Assessing Children'S Transportationprocessesof Early Grade Schools in Wamunicipality, Upper West Region, Ghana

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American Journal Of Multidisciplinary Research & Review (AJMRR) 2022

American Journal of Multidisciplinary Research & Review (AJMRR)

Volume-01, Issue-06, pp-01-18


www.ajmrr.com

Research Paper Open Access

ASSESSING CHILDREN’S TRANSPORTATIONPROCESSESOF


EARLY GRADE SCHOOLS IN WAMUNICIPALITY, UPPER
WEST REGION, GHANA
David Kofi Sakyi
Head of Early Grade DepartmentNusrat Jahan College of Education

ABSTRACT: This study was designed to investigate Children’s Transportation Processes of Early Grade Schools in
Wa Municipality in the Upper West Region of Ghana. The study first examined the laid-down transportation
arrangements and vehicular conditions of the sampled early grade schools and proceeded to investigatethe attitude of
drivers and bus attendants towards the children and the Children’s transportation processes of the sampled early
grade schools.The study adopted the sequential explanatory mixed method design strategy of the mixed method,
which is characterized by the collection and analysis of quantitative data followed by collection and analysis of
qualitative data. To obtain the necessary information concerning the transportation processes of early grade children
to and from school by early grade schools in the Wa Municipality, a descriptive survey was adopted for the study.
The population for the study was all twohundred and ten (210) early grade heads teachersofGovernment and Private
early grade schools in the Wa Municipality. Simple random sampling technique was used to select 80 early grade
school heads. The sample size conforms to the sample size formula for finite population postulated by Krejcie and
Morgan (1970). The selected sampled were required to fill an online instrument for the purpose of the study. Sixty
(60) of the respondents successfully completed the online questionnaire. Twenty (20) out of the eighty sampled
respondents could not however respond to the online questionnaire due to technical challenges and limited online
exposure, irrespective that, the response rate was 80%. Ten (10) out of the sixty (60) respondents, were traced to
respond to the qualitative questions for the study. Online questionnaire was used as the main instrument for data
collection from the respondents. The questionnaire was uploaded into an online data collection platform (Survey
monkey) for easy access by the early grade school heads.The link to the online instrument was uploaded to
respondents via the WhatsApp and Telegram apps. Data obtained from the online questionnaire were analyzed and
presented in tables and charts.Data from the individual interviews were analyzed thematically. A major finding of
the study was that most children’s transportation processes by early grade schools in the Wa municipality are not
remarkable and needs immediate addressing to curb future fatalities in their children transportation processes. In
conclusion, most early grade children’s transportation processes were not only improperly organized and done by the
schools but also, does not conform to the COVID 19 protocols of spacing and serves as a fertile breeding ground for
any airborne epidemic. The study recommends the restructuring of the laid-down transportation processes of the
early grade schools, will bea good attempt to resolve the poor transportation process of the early grade children in
the various schools in the Wa municipality to prevent future fatalities.

Keywords: Transportation Arrangements, Vehicular Conditions, Children’s Transportationprocesses,airborne


epidemic

I. Background
Most early grade centres (private or government owned) in Ghana have been in existence and operational
over the decades, with or without trained personnel and have been transporting children to and from school using
various means of transports, to enable children gain access to their fundamental educational needs. Whether these
children transportation processes of the earlier early grade centres were of standard or not, much attention was not
being paid to it by the various educational authorities(Konadu-Agyemang, 2000).The irony of this is the
contemporary rapid ―mushrooming‖ of early grade centres in Ghana, has come to add to the already existing ones,
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with most of them following the same old poor child transportation processes, without much checks and attention
from the educational authorities and stakeholders. This implies that the ―potentials‖ of good transport and
transportation processes of children to and from school at most early grade centres in Ghanahave still not been
maximized to the fullest and makes going and closing from school uninteresting for the children because most
school authorities skewaway from appropriate transportation demands for early grade education, even in this
contemporary era.
It is worth noting that the tremendous technological developments in automobiles have brought us an
unprecedented excitement and opportunity to travel from place to place in all comforts of which the educational
institutions can utilize;also as means of motivating parents to send their children to school due to transportation
safety as well as motivate children to attend school. So long as the population increase coupled with the constant
mushrooming of early grade centres in this 21st century,Parents,will be gad and willing to take their young children
to early grade schools and children will also be motivated by the transportation processes and attend school without
any stress.
It is therefore imperative for early grade schools in Ghana with special reference to those in the Wa Municipality,to
have a second look at their various children transportation processes to and from school, rectify and improve upon
processes to meet the demands of safety transportation processes for early grade children.
Generally, the use of good and safe transportation processes in early grade centres is to prove that the safety of the
child is one of the ultimate priorities of the early grade centre and as such the child is in safe hands right from his or
her doorsteps to school, in school and back to his or her doorsteps after school. This study is meant toinvestigate
Children’s Transportation Processes of Early Grade Schools in Wa Municipality in the Upper West Region of
Ghana and recommend appropriate means of improving upon the transportation process, as part of child motivation,
safety measures and practices for early grade education, in the Wa municipality.

II. Statement of the Problem


A number of factors play key roles in the introduction of formal education to children and also, academic
achievements of early grade institutions of learning. Whereas some of the factors are institutional, others can be
attributed to the children at the early grade centres. Safetransportation processes to and from school, vehicular
conditions,attitude of drivers and bus attendantsduring transportation, have positive impact on the introduction of
formal education to children, their academic output and child safety, coupled with their growth and development.
This implies that if poor children transportation processes are practiced by early grade centres, it will go a long way
to impede the child’s interests in going to school and also not capable of seeing and admitting that the school is his
or her second home; as such will lose interest in schooling, leading to poor academic performance. Poor
transportation processes to and from school, poor vehicular conditions as well as unprofessional attitudes of drivers
and bus attendants of some early grade centres towards the children go a long way to explain some of the reasons
why a number of children in the Wa Municipality prefer attending a particular early grade centres than others as
wells attending non standard early grade schools in their vicinity. The case of children in the Wa municipality with
special reference to early grade education children; fall within this category of challenge, where some even drop out
of early grade school because bus attendants and driver were either unfriendly, scream and use cane on them on the
bus, overcrowded and overloaded school busattached with intense heat, whiles other children stand throughout the
long transportation process till they reach their destination and among others.Another challenge was that most of the
buses transporting the children look so rickety and unattractive to the children, comparing their school bus with that
of other centres with good buses, they get demoralize a lot and often request parents to change their school.
In view of this, a study was conducted to assess children’s transportation processes of Early Grade Schools in Wa
Municipality in the Upper West Region of Ghana and recommend appropriate means of improving upon the
transportation process, as part of child motivation, safety measures and practices for early grade education in the Wa
municipality. This will motivate children to attend and be regular at school, promote the practice of safe children
transportation process in the municipality leading to good academic output of the children.

