4. A specialist working groups input in which each of the working groups was asked to prepare a set of expert recommendations that relates to their own topic area. This included guiding principles, key actions and potential sustainable development indicators.

5. Task forces, with this, the council did set up eight internal task forces to examine the scope of its own action.

In the case of Ghana, Mohammed (2013), in assessing participatory policy making, concluded participatory policy leading to the making of GPRS1 and GPRS2 was imperfect irrespective of the consultation mechanism incorporated. He suggested that taking into consideration the relevance of consultation, policy makers should develop should develop appropriate tools for consultations which will provide greater opportunities for participation in decision-making. To help improve citizens' participation, Ahenkan, Bawole and Domfeh (2013) suggested some policy strategies and action.

1. Frequent account audits hearing from officials and elected assembly members. This will enable citizens to get a fair idea of what their monies are being used for.

2. Civil Society Advocacy and involvement where civil societies and NGOs where through advocacy campaigns and capacity building programmes, they can keep the assemblies and their officials in check.

3. Open government through local radios where government programmes can be discussed and the inputs of listeners and contributors can be obtained through phone-ins

4. Capacity issues of stakeholders. Since participation is a two-way affair, assemblies must invest in developing the capacities of assembly members and citizens.

5. Review of the budgetary process. Stakeholders must be made to know the budgetary cycle and make their submission at the right time. Also, the Finance ministry to ensure effective participation must require evidence of public consultation before budget are approved.

Some various possible way, according to Stiftung (2010 p.76), citizens in Ghana can participate in local governance and as well effect the decision making processes include citizens participation;

1. in elections and referenda

2. town hall and community meetings

3. Public education and communication campaigns

4. Public meetings or hearing organised by the District Assembly

5. Pre-budget consultation between the assembly and the community or organised group meeting.

To conclude, participation techniques used to relay information or involve citizens in decision-making, also in part, play a vital role in improving public participation either the focus is on achieving its' normative or instrumental benefits. Communities possessing diverse background signify that techniques used must suit the preference of each community and hence there is no one size-fit-all method of involving citizens to participate in local decision making. Possible techniques, as reviewed, which could be employed to provide the needed information to citizens and also, effectively involve them in decision-making include public meeting and forums; the use of Public education and communication campaigns; visioning workshops; snapshot questionnaire; neighbourhood questionnaire; task forces; specialist working groups.

2.5 Conclusion

The review explains, broadly, the influence of between power dynamics, citizenship education and participation techniques on public participation. It reviewed other general benefits and constraints of participations that may not be captured under the power dynamics, citizenship education and participation techniques.

Public participation is determined by the how power operates within a community or a country. A country's structure of decision-making influences how spaces are created for citizens to participate local politics and their level of representation during decision making. Citizens' enthusiasm to participate in decision making is likely and partly to be influenced by the level authority they possess to influence final decision.

Also, though power relations plays a crucial role in influencing participation, citizens' ability to influence decision and their ability to claim the needed power is influenced by their level of civic knowledge and competence. It is reviewed that citizens who possess citizenship education are likely to participate in local decision making more than those who lack these civic knowledge and competence. Civic education therefore exposes to citizens how effective decisions are made and who makes the decisions; their rights and responsibilities such as being participatory citizens and informed citizens; and it educates them on the need to be part of the decision making body that takes decision about issues that directly affect them.

Again, citizens cannot be educated civic issues as well as power to influence decision cannot be effectively shared with a community or nation without taking a prior look at the methods or techniques of a participation. Techniques to improve participation depend on community specific techniques which are tailored to suit the specific needs of the community.

Lastly, the benefits and constraints reviewed are to bring to limelight the interrelations of the above broad topics and also, to reveal specific constraints and benefits that are unique to various communities. The diversity of communities paves way for different views and opinions on the benefits and constraints of public participation. These benefits and constraints also affect the public participation in communities.

CHAPTER THREE. METHODOLOGY

3.0 Introduction

This chapter describes the procedural plan and the strategies that were followed in carrying out the investigation into the study. It discusses the research design for the study, population, sample and sampling procedure, data collection instrument, data collection procedure and data analysis.

