, and engagement. 

 

 

Table 3 Role of Respondents 

 

 

 Frequency Percent 

 Teacher 26 52.0 

 Parent 24 48.0 

 Total 50 100.0 

Source: Survey data 2024 

 

The table presents the distribution of respondents based on their roles as teachers and parents. 

The table indicates a relatively balanced distribution of respondents, with 52% being teachers 

and 48% being parents. This balanced representation ensures that perspectives from both key 

stakeholder groups are adequately captured. Teachers play a critical role as policy 



42 

 

implementers, while parents are essential as supporters and facilitators of their children's 

education. The inclusion of both groups provides a comprehensive view of the level of policy 

literacy, the effectiveness of communication methods, and the barriers affecting the 

implementation of the Common Core Education Policy (CCEP). This balanced participation 

enhances the validity of the study's findings, ensuring that the views of both implementers and 

beneficiaries are reflected in the analysis.  

 

 

Table 4 Educational Background of Respondents 

 

 Frequency Percent 

 Primary education 1 2.0 

 Secondary education 10 20.0 

 Tertiary education 39 78.0 

 Total 50 100.0 

Source: Survey data 2024 

 

Table 4 also shows the educational background of the 50 respondents, categorized into three 

levels, Primary education, Secondary education, and Tertiary education. The data reveals that 

78% of respondents have tertiary education, indicating that the majority of participants possess 

higher levels of formal education. This is significant for policy literacy, as individuals with 

higher education levels are more likely to understand policy objectives, technical terms, and 

key concepts (Baker et al., 2018). The presence of 20% with secondary education points out 

the need for communication strategies that are clear and accessible to a broader audience. The 

presence of only 2% with primary education suggests that individuals with lower educational 

attainment are underrepresented, which may affect the generalizability of the findings to 

populations with lower literacy levels. These results suggest that communication strategies for 

the CCEP should be inclusive, considering stakeholders with lower levels of education. 



43 

 

Simplified materials, visual aids, and the use of local languages may be required to ensure that 

all groups, regardless of educational background, can understand and engage with the policy. 

The findings suggest that the educational level of stakeholders directly influences their policy 

literacy. While individuals with tertiary education may understand and engage with the CCEP 

effectively, those with lower education levels may struggle to grasp its objectives. This 

reinforces the need for inclusive communication strategies that cater to diverse educational 

backgrounds to ensure that no stakeholder group is left behind. Policymakers must prioritize 

the development of simplified and accessible materials, ensuring that the CCEP is 

communicated in ways that resonate with all stakeholders, irrespective of their educational 

level. In doing so, the implementation of the policy can achieve greater participation, 

understanding, and long-term success. 

 

 

4.1 Objective 1: Assessing the current level of policy literacy among parents and teachers 

in Ghana regarding the Common Core Education Policy (CCEP). 

 

Tables 5, 6, and 7 provide quantitative insights into the level of policy literacy among 

stakeholders. 

 

Table 5: Have you heard of the Common Core Education Policy (CCEP)? 

 

 Frequency Percent 

 Yes 41 82.0 

 No 9 18.0 

 Total 50 100.0 

Source: Survey data 2024 

 

The data shows that 82% of respondents (41 out of 50) are aware of the Common Core 

Education Policy (CCEP), while 18% (9 out of 50) have not heard of it. This high level of 



44 

 

awareness indicates that most stakeholders, including parents and teachers, have been exposed 

to information about the policy. This result aligns with the findings of Davis and Hines (2021), 

who emphasize that awareness is a fundamental component of policy literacy. However, while 

awareness is a positive sign, it does not guarantee comprehension or behavioural change, as 

highlighted in studies on policy engagement (Melton & Nunn, 2020). 

 

The high percentage of respondents who are aware of the policy suggests that communication 

strategies, such as workshops, school meetings, and media announcements, may have been 

effective in reaching the target audience. However, the 18% of respondents who are unaware 

of the policy represent a significant minority, indicating a need for more inclusive 

communication strategies to reach all stakeholders, especially those in remote or underserved 

communities. Increasing awareness through multiple communication channels could help 

reduce this gap. Although awareness is high, awareness alone does not equate to awareness or 

the ability to act on the policy. It serves as the first step in policy literacy. The results suggest 

that while most participants have heard of the CCEP, further efforts are required to deepen their 

understanding and engagement. 

 

 

Table 6: How familiar are you with the objectives of the CCEP? 