Research Objectives
The research was guided by the following research objectives:
1. To investigate the laid-down transportation arrangements and vehicular Conditions of early grade centres in Wa
municipality
2. To investigate the attitude of bus drivers and attendants towards children and children transportation processes of
early grade centres in Wa Municipality

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Research Questions
The following research questions were formulated by the researchers for the study:
1. What are the laid-down transportation arrangements and vehicular Conditions of early grade centres in Wa
municipality?
2. What form of attitude do bus drivers and attendants portray towards the children and how are children’s
transportation processes of early grade centres in Wa Municipality done?

III. LITERATURE REVIEW


Pupil Transportation
In 1869 the Commonwealth of Massachusetts passed the first legislation in the United States allowing the
use of public funds for transporting school children. By 1919, with the passage of legislation in Delaware and
Wyoming, forty-eight states had enacted similar laws. The primary reasons that states passed such legislation appear
to be state-mandated, compulsory school attendance and the consolidation of public schools(Barker, 2003). Barker
(2003) further explained that the standard means of transporting children to and from school in the nineteenth
century was the school wagon, a modified farm wagon converted to carry pupils from the rural areas to the
consolidated schools. By World War I motorized trucks began to replace the farm wagons and soon wooden bodies
replaced the canvas tarpaulins that covered the farm wagons. Steel bodies emerged to replace the wooden bodies in
the 1920s, and the basic concept of the modern school bus had begun to take shape.
Hillman (1993) also postulated thatwith the passage of the National Traffic and Motor Safety Act of 1966, the
federal government was authorized to issue regulations and standards to improve the safety of all motor vehicles
manufactured in the United States. As of 2001, thirty-three Federal Motor Vehicle Safety Standards that apply to
school buses had been issued. Additions and changes to these standards in 1977 substantially upgraded the safety
characteristics, particularly the crashworthiness, of school buses manufactured after April 1,1977.Hillman (1993)
also added that the newer the school bus, the safer it is. The watershed year for school bus safety was 1977, when
requirements for most of the important safety features were put into place. Tragically, it took a fatal school bus
accident to accomplish a goal of further safety. As a result of a major accident in Carrollton, Kentucky, in 1988,
safety features were studied and later added to the FMVS standards. School buses manufactured after 1992 have
even more critical safety equipment such as additional emergency exits, better mirrors for the driver to be able to see
around the bus, and swing-out stop arms to alert motorists that children are getting on or off the bus.
Increasingly, the growth of towns and cities and the change in lifestyles and preferences have made it possible for
people to work at one location and live in another. One significant group within urban populations who have been
largely affected by the trend are school children and students. Previously, most children used to live and attend
school in the same neighborhood. Most daily trips could be found in the neighborhoods – and the predominant
transport mode for most school travels was walking (Turner & Kwakye, 1996).Nonetheless, the changing structure
of cities among other things has effected changes in the transport modes choices of school children, as well as their
travel behavioural patterns.
This shift in the trend from walking to motorized travel for the school journey has witnessed increased
dependence on the car (Zwerts et al., 2010). Consequently, the transport modes choices of school children are
affected as it is fundamentally dependent on that of the household (Garrad, 2009). Whatever choice made, however,
―by the school child‖ or ―for the school child‖, highly affects aspects of their school life – such as regularity to
school, punctuality, activeness in class, ability to indulge in other activities after school and many more (Litman,
2003).
It is even more critical in Sub-Saharan Africa where transport (in terms of availability, quality and
functionality) is generally considered as foundational to the development of the African continent (AU et al., 2005).
Transport has been an imperative input into education in Africa – for ―carriage of pupils, teachers and learning
material supplies‖. Issues with regards to availability, costs, dependability and safety of transport mode, all affect
school enrolment and attendance decisions directly (AU et al., 2005).
In Africa, most children get to school by foot, in rural and urban areas alike. However, this is more evident
in rural areas, where children mostly trek long distances to school and even cross water bodies at times (AU et al.,
2005).
In Ghana, there have equally been changes in the mobility of children to school due to similar issues as mentioned
above. More so, rural areas are highly challenged with mobility of children to school. This is mainly because even
though previous governments made efforts in ensuring that most communities have basic schools, children in most
rural communities have to trek long distances to neighboring communities to access higher level educational
facilities Primary and Junior High School (JHS) and Senior High School (SHS) (Porter, 2002). The story in the

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urban areas of Ghana is quite different. Howbeit, as urban areas spread out due to the demands of urbanization,
human activity locations transcend their reference location or residence. This in effect has equally affected the
mobility of children to school – in terms of the choice of mode to use.Accra and Kumasi as two Metropolitan
citiesin Ghana has its own transport challenges that are militating against its growth and development. Due to
urbanization, these major metropolitan cities have seen an influx of numerous schools. Means of getting to school
includes school buses, public transport (trotro), private cars, chartered taxis, walking and sometimes cycling.
Boarding cars and walking is still the dominant mode of travelling to and from school, adopted by most pupils,
respectively. This is because most of the pupils live within less than 1 km from their respective schools. Similar to
other African cities, the main challenge associated with walking to school, in Accra is that, most pupils are neither
accompanied nor protected by any adult. The situation is worsened by their risky travel behaviours such as jay
walking, dropping off at areas not designated as bus stops; riding bicycles without helmets and playing while
crossing the road after school hours (Kwakye & Sharan, 1994:Grieco, Turner & Kwakye, 1995)
Wa which is Municipal settlement in the UpperWest Region of Ghana have also seen an influx of
numerous schools, of which means of getting to school includes school buses, public transport (trotro), private cars,
chartered taxis, walking and sometimes cycling of which the early grade children’s transportation to school falls
within some of thesetransportation processes. It is important to note that irrespective of the mode of transport to and
from school, they have various degrees of adverse experiences which one way or the other affects on the child’s
interest towards schooling and has various impacts on their academic outputs as wells their safety and care.
Issues in Pupil Transportation
According to Miller (2001),most issues in pupil transportation cannot be resolved without substantial
increases in expenditures. Demands from the public for expanded programs, door-to-door services, and requests for
increases in salaries for bus drivers greatly impact budgets. The elimination of on-board disciplinary problems and a
reduction in the rate of turnover of school bus drivers tend to be the major factors affected by budgets. Spending tax
dollars wisely in the area of pupil transportation continues to be one of the greatest concerns of school
administrators.
More than 5,000 children under the age of nineteen are killed each year as passengers in motor vehicles other than
school buses. More than 800 school-aged children are killed yearly in passenger cars or other private vehicles during
normal school hours. It is likely that many of these children were on their way to or from school or a school-related
activity. By comparison, an average of eleven children dies each year while they are school bus
passengers(National Association of State Directors of Pupil Transportation Services, 1994).
Education opportunities for children with disabilities have increased over the years. Transporting children with
disabilities to receive education has evolved as well. The passage of the Federal Handicapped Act, Public Law 94-
142, and Section 504 of the Federal Rehabilitation Act changed the way schools provide education-related
transportation for children with disabilities. Specialized technical and safety equipment have improved greatly to
provide safe travel to and from school for students with special transportation needs(National Association
of State Directors of Pupil Transportation Services. 1999).
Compartmentalization as a Safety Feature
National Highway Traffic Safety Administration, (1997) opined that, in today's school buses
compartmentalization is used instead of lap belts to provide an extremely high level of crash protection for student
passengers, considering all the types of crashes involving school buses. There are no aggregate statistical data to
suggest that a safety problem exists in large school buses that the installation of lap belts would solve. In fact, there
is growing concern among safety professionals around the world over the use of lap belts as a form of passenger
restraint for young or small children.(National Association of State Directors of Pupil Transportation Services.
1999) also opined that in August 1998 at a public hearing held by the National Transportation Safety Board (NTSB),
five international experts in the field of motor vehicle occupant crash protection expressed their concern about the
appropriateness of lap belts in providing crash protection to small children. The unanimous opinion was that lap
belts were not a good means of providing crash protection to small children because small children's bone structure,
particularly in the area of the hips, is still developing.
An October 1998 study by the Association for the Advancement of Automotive Medicine concluded that
children restrained in three-point belts exhibit a similar pattern of injury to those in two-point belts; however, three-
point belts appear to be effective for the lumbar spine. The report noted that "seat belt syndrome," which is
associated with the use of two-point belts, can include bruising of the abdominal wall, fracture of the lumbar spine,
and internal abdominal injuries(National Association of State Directors of Pupil Transportation Services. 1999).
At the outset of the twenty-first century, the National Highway Traffic Safety Administration (NHTSA) is
conducting an extensive research program to consider alternative methods of potentially improving federal school