3.1 Research Design

The study investigated Views of public participation in Ghana: Power dynamic, Citizenship education and Technique. In order to fully respond to this task in a methodological sense, a descriptive design was chosen. This is because the research generally was concerned with the present status of the phenomena. A descriptive survey involves the collection of data through the use of questionnaire or interview or ability test.

According to Fraenkel and Wallen (2000), a descriptive study seeks to find answers to questions through the analysis of relationships between and or among variables. It, however, provides the opportunity to original data for describing a population too large to observe directly (Kerlinger, 1977). A descriptive study helps researchers to determine and report the way things are, however, according to Fraenkel and Wallen (2000), there are some difficulties associated with the descriptive design. These include the difficulties in ensuring that questionnaires to be answered are clear, getting respondents to respond to items thoughtfully and honestly; and difficulty in getting a sufficient number of questionnaires completed and returned. All these, notwithstanding, the descriptive survey has the potential to provide a lot of information from large sample of individuals.

3.2 Population

The researched focused on participants from Ghana. The population size for Ghana is about 27 million. The accessible population consisted of citizens of Ghana that the researcher was able to access have more knowledge about current issues in their various community or maintain a close contact with their communities. These people were selected to provide the sample for the study because of accessibility, time and financial constraints, among others which did not provide the opportunity for the researcher to determine a probable population to outrightly interview.

3.3 Sample and Sampling Procedure

In using purposive and snowball sampling procedure, the sample size was consisted of 14 participants whereby 11 of them were interviewed as community members while the remaining 3 were assembly men. This method was used because it is less expensive and convenient to use and also provided an opportunity for the researcher to access the population which may be difficult access. The purpose sampling method was used to access the assembly men while both methods was used to also sample the community members involved in the study.

According to Etikan, et. al (2016 p.3), purposive sampling "involves selecting candidates across a broad spectrum relating to the topic of study". Purpose sampling is sampling procedures that enables a researcher to focus on specific individuals who are believe to hold information needed by the researcher. Using purposive sampling, researchers sample the population with specific type of knowledge, skills or experience. In spite of the advantages of purposive sampling, a challenge in using it is the judgment of the researcher on the reliability and competency of informants. It is therefore seen as not free from bias as respondents are selected out of convenience or recommendations (Tongco 2007, Palinkaset.al. 2015, Leiner, 2014).

Snowball sampling on the other hand is not a new sampling method in sociological researches. Also known as the referral sampling method, snowball sampling method obtain a sample size through referrals among people with common characteristics which are of interest to a particular study ( Goodman (1961); Biernacki & Waldorf (1981) ).In the views of Biernacki & Waldorf, (1981), "the chain referral method of sampling is a self- contained and self-propelled phenomenon, in that once it is started it somehow magically proceeds on its own" Even though snow ball sampling procedure provides opportunity to access hidden groups and obtain information about sensitive issue (Brown, 2005), Biernacki, P., & Waldorf, D. (1981 p. 144) listed some specific problems which include;

1. finding the appropriate respondents and the starting point for sampling.

2. authenticating the worthiness of possible respondents

3. controlling the types of chains and number of cases in any chain and

4. pacing and monitoring the various referral chains and the validity of the data obtained. It must also be noted as researchers employ snowball sampling using social networks to include those often ignored, those who are not within friendship groups are ignored (Brown, 2005).

The researcher ensured that respondents were made up of both males and females irrespective of age and irrespective of their educational background since the interviewed was conducted by the researcher himself. Also to ensure that participants are not from a specific group, the researcher ensured to get participants from different groups on Facebook, WhatsApp etc who in turn referred members of their groups.

3.4 Instrument

The main data collection instruments was a semi structured interview guide. The interview guide was designed by the researcher based on the literature reviewed and consisted of an interview guide for community members and an interview guide for public officials. It divided into five main sections with 13 open-ended items for public officials and 11 open-ended items for community with sub probing questions which cover the main objectives of the research work. The researcher however did not strictly follow the items since they are structured to serve as a guide.