 

 Frequency Percent 

 Not familiar at all 13 26.0 

 Somewhat familiar 19 38.0 

 Very familiar 18 36.0 

 Total 50 100.0 

Source: Survey data 2024 

 

Table 6 reveals that only 36% of respondents (18 out of 50) are "very familiar" with the 

objectives of the CCEP, while 38% (19 out of 50) are "somewhat familiar" and 26% (13 out of 



45 

 

50) are "not familiar at all." These figures suggest that although most respondents (74%) have 

some degree of familiarity with the policy’s objectives, a significant portion of them have only 

a partial understanding. This finding indicates the gap between awareness (as seen in Table 5) 

and deeper understanding of the policy's objectives. While 82% of respondents are aware of 

the policy, only 36% are very familiar with its objectives. This gap reflects the observation of 

Melton and Nunn (2020) that stakeholders often encounter difficulties in policy 

comprehension, especially when technical language or unclear policy documents are used. The 

results also support Schmidt et al. (2022), who identified insufficient training and a lack of 

accessible resources as major barriers to policy literacy. 

The findings indicate that efforts to increase awareness of the policy have been relatively 

successful, but understanding remains a challenge. This limited familiarity with the CCEP’s 

objectives suggests the need for enhanced training and more accessible information resources. 

Communication strategies such as workshops, community engagements, and simplified 

materials could help bridge this gap. 

 

 

 

 

 

 

 

 

 

 

 

 

 



46 

 

Table 7: Do you understand the key goals of the CCEP, such as digital literacy and 

critical thinking? 

 

 Frequency Percent 

 Not at all 10 20.0 

 To some extent 26 52.0 

 Completely 14 28.0 

 Total 50 100.0 

Source: Survey data 2024 

 

The table shows that only 28% of respondents (14 out of 50) report that they "completely" 

understand the key goals of the CCEP, such as digital literacy and critical thinking. Meanwhile, 

52% (26 out of 50) understand the policy "to some extent," and 20% (10 out of 50) do not 

understand the key goals at all.  

 

This result indicates a significant challenge in policy understanding. While most respondents 

(80%) have at least some understanding of the goals, only a small proportion (28%) have full 

understanding. This suggests that stakeholders have varying levels of understanding, which 

may affect their ability to adopt and implement the policy effectively. This finding is consistent 

with Schmidt et al. (2022), who emphasized that policy comprehension is hindered by limited 

training opportunities and a lack of clear communication from policymakers. The findings 

reveal that while many stakeholders have a basic understanding of the key goals of the CCEP, 

only a small percentage have a complete grasp of the concepts. This suggests that 

communication strategies should focus on simplifying the policy's core goals and making them 

accessible to all stakeholders. Policymakers should provide clear, practical guidelines and 

conduct workshops to promote a deeper understanding of concepts like digital literacy and 

critical thinking. 



47 

 

The analysis of Tables 5, 6, and 7 shows that most stakeholders are aware of the CCEP, but 

significant gaps exist in comprehension and understanding of the policy’s objectives and key 

goals. While awareness is a positive first step, deeper engagement is required to achieve full 

policy literacy. Training, simplified communication materials, and multi-channel 

dissemination strategies are essential to bridging these gaps. These findings align with the 

views of Davis and Hines (2021), Melton and Nunn (2020), and Schmidt et al. (2022), all of 

whom emphasize the importance of continuous training, clear communication, and 

participatory engagement for effective policy literacy and implementation. 

 

 

4.2 Objective 2: Examining the Channels and Methods Used to Communicate the Policy 

and Assess Their Effectiveness. 

 

 

 

Table 8: Have you heard of the Common Core Education Policy (CCEP)? 

 

 Frequency Percent 

 Yes 41 82.0 

 No 9 18.0 

 Total 50 100.0 

Source: Survey data 2024 

 

The table indicates that 82% of respondents (41 out of 50) are aware of the Common Core 

Education Policy (CCEP), while 18% (9 out of 50) are not aware of it. This high level of 

awareness suggests that existing communication strategies, such as workshops, policy 

documents, and school-based meetings, have been effective in creating general awareness 

about the CCEP. Awareness is a fundamental step in policy literacy, as it sets the stage for 

deeper understanding, as emphasized by Davis and Hines (2021). However, while awareness 

is high, it does not necessarily mean that stakeholders are fully informed about the policy's 

objectives, implementation requirements, or their roles. This aligns with the findings by Melton 



48 

 

and Nunn (2020), who highlight that awareness alone is not enough for effective policy 

engagement. The 18% of respondents who are unaware of the CCEP points to a communication 

gap, which could be addressed by employing more diverse communication channels to ensure 

that all stakeholders, particularly those in remote areas, are adequately informed. 

While awareness is high, efforts s