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bus passenger crash protection requirements. The NHTSA maintains the organizations' position that
compartmentalization has proven to be an excellent form of school bus passenger crash protection, but believes it is
important to develop the necessary data and science to review and evaluate potential improvements in passenger
crash protection for the next generation of school buses(National Transportation Safety Board, 1999).
Pupil Discipline
Pupil discipline is probably the most serious issue in pupil transportation. If the riders are misbehaving it
takes the driver's attention away from the driving responsibilities. The school bus is considered to be an extension of
the classroom, as far as rules and regulations are concerned. While teachers normally have twenty-eight to thirty-two
pupils in their class, facing them, school bus drivers have up to eighty-one pupils on a school bus, all sitting behind
the driver, who has only an interior rear view mirror to monitor the pupils. Only school buses designated for special
needs have aides on board to assist the driver in off-loading pupils (School Bus Fleet Magazine. 2001).
School Bus Fleet Magazine (2001) further added that drivers must receive the most up-to-date training in pupil
discipline methodology in order to provide both safe transportation and a safe environment for all riders. This issue
requires serious training for both the drivers and the pupil riders, as well as effective policies to deal with problems.
Most offenses are referred to the school administration for action. If riders have come to expect that the school
administration will not take action in response to infractions, they are more apt to misbehave.Methods for
minimizing on-board discipline problems include adding personnel or technological means for monitoring behavior,
maintaining clear guidelines and consequences for inappropriate activity, and upgrading student education
concerning bus behavior. Parent support is also important.
School bus monitors offer a means of altering behavior to reduce discipline problems but cost is a major
objection. Video cameras can help promote safe bus behavior, but critics are concerned about the potential for
invading student privacy. However, there is no such thing as privacy aboard the school bus except for personal
belongings. School bus video cameras are not directed at any person or group but record all that goes on in the
school bus.The use of video cameras mounted inside the bus must be authorized by the state or local boards of
education. Prior warning to pupils and parents that video cameras are authorized and in use should be made in
writing. A video camera policy should be developed and use of the film should be very limited. School
transportation administrators should review tapes when there has been a discipline complaint. They should also
review tapes from each school bus on a periodic basis to see if there are problems on that school bus which are not
being reported(School Bus Fleet Magazine, 2001).
Because the video camera and its mounting devices are expensive, most school districts will install the mounting
boxes on every school bus and provide one video camera for every ten or so buses. The cameras are mounted in a
box with a one-way mirror so that the camera can videotape outward but no one can see through the glass window to
see if there is a camera on board the school bus that day. When complaints come in about a particular bus or driver,
use of the camera can allay concerns or capture the problems on videotape. The videotape also lets the supervisor
know what the driver is doing, although normally the driver is not in direct view while seated in the driver's seat.It
has been estimated that enhanced pupil education programs could be conducted at an additional cost of about one
dollar per student per year. Much of the present pupil training relates to loading and unloading the school bus,
crossing streets safely, and using emergency exits in case of an accident. Additional education and awareness about
appropriate bus behavior could help reduce disciplinary problems.Suspension of bus riding privileges for rule
offenders for one to three days is a common punishment that can act as a deterrent. Parents usually must provide
transportation during this time period, because pupils are generally not also suspended from school for bus-related
disciplinary problems. As in all aspects of a child's education, parent support is vital in promoting appropriate bus
riding behavior (School Bus Fleet Magazine, 2001).
The School Bus
The school bus remains the safest form of surface transportation in the United States. It is far safer than the
automobile, truck, public bus, or train. School buses are designed and manufactured specifically for the safety and
protection of pupil passengers. Manufacturers must conform to a host of federal standards and certify that each
school bus meets all federal and state standards.The school bus is made up of a straight-body truck chassis with a
school bus body mounted on two I-beams. Each area of the school bus body is constructed of a skeletal system
beneath the finish and trim elements. The framing elements are heavygauge steel collision beams covered by heavy-
gauge steel plates. Emergency personnel have to be specially trained in extrication due to this skeletal framework
and the safety cushion built around the pupils.
For Safety features according to The Thirteenth National Conference On School Transportation, (2000),
the School buses are constructed using the concept of compartmentalization, which provides a passive restraint
system in lieu of seat belts. The passengers are seated higher off the ground so that average-sized opposing vehicles