With respect to the interview guide for community members, Section A of the interview required the respondents' personal information and other vital information such as their age, gender education, and employment status. The sections, B - E, were be based on the purpose of the research. Items in section B were designed explore citizen's knowledge on civic education. Items in section C explored the power dynamics in decision making their various communities. Items in section D explored citizen's perceptions about the benefits and barriers of their participation in decision. Lastly, Section E examined the techniques for involving citizens in decision making. On the other hand, with the interview guide for public officials, Section A of the interview required the respondents' personal information and other vital information such as their age, gender and education. The sections, B - E, were, as well, be based on the purpose of the research. Items in section B explored the challenges they face involving citizens in the decision making process. Items in section C explored the power dynamics in decision making their various communities. Items in section D explored official's knowledge on civic education. Lastly, Section E examined the techniques for involving citizens in decision making.

It must be clarified that an interview, as data collection instrument, is a conversation between an interviewer and interviewee in which the major motive is it to describe specific issues or topics under study. An interview provides opportunity for researchers to have in-depth information about the world of the interviewee (Alshenqeeti 2014; Schostak, 2006). Using a semi structured interview, the researcher aim at the flexibility of conducting semi structured interview since it provides opportunity for researchers to probe and widen interviewee responses to cover all vital areas in the study. The structured questions therefore serve as a checklist to aid the researcher to focus on the main topic under study while getting the most out of the interviewee (Alshenqeeti 2014).

The implication of arranging the items to cover the various objectives was to ensure content validity of the result which will help in generalisation. The major strength of using this instrument is the fact that it an interview makes the data analysis simple and interview provides opportunity for respondents to reveal details of issues which might have escaped the researcher. The interview might meet respondents' apathy where they may not be willing to reveal vital and sensitive information. Also, interviewing tends to be time consuming and hence, the possible of a small scale study.

3.5 Data Collection Procedure

In order to ensure a large scale study and to ensure both external and internal validity and reliability, the interview were personally conducted by the researcher to enable him monitor the extent to which data being collected answer the questions stated. The researcher also explained terms that interviewee did not understand while at the same avoided asking leading questions to minimize biases. The researcher also took notes and recorded the interview where possible to ensure easy referral. In spite of these measure taken, the researcher provided opportunity and ensure that interviewee have the maximum chance to sum up points they raised and also clarify them. The researcher however did not restrict interviewees or participants, but allowed them to raise concerns within their community which the researcher believed might be usefull for the overall success of the study.

3.6 Data Analysis

To ensure the accuracy, consistency and appropriateness of the responses, the researcher coded and analysed the responses. The data collected in a recorded form were transcribed prepared and organized to ensure that responses connect with the various questions. The data were described and identified with the research objectives to ensure an easy interpretation and analysis. The data were connected to the themes and while also the researcher checked how responses interrelate with each in order to combine individuals while interpreting. This was however done by providing a brief explanatory notes to ensure easy referral during the actual interpretation. These steps were taken by the researcher to provide concise responses devoid of unwanted information in order to answer the major research questions raised by the researcher.

Analysing the data is an important step in any research, and must be done according to the aims of the study. Walliman (2005) stated that data is analysed in order to measure, make comparisons, examine relationships, forecast, test hypotheses, construct concept and theories, explore, control and explain.

CHAPTER FOUR. RESEARCH FINDINGS

This chapter presents the findings and analyses of the data collected. This is aimed as analyzing how decision making powers is shared among officials and community members; explore community members knowledge and awareness of issues about citizenship education; the challenges and benefits of citizenship education and the techniques that could be used to engage citizens to take part in decisions that directly affect them on. The respondents' responses are categorized public officials responses and community member's response. The categorization of responses is to enable the researcher to compare the views of officials of the district assembly and the views of community members in order. This chapter provides an overview of the background of respondents in terms of their educational background, age residents and gender. It provides the findings in themes which aim to answer main question of the study.

Section 4.3 analysis power dynamics in community during decision making in some communities in Ghana. How power is shared in a community determines the opportunities that are created for community members to participate in decision making. It further determines which stakeholders have maximum influence in final decision. Citizens on the other hand are incentivized to participate in decision making when they are not mere participants of decision, but their views are reflected in final decisions. This section therefore explores how opportunities are created for community members' opinions to be known. It also explores how decision making power is shared about the various stakeholders in the community. Understanding the power dynamics in the various communities in Ghana will help the various stakeholders of public participation to comprehend how final decisions in communities are made and how communities' members also influence decision making in their communities.