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are beneath the pupils' feet. The four-inch cushioned seats and seat backs afford the passenger a padded
compartment in case of collision. The seats are closer together than in most vehicles to further create a
compartmentalized safety zone. The aisles are twelve inches apart. There are no windshields or door close to the
riders to offer paths of ejection from the bus. The passenger windows are placed higher than passenger vehicles.
Elementary pupils are housed three to a seat while secondary pupils sit two to a seat. This crowding affords an extra
measure of safety because the pupils cannot move far from their seat.
In the case of emergency, evacuation may be through the front service door, the rear emergency door, side
emergency-operation windows, or roof hatches designed to offer ventilation or fully open as escape routes. In
addition, the front windshield may be kicked out to provide another escape route. Escape is also possible through all
side windows, which open eleven inches vertically by twenty-two inches in width. Students are trained through
school bus evacuation drills to know what to do in case of an emergency. Emergency evacuation drills are held
regularly and include what to do after exiting the school bus or in the event of the driver becoming disabled.
Emergency evacuation preparation sessions are also conducted with students with disabilities and wheelchair-bound
student(The Thirteenth National Conference On School Transportation,(2000).
Importance of Regular Check of valid VehicleDocuments and Vehicle Maintenance
Our cars are right up there as one of the most significant investments we make. Without a reliable vehicle,
many of us would not even be able to get to work or college, or deal with day-to-day activities like taking the kids to
school or getting some shopping in. That is why it’s vital to keep your car looked after with a car maintenance
checklist. This is something every manufacturer recommends on purchase but, sadly, many of us ignore the advice.
The results of doing so can be catastrophic while taking the time to make a few checks could help you enjoy your
car better and for longer, if you fancy comfort(Association of School Business Officials. 1987).
Improved Safety
A well-maintained vehicle is always the best way to stay safe on the road. When you keep on top of things,
you can rest easy that everything from your engine to your tyres is in perfect condition. That means you shouldn’t
need to worry about mechanical failures which could lead to accidents. If you look after your car, you can be
confident that your vehicle is as safe as it was when it passed all those tests in the factory (Association of
School Business Officials. 1987).
Miller (2001) elaborated the following as reasons for the need for regular vehicle maintenance:
Retaining Car Value
Holding on to your car's value is a priority for many car owners. Even if you’re buying a vehicle
secondhand, you’ll want to know for sure that you can exchange or sell later without losing money. The best chance
you have at achieving that is to keep on top of your car maintenance checks at all times. It isn’t rocket science. The
more effort you put into keeping your car in a decent condition, the more money you stand to see back from it at a
future date.
Lower Repair Costs
Maintenance can also go a long way towards reducing the cost of car repairs. Even if technical issues do
arise in a maintained car, they should always be fairly small and easy to sort. The big things, like your engine and
parts, will all be taken care of from your ongoing efforts. Rather than facing an engine or exhaust overhaul, you
should find that repairs are kept to small and easy-to-fix things like an air con refresh or replacement bulb.
As an organization with drivers spending time on the road, you need to feel confident that your vehicles will
function efficiently and safely under all driving conditions. That’s why vehicle maintenance should be part of your
defensive driving plan. When your vehicles are operating properly, the safety devices inside them as well as other
important parts, such as brakes, are working to protect your drivers and others on the road. It is imperative that you
maintain your vehicles to its highest standards in order to benefit from their safety features.
Extended lifespan
It’s also fair to say that a well-maintained car can last a whole lot longer than one which is just left to its
own devices. According to Autotrader, the average lifespan for a car is 11.4 years, yet it’s no secret that some
drivers are able to keep their vehicles in fantastic condition for far longer than that. How do they do it? With a focus
on ongoing care, of course! In all honesty, the years and mileage you can expect from your vehicle will increase
depending on the exact amount of effort you put towards maintenance. Even if this means spending some money for
oil changes and new tyres along the way, you could still save yourself a fair amount in the long-run.
Improved Performance and Fuel Economy
As if all these savings weren’t already enough, keeping up with your car maintenance checklist can also
boost your vehicle’s performance and fuel economy. Given that fuel costs also seem to rise like hot air, that’s a
definite plus point. The fact is that a poorly maintained engine will need to work a lot harder to achieve the levels of

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performance you desire and it’ll have to burn a load more fuel to do so. With regular maintenance, however, your
engine can continue to run like the finely tuned machine you know it should be. That means you can maintain the
fantastic fuel efficiency you enjoyed the moment you first drove it out of the dealership.
We’re sure you’ll agree that those are some impressive benefits indeed. If you’ve never taken much notice of car
maintenance before now, your car manual should have some specific tips on looking after your vehicle. Or you
could let the professionals take the strain by booking your car in for a service or seasonal check at Motor Range. but
this isn’t as complicated as you might think.
Checking Tyres
General guidelines state that you should check tyres at least every one or two weeks. Simply look for things
like tyre pressure and tread. This can save your life and that of your vehicle. It also only takes a second compared
with the hours you could be waiting on the side of the road if things do go wrong.
Topping up fluids
Fluids are to your car what water is to you. - they need to be topped up regularly for efficient running, so
add them to your car maintenance checklist. You should check both engine oil and coolant reservoirs every
fortnight. Oil levels should be between the minimum and maximum markers, while coolant should be regularly
topped with 50% water and 50% antifreeze as well as a windscreen washer.
Dealing with Problems as they Arise
According to Western Cape Education Department (2016),as the owner of your vehicles, you should also be
interested in preventive maintenance. The simplest and most economical way of protecting the original investment is
through preventive maintenance. Some examples of things you can do to maintain your vehicles include:
 Regular tune-ups
 Oil changes
 Checking fluid levels
 Inspecting brakes
 Monitoring tire treads and pressure
 Examining lights, signals, and wipers
You should be aware that vehicles in poor operating condition are a significant driving hazard. By
following the maintenance schedule outlined in your owner's manual to maintain your vehicles, you can eliminate
this hazard. For example, perform tune-ups regularly and change the oil every 3,000 to 5,000 miles. Also, check and
maintain proper fluid levels for coolant, brake fluid, and power steering fluid. Do not forget to keep the windshield
washer tank full so you don't run out when you need it. Another important maintenance tip is to have your brakes
inspected according to the schedule in the owner's manual, and replace brakes as necessary. Worn out brakes are
leading causes of many accidents on the road. It is very important to be sure to check your tires to make sure they
are properly inflated and still have sufficient tread. Rotate tires every 10,000 miles so that they wear evenly, and
change tires as necessary. Finally, be sure your lights, signals, and wipers are all working properly, inspect them
daily.
Western Cape Education Department, (2001) also arguedthata preventive maintenance program cannot be
considered good without record keeping. Each vehicle should have its own maintenance and repair file, including a
lubrication record, an inspection and repair record, and a schedule outlining a program of periodic maintenance and
inspection. If your vehicle is leased, the record should identify the contractor supplying the vehicle. Drivers should
be responsible for knowing the mechanical condition of their vehicles. It is the driver who must assure that the
vehicle is in good condition at the start of each trip.
Before starting off, your drivers should check inside the vehicle and be sure the floor is free of obstructions and
debris such as tools, rags or soiled clothing. They should also take a close look at the seat and seat belts to be sure
they are sound. They should start up the engine and watch the instruments—which should give a normal reading.
While the engine is running, heater, defroster and windshield wipers should be checked. They should check the
emergency equipment. The fire extinguisher should be charged and operable, and there should be adequate flares or
reflective devices. They should check the headlights, body lights and reflectors outside the vehicle. The driver
should be sure tires, and wheels are in good condition.By following the maintenance schedule outlined in the
owner's manual for your vehicle you can be assured your vehicles are in safe condition when your drivers hit the
road(Western Cape Education Department, (2001).
Driver Recruitment and Retention
The old adage in the school transportation industry goes, "When the economy is bad, we have all of the
school bus drivers we need; however, when the economy is good, we cannot get enough drivers." School bus driving
is normally a part-time job. Drivers pick the pupils up in the morning and take them to school, then pick them up at
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school in the afternoon and take them home. In most cases the job takes no more than one to two hours in the
morning and one to two hours in the afternoon.In the past there was a ready reserve of potential drivers among stay-
at-home mothers who would take such a job because the hours were short. They would be at work when their
children were in or on their way to school, and they would be off work the same days as their children were out of
school, including summers. With fewer stay-at-home mothers, the pool of available drivers has been reduced, even
during economic downturns.Transportation officials now have to be creative, offering incentives and more pay, or
creating more employment hours. One way to do this is to have the school utilize the hours between morning and
afternoon bus trips by employing these drivers as classroom aides, custodians, groundskeepers, and cafeteria
workers(Western Cape Education Department, 2012).
Retaining drivers is another problem. School transportation departments train their drivers to operate a
school bus. Drivers obtain commercial drivers licenses with associated endorsements and through on-the-road
training they develop experience. Once school bus drivers have this combination of road experience and commercial
license endorsements, they are often recruited by the trucking industry, which benefits from having trained and
licensed drivers. Commercial transportation jobs offer full-time employment and a higher rate of pay. To combat
this draining of trained drivers, the pupil transportation industry has been lobbying for a school bus–
specific commercial driver's license. Several states have adopted this measure but the federal government has not yet
endorsed the concept(Obeta, 2014).
In Ghana, driver recruitment and retention for both private and commercial employment is mostly done
based on no standardized formats by most employers randomly, based on probabilities(luck) of getting good
professional drivers. Recruitment of most school drivers for that matter those transporting children does not fall foul
to these recruitment process in most private schools. The Government owned schools have their processes but
unfortunately, the secondary or the Senior High Schools benefit from this recruitment process for driving school
buses and mummy truck (Bone shaker) than the basic schools, which includes the early childhood establishments.
The transportation of basic school pupils to and from school in Ghana is mostly done by private basic school
institutions than that of the state own schools which needs a retrospective analysis and addressing. Yet driver
recruitment and retention processes are mostly done randomly (Ackaah, 2010).
Driver Training and Qualification
The screening and training of drivers is another issue for the school transportation industry. The minimum
age for school bus drivers in most states is eighteen, although some states set the minimum at nineteen or twenty-
one. Driver training ranges from eight hours of classroom time to forty hours in the classroom as a minimum
training requirement. There is also on the-road training and qualification under the tutelage of a driver trainer for an
additional eight to twelve hours. Some states require in-service training on a yearly basis. All states check driving
history and require annual or semiannual physical examinations. Thirty-nine states require fingerprinting and
submission of state and federal criminal history background checks. All states interview prospective drivers in the
selection process.
To ensure uniform safety of students in all fifty states, industry watchers believe there should be mandatory
minimum training standards and qualifications in the United States plus yearly in-service training. The National
Highway Traffic Safety Administration recommends that school bus safety instruction be provided to children, as
well, on at least a semiannual basis (Sidharthan, Bhat., Pendyala., and Goulias, 2011).
School Planning Design
Finally, the issue of school grounds design is of concern to school transportation professionals. When
school layouts are designed, the school bus is many times a forgotten or add-on issue. The safety of school children
is at stake, and school bus drivers and transportation officials have valuable perspectives on how to increase safety
in the vicinity of school buses.When designing schools, care should be taken to design loading and unloading areas
on school grounds that safely allow pupils to board or exit the school bus. This area must be free from conflict with
other vehicles and non-bus riders. The drivers must have adequate space designed for entering and exiting the school
bus area without backing up their vehicles. Separate locations must be provided for parent pick-up zones and other
parking facilities. Transportation officials should be included in the site planning of new schools, and they can also
offer assistance in upgrading existing sites for increased safety(AU, UN, ADB, WB & EU, 2005).