Section 4.4 also explores citizen's knowledge on citizenship education. Citizenship education equips citizens with the requisite knowledge and skills and positive attitudes to enable them discharge their roles as true members of a society. It is expected to make community members competent, reflective, concerned and participatory so as to be able to contribute to the general development of communities. Community members therefore tend to comprehend how decisions that affect are made, who makes the decisions and above all how to influence those decision. Research shows that citizenship education has a positive relationship with political participation therefore community members who have citizenship education are more likely to participate in community activities compared to those without citizenship education. This section therefore explores community members' knowledge on citizenship education and how they regard political participation as role of citizens. Citizens' perception on citizenship education will enable stakeholders to understand the trend of political participation in communities. It will aid stakeholders of public participation to explain the some motives behind community member's activeness and inactiveness in decision making about issues that directly affect them.

Section 4.5, in addition, explores the benefits and challenges of public participation in communities. This section further explores citizens' perception about the barriers and benefits of public participation that maybe peculiar to some various communities in Ghana. This will enable stakeholders in public participation to strategies mechanisms that can motivate citizens to participate in decision making.

Lastly, section 4.6 examines the appropriate techniques used to involve community members in political decision making. This section will enable the researcher realise the techniques various communities in Ghana currently use to involve its members in decision making. This will therefore make it possible for effective techniques to be suggested to improve public participation. There is a general discussion of the results at the end of each section which aims at answering the research questions.

The findings are structured under the various topics because citizens motivation to participate in decision making is influenced by the power they have to influenced decision making, their perception of political participation as a roles of citizens; the peculiar benefits and barriers of participation in their various communities and the techniques that are used to involve them in decision making. The study however explores and examines these areas in order to build an effective mechanism capable of motivating citizens in various communities to effectively take part in decisions that directly affect them.

The background information of the respondents is considered under this section. This comprises the sector of work, gender, age, educational background, and residence of the respondents.

This section provides a brief description of the demographic variables of the respondents. These include the number of respondents, age, educational background information, sector of work and gender. The description of the data does not provide a representation of the overall findings. This section is included in this chapter to provide a brief description of the characteristics of the participants in the researcher involved in the study.

In the first place, the researcher interviewed 14 respondents. Out of these 14 respondents, 3 respondents were officials from the district assembly. The remaining 11 respondents were community members. The public official though from different communities, but they are from the municipality which is the Drobo community. However

Also, out of the 14 participants, only one interviewee had attained the senior high school certificate. Again, 3 of the participants had diploma certificates each and another three had a university degree each. However, the majority of the interviewees had attained their master or were about to attain their masters during the data collection process. The total number of these interviewees who had attained or were about to attain their masters were seven. It must be noted that two of the officials interviewed had a diploma certificate while the remaining one had a university degree. However with the 11 community members involved the study, two interviewees had a diploma while another two had a university degree. Majority of the interviewees which is seven had masters or were about graduate with a master's degree.

Furthermore, out of the total 14 interviewees whom the researcher involved in the study, ten (10) of them were males while the remaining four were females. The public officials the researcher interviewed were all males while out of the total 11 community members the researcher interviewed 7 males. The remaining 4 interviewees were females. This, however, shows that the majority of community members the researcher involved in the study were males while the females were the minority in the whole study.

Not all, out of the 14 public officials and community members the researcher interviewed, only one was below the age of 24 years. The majority of the interviewees were between the ages of 25 to 30 and they are 8 in number. Out of the 14 interviewees only two were between the ages of 31 to 35. The remaining 3 out of the fourteen 14 were above 35 years.

Lastly, the communities of the assembly members interviewed are all located in the Brong Ahafo region of Ghana. Specifically, they are within the Jaman south district assembly, Sunyani west and East municipal assemblies. These members were chosen randomly on the basis of accessibility during the time of data collection. The individuals the researcher interviewed as community members, with the exception of few who are residents outside the territories of the above mentioned districts and municipalities assemblies, are all members who are still living the mentioned areas or have stayed in these areas in the last two years or lesser than two years and still maintain a good connection with the lifestyle of the people of these communities.

This section discusses the opinions some officials from the district assembly and some community members' share about the power relations between the assembly and community members. It presents their perception about how power is shared among them and how officials and community members use their constitutional powers and at the same time influence the powers of the others. It seeks to reveal the decision-making spaces provided and the forms of power that make community members feel included or marginalised during decision-making processes. This section aims at describing how final decisions in communities are reached and who has the authority to take a final decision. This is will enable the researcher and other stakeholders of public participation to adopt strategies capable of promoting the effective involvement of community members in a decision-making process.

This section discusses the various forms of spaces that enable community members' voices to be heard. It describes how these spaces are derived from and how they influence decision-making in communities. Decision making spaces as already explained in the review of related chapter is the opportunities that are given to community members in the community in order for them to take action with the aim of influencing policies or decisions. It must be noted that this section does not discuss the effectiveness of these channels provided for members of a community as subsequent sections discuss it. It merely reveals the channels existing in communities for members to act with the aim of influencing decision making.

In ascertaining the spaces provided in communities to involve citizens in decision making, the researcher realised that all forms space exit in various communities and it largely depends on issues that are been discussed. There are instances where community members are marginalised in certain decisions that directly affect them. Also, there are instances where some community members are invited to participate in decision making while in peculiar situations; some individuals also create their own forms spaces to challenge authority. All the participants, revealed some sort of opportunities that enable them to take part in decision making either directly or indirectly. Directly, they take part in decision making through organised meetings and forums while indirectly, some participants claim to specific individuals mostly contact assembly men and thereby getting the opportunity to informally discuss issues the communities.

These are evident in what officials from the assembly who were interviewed explained when there asked about the when and how community members in their localities are involved in decision making and how local decisions are made. In responding they explained that,

“We have what we call the unit committee or community committee. We meet when necessary to discuss the social amenities the community needs from the district assembly and this meeting is made up of the community people, chiefs and elders including the assemblyman. The assemblyman then takes these issues up to the district Unit Committee meetings. This is also the platform where assemblymen from each constituency come with their problem and the district takes it over to the central government.” (Assembly man 2, )

It can, therefore, be deduced that assemblymen provide open spaces where community members, which include the traditional rulers, are invited to openly discuss matters that directly affect the community. However, there are instances where officials meet without the involvement of community members to discuss issues affecting the communities. This is the case where issues in the community are conveyed by the assemblymen who serve as middlemen. This, therefore, confirms that there are closed spaces exist in the communities.

In the same view, the other assemblymen made it clear when they explained some motives that lead to the making of some decisions without involving the community members. According to them,

“Decisions are not just made. There are issues where community members views are needed. There are some circumstances where as an assemblyman; you don't have to involve the people. We are elected by them to represent their interests and involving them again implies maybe we are not capable”. (Assemblyman_1)

There is always the need to involve members of the community in some activities within the community but since all the other stakeholders are elected from within this community to represent and make laws for members there is no need to involve all members again in some decision makings. (Assemblyman_3)

They, however, made it clear the constitutional powers they have to take certain decisions without community involvement. They perceived that they were elected to serve the interest of the people which include making some decisions on their behalf hence, whatever decisions they make serve the interest of the whole community.

To further describe the kind of spaces for decision making that exits in the communities, the researcher asked some of the community members how they make their voices heard in their respective communities. Responding to the questions, a community member explicitly stated that,

“Though the assemblyman here organises meetings we only hear of when it is over, we the youth have a keep fit club we meet mostly on Sunday morning. We sometimes informally discuss some of the issues in this community, especially what the assemblyman does that we do not like and later amicably, but not always, confront him” (CM_2, )

By saying this, CM_2 made it clear the instances where certain supposed meetings organised by assemblymen but some community members do not hear about them. Therefore, they create their own space as they come together as the youth of their community to discuss issues of interest to them. In similar view, another community member stated that,

“We live in a community where if you have a problem, you either confront the assemblyman yourself or you take to where you think you will have solution” (CM_4, )

Also, another member revealed by saying that, “There is no doubt that sometimes the assembly call for meetings that sometimes but sometimes not everybody attends. In this community, we have the last Sunday of every month where community members, together with the assembly and some unit committee members, are supposed to come together to discuss problems we face which are then carried to the higher for necessary consideration.” (CM_1) he further added, “The youth as you know also can visit the assemblyman anytime to demand something”

CM_1 view, however, indicates that some decision making spaces are provided in the various communities where community members have the opportunity to voice their grievances.