IV. METHODOLOGY
The study adopted the sequential explanatory mixed method design strategy of the mixed method, which is
characterized by the collection and analysis of quantitative data followed by collection and analysis of qualitative
data. To obtain the necessary information concerning the transportation processes of early grade children to and
from school by early grace schools in the Wa Municipality, a descriptive survey was adopted for the study. The

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population for the study was all two hundred and ten (210) heads of early grade (Government and Private) schools in
Wa Municipality. Simple random sampling technique was used to select 80 early grade school heads of the
population because they are the managers of the school. The sample size conforms to the sample size formula for
finite populationpostulated by Krejcie and Morgan (1970). The selected sampled were required to fill an online
instrument for the purpose of the study. Sixty (60) of the respondents successfully completed the online
questionnaire. Twenty (20) out of the eighty sampled respondents could not however respond to the online
questionnaire, irrespective that, the response rate was 80%. Ten (10) out of the sixty (60) respondents, were traced to
respond to the qualitative questions for the study. Online questionnaire was used as the main instrument for data
collection from the respondents. The questionnaire was uploaded into an online data collection platform (Survey
monkey) for easy access by the early grade school heads. The link to the online instrument was uploaded to
respondents via theWhatsApp and telegram apps. Data obtained from the online questionnaire were analyzed and
presented in tables and charts.

V. ANALYSIS & DISCUSSION


This section presents the analysis of the responses in relation to the research question. Thesection is divided
into two sub-sections; the socio demographic characteristics of respondentsand discussion in line with research
question.
A. Socio-Demographic Characteristics of Respondents
With respect to the socio-demographic characteristics of the respondents; age, sex, and years of working experience
were the main characteristics of concern to the researchers. The respondents were notless than 25 years but more
than 55 years in age
Figure 1 Displays the Age distribution of the respondents.

Figure 1: Age Distribution of Respondents.


From Figure 1: it is clear that most (60%) of the respondents who participated in the study were between the ages of
46-55 years, followed by those within the age brackets of 36-45 years (20%), then 25-35 years (10%) and the
remaining 10% were those above 55 years. This implies that a vast majority of the respondents are middle age and
are therefore economically active people.

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Figure 2: Gender Distribution of Respondents


There were more Females than males among the Heads of Early Grade schools in the Wa municipality, who
participated in the study. Figure 2 displays thegender distribution of respondents.More than half (60%) of the Head
teachers who participated study were females whilst the remaining (40%) were males.

Occupational Experience Distribution of Respondents


The researchers were equally interested in knowing the working experience of early grade head teachers
who participated in the study based on their years spent in service as early grade Heads. Figure 3 provides a vivid
description of the various occupational experiences (years spent as early grade head) of the respondents. Their
occupational experiences were rated from 1 year above due to the fact that the early grade head teachers who
participated in the study were of the young, middle and approaching retiring age of 60. The researcher cannot
conclude easily based on their ages that, the older the age, the higher their working experiences as heads of early
grade school and younger the age, the less experience an early grade head teacher is in their occupation. Therefore,
it called for gathering data on their work experience based for feasible conclusions to be drawn for the study.

Figure 3: Occupational Experience Distribution of Respondents

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Government and private heads of early grade schools who worked as early grade head teachers for 5 to 8 years
constituted 50% of the respondents for the study, forming the majority.This was followed heads who worked from a
year to 4 years constituting 30%, then heads who worked for 9-12 years and 13-16 years respectively.These
aforementioned percentages depict the various clusters of respondents who worked as early grade teachers, based on
years of working experience.Since working with children and making sure all their needs are met in school cannot
be easily described as an easy task, the occupation apparently demanded a lot from these heads of early grade
schools throughout their years of working. The graph also indicates that only heads of private early grade education
centres worked within the range of 13 to 16 years, without any head teacher from the government early grade school
education centres.The graph indicated that 20% of the respondents (Heads who worked from 9 to 16 years) have
much more experience on their job as early grade teachers than heads who work within 5 to 8 years (50%). Since the
basic demand of working experience is targeted from 5 years and above towards recruitment of workers in most
technical and challenging sectors in Ghana because of experience(Porter, 2017), the researcher confidently finds it
feasible that 70% of the respondents have the needed on the job experience as early grade head teachers and used
them for the study. This came up as pronounced early grade education children face. Therefore,these constituted the
occupational distribution of the respondents who participated in the study.

VI. ANALYSIS OF RESEARCH QUESTIONS


There were two main research questions that were formulated with the aim of finding out fromthe heads of
early grade education centres on their children’s transportation process with specific reference to their laid-down
transportation arrangements, vehicular Conditions, attitude of drivers and bus attendants towards the children during
transportation as well as how the main transportation processes are conducted to and from their school.

The discussion that follows isorganized in line with these two research questions:
Research Question One: What are the laid-down transportation arrangements and vehicular Conditions of
Early Grade centres in Wa municipality?
Table 1: Responses from Early Grade Education Centre Heads on their Laid-down Transportation Arrangements and
Vehicular Conditions of their Early Grade Education Centres
Statement Somewhat Agree StronglyAgree Disagree

1. No fixed Transportation Arrangements 6 (10%) 53(88.3%) 1 (1.7 %)


for transporting children to and from
school.

2. My Centre has its own Vehicle for 18 (30%) 41 (68.3%) 1 (1.7%)


children transportation to and from school

3. Regular Check of Valid Vehicle 12 (20%) 48 (80%) -


Documents and Maintenance

Source: Field Survey, 2021

From Table 1, it is evident that heads of early grade education centres in the Wa Municipality have issues with the
organization of transport for their school children. This came to light when they were asked a number of questions
which pointed at their Laid-down Transportation Arrangements and Vehicular Conditions of their early grade
education centres. Most of them agreed that they do not have any fix transportation arrangements for picking the
children to and from school implying that children are transported to and from school based on the drivers’
arrangements. They confirmed this by indicating that this became hindrance to their ability to fix appropriate and
reliable transportation arrangement for transporting the children. In all, 53 out of the 60 Heads of Early Grade
centres, representing 88.3% strongly agreed with the assertion that they do not have any fixed transportation
arrangement for transporting children of their early grade education centre to and from school. However, none of the
respondents disagreed with any of the statements. This finding is in affirmation with the assumption of AU et al.,

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(2005) that Transport has been an imperative input into education in Africa for ―carriage of pupils, teachers and
learning material supplies‖. Issues with regards to availability, costs, dependability and safety of transport mode, all
affect school enrolment and attendance decisions directly. Therefore, it is mandatory for African education
stakeholders who want to adopt a form of transportation system for their schools, take into consideration
standardized transportation processes which will not be detrimental to the educational needs and health of the
learners and teachers. Unfortunately, it has been revealed that although few educational institutions are doing their
best, most of them could not appropriately plan and provide standardized transportation processes for their school.
Again, 68.3% of the heads teachers agreedtheir early grade education centres own a vehicle(s) that aids in conveying
children to and from school, making the transportation process a comfortable for the children and it affirms the
findings of The Thirteenth National Conference On School Transportation, (2000) that, The school bus remains the
safest form of surface transportation in the United States. It is far safer than the automobile, truck, public bus, or
train. School buses are designed and manufactured specifically for the safety and protection of pupil passengers.
Then, eighty percent (80%) of the respondents indicated that they regularly check for valid vehicle documents of the
buses whether school owned or hired and make sure the bus undergo regular maintenance to be in good
recommendable condition before it conveys the children to and from school. They highlighted further thatsince their
early grade education centre do not have an employed vehicle mechanic to be checking the buses in terms of
maintenance, they relied on a committee made up of parents who are professional vehicle mechanics and also have
their ward(s) in the school, to check the buses regularly and make sure it is in good condition to convey the children
to and from school.This finding also affirms the works ofAssociation of School Business Officials (1987)that a well-
maintained vehicle is always the best way to stay safe on the road. When you keep on top of things, you can rest
easy that everything from your engine to your tyres is in perfect condition. That means you shouldn’t need to worry
about mechanical failures which could lead to accidents. If you look after your car, you can be confident that your
vehicle is as safe as it was when it passed all those tests in the factory. That is why it is vital to keep your car looked
after with a car maintenance checklist. This is something every manufacturer recommends on purchase but, sadly,
many vehicle owners ignore the advice. The results of doing so can be catastrophic while taking the time to make a
few checks could help you enjoy your car better and for longer, if you fancy comfort and safety.
From the qualitative point of view, the respondents were given the opportunity to elaborate more on their
laid-down transportation arrangements and vehicular Conditions of early their grade centres.Their responses were
categorized under the following themes: having fixed children transport arrangement, owning vehicle for Children
transportation, regularchecking of valid documents and vehicle maintenance. As follows:
The researchers inquired from respondents whether their school has a fixed children transportation arrangement for
conveying children to and from school, this is what Mr. Mahmoud, a private early grade education centre head
teacher had to say:

Yes. We have fixed transportation schedules and always do our best to


convey our children to andfrom school but the challenge is that the
routine schedules are not constantly followed due to few constant
mechanical challenges of the hired bus, impeding the early arrival
of children to and from school, making them tired. How I wish we
have our own school bus to make things easy for us.

This implies that there is a challenge in children transportation process although they had a fix transportation
arrangement for conveying children to and from school, it was not constantly followed and wish they have their own
school bus to curb this challengewhich is in support with statement 1 and 2 on Table 1. This affirms the works
ofAU, UN, ADB, WB and EU (2005) thatdrivers pick the pupils up in the morning and take them to school, then
pick them up at school in the afternoon and take them home. In most cases the job takes no more than one to two
hours in the morning and one to two hours in the afternoon. Irony of this is that, most school bus drivers in Africa do
not constantly follow the regular routine because they ignore petty faults on school vehicles they drive and fail to
report them on time to be urgently addressed. They often procrastinate till it develops into a major fault rendering
the vehicle immobile.
In another instance, Madam Khadija, a government owned early grade centre head had this to say:

Although the school does not have any fixed transportation


arrangement to convey the children I wish we have a school
bus to convey them. Some are coming from afar and

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its always the challenge of children arriving in school


very late or being picked very late from school by parents.
This has an effect on their health, growth, development and academic output

Not so different from Madam Khadija, Mr. Boateng a head teacher of a private early grade centre had this to say
about his impression about owning vehicle for children transportation, regular checking of valid documents and
vehicle maintenance.