There is, therefore, the tendency that most communities in Ghana have specific decision-making spaces. It can, therefore, be argued that there are closed spaces where assembly members meet with other officials from higher authority to discuss issues affecting the various communities. However, these views are obtained as a result of the invited meetings organised by the assembly member and instances where individual members or organised groups in the communities present their issues directly to the assemblymen.

The existence of these decision-making spaces is however confirmed when Gaventa (2006) identified closed spaces in communities which makes it possible for set up groups to make decisions behind closed doors. These groups as explained are the specific the bureaucrats, experts or representatives of the people. This is however in line with assemblymen meeting with the unit committee and other officials in the assembly to discuss community issues based on information derived in the community by the assemblymen. The representative and bureaucratic tend to execute their respective roles without any consultation or a greater public involvement.

Also, invited spaces identified by the reviewed literature supports that communities in Ghana have the opportunity to discuss their opinions through meetings organise by officials. The existence of this form of space makes it possible for citizens or beneficiaries of a policy take part in decision making. That is to say, community citizens are therefore invited by various authorities to participate in matters that directly affect them. Lastly, just as it Gaventa (2006) explained, created or claimed are created by the less powerful groups either from or against specific power holders. In the case of the communities, these groups are the youth union as well as the individual presentation of issues.

This section analyses participant's perception of the degree to which they feel their opinions or views are reflected in final decisions when opportunity are created for them to take part in decision making. The levels of representation, as explained, focused on whether citizens participate in decision-making in order to fulfill the normative purpose of participation or citizens have the authority to select policies they prefer and reject those policies that are not of interest to them.

In this case, participants who have experienced decision-making process in their communities were asked to make a comparison between final resolution they make during community meeting and policies that are eventually introduced in their communities. The participants were also asked to share their experience during organised meetings and forums with their assembly officials.

All community members who participated claimed that they feel their views do not fully influence the final decisions that are taken in their assemblies. This is because most of the requests they make to the assembly are not oblige to and they end up receiving projects that were not even included in their request list during meetings organised in the communities. As CM_7 explained, “they will just call us for meeting for us to discuss issues affecting us. We, therefore, leave important things we are doing to attend these meetings to deliberate on issues such as frequent power cut, bad roads, and others and at the end of the day you will see caterpillars on the roads thinking that they are doing it well only to further leave it in deplorable way” In the same vein, CM_11 explains, “Sir, you only wake up to see some projects going on and you will ask to be told that it was given to contractor a long time ago. You can go around and ask and I bet you nobody knows about it except maybe the assemblyman and his people”

Most of the participants who were included in this study as community members explained that they sometimes see the meetings as a must due their close relation to the assemblyman and also their role as self-imposed leaders in their community. Most of them revealed that they sometimes help the assemblyman in executing some community activity. This therefore revealed that those who mostly attend community meetings are those who either have close relations with officials organizing these community meetings or those who feel they have a responsibility as leaders as well as those personally assist some officials to execute some activities. This was explained by CM_7, “when a meeting is called by the assemblyman and we do not go, nobody else go and it sometimes feels bad when you meet the assemblyman the following day and you cannot give tangible reasons why you were absent” In similar vein, CM_10 stated, “if not for some of us, our community watchdog committee would not be a success”.

In the views of CM_2, the meetings are mere formalities just to confuse community members that they care about their interest. she further explained, “whenever we attend meetings in this community our assembly ask for our views as if our problems will be solved in the next, meanwhile since 2006 I came to this community we have no water, good road and our assembly cannot pinpoint what he has done in this locality”. CM_2, however, added, “He fears we might vote against him”. This, therefore, implies that some community members attend meeting though they believe their expectations would not fully be meet, but due to their social status as respected adults. Also, some attend due to the kind of relations they have with the assembly. Hence, those closer to officials attend meetings more than those who are not closer to the officials.

It must be noted that when participants were asked about their experiences during meetings, most of them explained that they were given ample time to present their view, however, some added they are not interested in the time given, but the seriousness officials would attach to these views. Some also went to reveal that while some meetings they can fully express themselves, there are others they do not. Just as CM_2 put “whenever we organize our meetings to solve our problems or the assembly organized their usual meetings, no one is prevented from talking” However, in contrast, she stated “the assembly and some NGOs sometimes come to just explain to create awareness on cholera and also share mosquito nets to us”

Participants were asked to further explain these kinds of meetings. They revealed that there are some meetings where some officials come to create awareness of incoming projects such tree planting and diseases prevention awareness in their areas. Also, there are meetings which are organised internally by the assemblymen and some concerned people who are supported by the community members and external meetings which are organised by the assembly or the assemblyman in order to get community's problem for the district assembly. Such internal meetings are mostly ideas community members come out with to help solve some issues such sanitations and security. However, it must be made clear that such meetings are funded by the people themselves or other agencies other than the government. As stated by CM_10, “we had a problem with petty theft as and as a result, we came together to form some committee ourselves, we cannot always wait for the government”. The community members were also asked how they can reject asked of instances where have rejected government policies. Four of the participant did not emphatically state their communities have never rejected government policies. They expressed that their communities have several needs though they do not get the policies they request for, but those projects they eventually get are needed by the community just that they may not be the pressing needs. Citing an example, C_11 said, “We have called on the assembly for a pipe extension to our place, but every dry season you will see a caterpillar working on our roads. It is needed, but other things are important”. C_7, C_2 and C_9 also shared similar view by suggesting that the possible way for them to reject some projects is to probably not use them. C_7 however said, “That will be rare situation”.

To ascertain the views of assemblymen on the levels of community member's representation in decision making, the researcher asked them how community members can influence final decisions that lead to policies adopted by communities. Also, they were asked about the experience of community members during decision making.

Responding how community members can influence final decisions, Assembly man_2 stated, “As I earlier told you as an assemblyman, I ensure that my people's problem get to the assembly and the assembly takes from there” All the three assemblymen, however, said that during meetings with their communities, they ensure that those who are willing to share their opinions share them. they therefore made it clear that except for community initiatives where community members initiates and embark on their project, major policies like building of school, clinics, construction of roads and construction of market centres come from the national level to the district levels and finally, the district assembly also decides which community the projects are allocated. In the words of Assembly man_1, “In my district, when projects come to the district hardly will you hear officials call citizens or residents to disclose to them the resource available and the needs that are needed to be met. Projects just come from the top and the assembly meets and decides the places that are in urgent need”. When asked to explained how places that are in urgent needs are determined, he revealed by saying, “with the confidence I have in you, I will tell you that sometimes projects come and in the assembly it who knows you attitude”. This revelation was also confirmed by Assembly man_3 when he said, “it is sometimes easy to get a project for your community when your party is not in power”. Their responses, however, indicated that final decisions of government sponsored policies are influenced within the various assembly and communities have limited influence.

In order to find out about the policies community members have greater influence, the researcher asked the assemblymen about the about policies community members have a major influence in. They explained that policies such as management of refuse, and minor maintenance of community facilities that are initiated by some community members and they mobilise resources. Also, they are situations where some NGOs introduce some projects which also cover issues such sanitation and health. Such projects invite the community and those interested fully participate.

It can be concluded that community members level of representation in governmental decision making in Ghanaian communities is partial. Provisions are provided for citizens to share their opinions however they have limited power to reject government policies and they can only reject some policies by only reject to use some projects. However, that refusal action does not imply that the policies or project introduced would be changed. The study also reveals forms of community decision making. These are the awareness meetings which are either organize by other NGOs to brief communities on policies and project to be introduced into the community; internal meetings which are mostly organized internally by the assemblymen or women and community members in the sole aim of solving community issues without governments support and lastly, district assembly community organized meetings which are organized by the assembly with the support of the assembly and it sole aim is to ascertain communities grievances.

This levels representation is, however, similar to the Moynihan (2003) views on the levels of citizens' representation in decision making. He gave out broad and narrow view of the levels by explaining that broadly, with pseudo participation, decisions are made by the public official while public participation is merely seen symbolic involving a large group of citizens. Also, with respect to partial participation, public participation has limited influence on the decision made by public officials just as it was revealed by the community members involved in the study while decision making in full participation, public participation has a significant influence on the decision made by public officials. Focusing on the narrow view, public officials decisions tend to lack transparency in the pseudo level while decisions made in the partial level by public officials has a limited influence of a chosen interest group. However, in the case of full participation where citizens can fully influence final decisions, it was revealed that community members in Ghanaian communities cannot fully influence the decision made by these officials at the district or national level.