Because we have our own school bus, we make sure the driver follows the laid
down routine and make sure they convey the children to and from school on time.
Due to this, I never joke with my vehicle maintenance culture and make sure all
documents covering the bus are up to date. The school has a transport committee
made up selected parents who checks all these issues and report to the P.T.A. The
children’s safety is our concern

In this regard, it is implied that if an early grade education centreowns a bus for transporting children to and from
school, they have the total control of managing the transportation routine, regular maintenance and making sure the
vehicle have valid papers in order to convey the children. This is in tune withstatement 1, 2 and 3 on Table 1.
Thisconfirms the works of Miller (2001) that as an organization with drivers spending time on the road, you need
to feel confident that your vehicles will function efficiently and safely under all driving conditions. That’s why
vehicle maintenance should be part of your defensive driving plan. When your vehicles are operating properly, the
safety devices inside them as well as other important parts, such as brakes, are working to protect your drivers and
others on the road. It is imperative that you maintain your vehicles to its highest standards in order to benefit from
their safety features etc.

Madam Adizah a head of a private owned early grade education centre had this to say about the early grade centre
owning vehicle and transporting children to and from school:
Early grade education centre owning vehicle is not a challenge to
us but the regular maintenance. We rely mostly on the fees the
parents pay for the maintenance of the bus yet parents do not pay
the fees on time. So we keep conveying the children and pray
nothing happens until we do the next maintenance.
.
This finding goes to mean that irregular vehicle maintenance is still a factor. Children are conveyed to and
from school with unmaintained vehicles in some cases. It is not enough to own vehicle at the early grade
centre but the regular maintenance of the vehicle goes a long way to facilitate the safety of the children to
and from school, during their transportation. This agrees with the works of Western Cape Education
Department (2016) that as the owner of your vehicles, you should also be interested in preventive
maintenance. The simplest and most economical way of protecting the original investment is through
preventive maintenance. Some examples of things you can do to maintain your vehicles includeRegular
tune-ups, Oil changes, checking fluid levels, inspecting brakes, Monitoring tire treads and pressure and
Examining lights, signals, and wipersetc…The driver should be sure tires, and wheels are in good
condition. By following the maintenance schedule outlined in the owner's manual for your vehicle you can
be assured your vehicles are in safe condition when your drivers hit the road.

On the contrary however, the study recorded a weak negative comment from one of therespondents. Mr. Ampowing,
an early grade Head teacher of a government owned early grade education centre in a remote community in the Wa
Municipality had this to say:
“I have been head teacher here for the past 14 years. I was part of those who
begun the school as a teaching staff and am talking from experience. We
always talk about child growth and development yet we at times forget
that physical activities support children’s growth and development. The
children have been walking to school here from surrounding villages over

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decades with their siblings and still counting. Yet, it doesn’t affect their
studies, growth nor development but rather makes them smart, time
conscious and physically fit. Transporting them to school will be an
impediment tto these forms of development”
MrAmpowing’s response on children trekking to and from school supports the assertion of Porter (2002) and (AU et
al., 2005)that,In Africa, most children get to school by foot, in rural and urban areas alike. However, this is more
evident in rural areas, where children mostly trek long distances to school and even cross water bodies at times.In
Ghana, there have equally been changes in the mobility of children to school due to similar issues as mentioned
above. More so, rural areas are highly challenged with mobility of children to school. This is mainly because even
though previous governments made efforts in ensuring that most communities have basic schools, children in most
rural communities have to trek long distances to neighboring communities to access various levels of education.
Research Question Two:What form of attitude do bus drivers and attendants portray towards the children and how
are children’s transportation processes of early grade centres in Wa Municipality done?
The second research question sought to investigate how bus drivers and attendant behave towards the children
during the transportation process and how children’s transportation processes are carried out to and from school.,
respondents were required to indicate the extent to which they were either satisfied or dissatisfied with the
statements. Their responses are presented in Table 2.

Table 2: Attitude of Bus Drivers and Attendants towards the Children and Transportation Processes

Statement Somewhat Somewhat Highly


Dissatisfied Satisfied Satisfied
1. I observed my School driver’s 6 (10%) 42(70%) 12 (20 %)
behaviour toward the children when
conveying them to and from school and it
can be described as ―child friendly‖

2. The behaviour of my bus attendants or 0 (0.0%) 24 (40%) 36(60%)


staffs who doubled as bus attendants when
transporting the children can also be
described as child friendly

3. The punctuality and regularity of the 0 (0.0%) 60 (100%) 0 (0.0%)


bus that conveys my centre children to
and from school is remarkable and does
not delay in picking up the children

4. The capacity of the bus conveying my 6 (10%) 42 (70%) 12(20%)


centre children to and from school is
enough to avoid overcrowding on the bus

5. The safety of the children are assured 0 (0.0%) 0 (0.0%) 60 (100%)


because no reports on recklessness and
over speeding ofthe driver conveying my
centre children to and from school has
ever reached my desk

Source: Field Survey, 2021

From Table 2, it can be inferred that the most heads of early grade centres are not highly satisfied with the attitude of
drivers towards the children in their centre when conveying them to and from school and also, their children
transportation processes.They indicated among other things that indeed the children transportation processes of their
early grade education centre face numerous challenges.