This section discusses all participants (community members and assemblymen) opinions sources of power that influence decision-making in their communities. This aims to find sources power in communities that would enable stakeholders of participation to allocate these powers to improve public participation at the community levels.

All participants were asked about the ways that would enable them to influence final decisions. They all agreed to the control of resources. They made it clear that revenues generated in the country are controlled centrally. As result, only a few people sit at the top and decide how to use them. They, however, made reference to how they manage the funds they generated locally are used according to how they like. In the views of C_11 explained, “We pay tax to someone and the person does what he wants because he has all the people's money” he further stated, “should our monies stay in our community, we will know how to use it”. Six (6) out of the (14) participants were of the similar view that communities are to manage all tax revenues collected in the community. Two (2) of the participant stated that there should be a constitutional right where citizens can vote for and against projects and policies they want and those they not want. They further explained that such laws must ensure that in a situation where communities reject a project, such project must be replaced with a project they prefer. Two of the assemblymen also explained the fact that though they have laid down procedures which are visible explaining how projects are allocated, the District Chief Executive sometimes succumb to pressures from party supporter and that influence final decisions. Almost all the participants agreed that when the necessary power is given to them, they can influence final decisions in their respective communities. They laid emphasis that when community members realise that their views are reflected government policies that are introduced in their communities, it would incentivize them to fully participate in decision making.

This section reveals that communities believe that they are powerless and they can influence final decision when they have the power to control resources. It is similar to what Veneklasen and Miller (2002) wrote that power provides a unique platform where individuals can directly influence their world and what Gaventa (2006), asserted that development actors who are seeking change must know the relevance to engage and comprehend the phenomenon called power. How specific power is adopted determines who possess specific authority and specific individuals who can be included and excluded in decision-making. It clearly helps to determine how decisions are influenced by external actors.

To conclude, power dynamic in the community determines the opportunities community members have to participate in decision making. It also determines how their views are represented in final decisions. Therefore, when community members have the authority to influence decision making in their communities more people are likely to get involved in decision-making.

This section analyses participant knowledge on civic education. This is to enable the researcher explain the reason behind some participants disinterest in partaking in decision making their respective communities. As earlier on noted in the literature review, it has been found out that civic education programs have a greater impact on local level political participation.

Public participation at the local level can be improved when citizenship training is not limited to community meetings. Just as Adu-Gyamfi and Yartey (2013) cited in their article that if the political and economic consciousness of citizens must be awakened there is the need to build a united and strong nation and such a strong nation can be built through citizen training. Adams et. al (2013) also explained that citizens education equip learners with the requisite knowledge and skills and positive attitudes to enable them to discharge their roles as true members of a society. These conclusions are therefore similar to Finkel (2002) examination of the influence adult civic education has political participation in the Dominican Republic and South Africa. He found out that civic education programs have significant effects, especially on local level political participation. In a similar vein, a research conducted by Abudu and Fuseni, (2014) showed that community members who have citizenship education are more likely to participate in community activities compared to those without citizenship education. According to their results, the difference existing in awareness of civic issues between those with citizenship education and those without citizenship education is significant and that those with citizenship education expressed higher desire to participate in community services.

In this vein, participants were asked to explain their understanding of citizenship education. Other follow up question that was asked was how they consider themselves as citizens. This follow up question was to establish a fact whether the participants know their duties as community members. The participants were further asked to give accounts on civic educations they have received as community members and their perception of participating in community meetings as a portrayal of civic competence.

All the participants explained citizen's education as the form of education that aims at making citizens be patriotic so as to contribute their quota to the development of their communities. All the fourteen (14) participants believe that citizen education aims at making the people develop good attitude towards their country. CM_2, CM_7 and Assemblyman_2 stated that citizen education enables the people to be informed and understand the current situations in the country. “Such citizens aim at the committing themselves to the development of their communities” (CM_2). CM_3 stated that citizen education enables an individual to realise his responsibilities and rights. C_5, on the other hand, explained citizenship education as a form of education aimed training students to fit well into their societies.