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Irrespective of the standards of their schools and various years of working experiences gathered as heads of early
grade education centres, 70% of them indicated that they are somewhat satisfied with the way their school behave
towards the children when conveying them to and from school and cannot be described fully as ―child friendly‖. In
addition, 60% of them also indicated that they are highly satisfied with the behaviour of bus attendants or staffs who
doubled as bus attendants when conveying the children to and from school and can be described as ―child friendly‖.
100% of the early grade education head teachers responded that they are somewhat satisfied with the punctuality and
regularity of the bus that conveys their early grade children to and from school.In addition, 70% responded that they
are also somewhat satisfied with the capacity of the bus conveying the children of their centre to and from school to
avoid overcrowding the children in the bus and finally, 100% of the respondents are highly satisfied with the safety
of the children in terms their transportation from to and from school because so far, no reports on over speeding and
reckless driving on the part of the drivers has reached their front desk for necessary actions to be taken.
From the qualitative research point of view, the researcher delved more into finding out from the respondents a vivid
description of the attitude of bus drivers and attendants towards the children and transportation processes.
In the words of Madam Patricia, head of a private early grade education centre:
...because my school does not have its own school bus, we rely on hired buses to convey the children to and from
school but unfortunately, some of the drivers are too quick tempered and often shout at the children at the least
offence.Thismade the children uncomfortable and most at times feel reluctant to join the bus.
This response can be relayed with the response on Table 1 statement 2 and Table 2 statement 1 where the
respondents are in agreement that they face challenges in conveying the children to and from school because they do
not have their own school bus therefore, relied on hired buses of the drivers are not so child friendly
Madam Suraya who is an early grade education head indicated that her school also faces such challenges and had
this to say in support of her assertion:
The driver of the bus I hire is elderly but notchild friendly although he is punctual and regular in conveying the
children to and from school, he makes children very uncomfortable with his presence especially when he takes in
small liquor.He has cane on the bus of which he uses on the children at the blindside of the school authorities and
bus attendants reported to me. I’ve applied for a new a replacement from his boss but we are managing him for the
time being.
This response is in conformity with the response on Table 2 with respect to statements 1 and 3. These findings are
supported by School Bus Fleet Magazine (2001) that Pupil discipline is probably the most serious issue in pupil
transportation. If the riders are misbehaving it takes the driver's attention away from the driving responsibilities. The
school bus is considered to be an extension of the classroom, as far as rules and regulations are concerned. While
teachers normally have twenty-eight to thirty-two pupils in their class, facing them, school bus drivers have up to
eighty-one pupils on a school bus, all sitting behind the driver, who has only an interior rear view mirror to monitor
the pupils. Therefore, school authorities must make sure rules and regulations are enforce on the buses as don in
classrooms, to avoid school bus drivers lose concentration while behind the steering wheel. When drivers are made
to enforce discipline, children will perceive them as hostile.
She is Fidelia, a 40-year-old early grade education headteacher:
Our P.T.A managed to get us a bus to convey the children to and from school butits
capacity is a little smaller to meet the transportation needs of the population of children
admitted. So we focused on children living far away from the school which unfortunately
also forms the majority of the children therefore, our bus is always over crowded with
children during the transportation process”
Similarly, Henry, an early grade head teacher with a sign of dismay expression on his face indicated that although
their school is not having a bus to convey the children of their school, it is very disheartening to see young children
of other early grade centres packed like sardines in tin cans, either going to school or coming from school.
Here is his quote:
“The immense heat of the dry season up north in the Upper West Region of Ghana, should
tell you why I feel for those kids. Although my school doesn’t have a bus to convey our early
grade pupils, I’ve been seeing other schools conveying their school pupils to and from
school and these kids are packed like sardines in the buses. The fortunate issue here is that,
despite all these poor children transportation practice, no fatal vehicular accident involving
a school bus and children, has ever been recorded in the Municipality”

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Both responses above are in line with the responses on Table 2 with respect to statements 4 and 5, which also
support the works of Miller (2001) that in Africaovercrowding of schoolbuses formed part of the major regular
practices of both state and private owned educational institutions. Most of these institutions are aware of the
repercussions but that has be the only alternative for transporting school children to and from school because of their
large students’ population.Most issues in pupil transportation cannot be resolved without substantial increases in
expenditures. Demands from the public for expanded programs, door-to-door services, and requests for increases in
salaries for bus drivers greatly impact budgets. Therefore, they rely on the only transport available for shuttling to
save income without considering vehicular capacity, seat belts, worn-out tyres, insurance and many others. The
occurrence of any vehicular accident involving an African school bus under such practice will be very fatal.

VII. CONCLUSION
The study draws two conclusions, a conclusion for each research question with their strands. With respect
to the first research question which sought to find out from the heads of early grade education centre about their
laid-down transportation arrangements and vehicular Conditions of early grade centres in Wa municipality, there is a
prove that there are no specific laid down child transportation policy nor practices but rely mostly on their own
schedules which are not reliable although they do their best to check the condition of the vehicles before
transporting the children.
Also, no government owned early grade centre had any form of transport or transportation arrangement for
conveying the children to and from school and as such, parents are responsible for taking their children to and from
school. Private early grade centres are much more in children transportation processes and do well to check the
condition and documents of vehicles (School bus or Hired) before conveying the children. Unfortunately, their most
of their transportation schedules cannot be described as fixed because the vehicles are not so reliable.
With respect to the research question 2 in relation to the attitude bus drivers and attendants portray towards the
children and how children’s transportation processes of early grade centres are carried out in Wa Municipality,the
study also concludes by stressing that although school managements are doing their best to convey the children to
and from school, bus drivers are not the ―child Friendly types’ because they were just recruited and not trained to
meet the emotional and safety needs of the children although the staffs who doubled as bus attendants are much
―child friendlier‖. However, drivers do their best to be regular and punctual when conveying thechildren but are
mostly faced with the frequent challenge of vehicular mechanical faults, which affects their punctuality and
regularity in some cases. In the case of children transportation, the children are overloaded and overcrowded on the
bus which is not recommendable in connection with the child spacing requirements of early grade education
processes. This also not remarkable in this era of the COVID 19 pandemic; where overcrowding serves as a fertile
breeding ground for the COVID 19 virus and also other airborne diseases’ Viruses to the detriment of their
health.Despite the fact that these school bus drivershave never recorded any fatal vehicular accident involving
children in the Wa Municipality, children are transported to and from school without much observation of
children’stransportation safety protocols, including that of the COVID 19.

VIII. RECOMMENDATIONS
The study recommends that The Ghana Education service and their stakeholders should have a
retrospective view of school transportation processes in Ghana with special reference to early grade education and
make policies to supports its effective implementation including fixed transportation arrangements and suctions.
Ghana Education Service and stake holders should also liaise with DVLA in matters of recruitment and retention of
early grade drivers, who should be retested every 3 year to check against alcoholism and be sure they are child
friendly and also follow the safety protocols during the transportation exercises to and from school. In addition,
Recruited Drivers for school children’s transportation should be retrained on the ethics of handling children during
the transportation process, to enable them handle the children appropriately.The Driver Vehicle Licensing Authority
(DVLA) should pay special attention to vehicles adopted as school buses as well as recommend the importation
ofwell-designed school buses for early grade schools in Ghana for uniformity. Regular Vehicular inspection and
monitoring should be made at all early grade centres (Government and Private owned) by the Ghana Education
Service, Stakeholders and the DVLA, to make sure vehicles conveying children are well registered and
recommended passenger capacity is followed duly. As senior high schools are provided with school buses by the
Government of Ghana to support their formal education processes, transportation processes at the government
owned early grade education units in Ghana should be considered and provided with mini school buses to support,
motivate and protect the children. Also, education stake holders in Ghana should ensure thatbuses to be purchase
have all or enough recommended safety kits and features for school buses. In addition, they should ensure thathired
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buses are spacious enough to avoid overcrowding of children during transportation. Finally, as classrooms have
rules and regulations, Schools should set simple rules for children to follow whiles aboard the bus to avoid causing
unnecessary distractions of the driver and also, avoidable injuries.

REFERENCES
[1]. Ackaah, W. (2010), ―Road Traffic Fatalities Among Children in Ghana‖. Building and Road Research
Institute, Kumasi, Ghana. http://www.pdfio.com/k-383792.html. Retrieved: 01/05/2012
[2]. AU, UN, ADB, WB & EU (2005). Transport and the Millennium Development Goals in Africa,
http://www.worldbank.org/transport Retrieved: 23/11/2011
[3]. AU, UN, ADB, WB and EU (2005), Transport and the Millennium Development Goals in Africa,
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