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One of the most debated policy discourses that have engaged the attention of countries as well as the donor community is the varied pathways in improving the delivery of education through decentralisation and community participation. A key policy expectation is that through the active participation of the community, education quality and related outcomes would improve. The purpose of this paper is to explore the policy and practices of community and school partnership and the extent to which the “social contract” between communities and schools has been executed. It also explores the challenges they face as they engage in the governance of schools and how such engagement shapes education delivery.

This research was guided by a semi-structured interview schedule focused on two selected basic (i.e. primary and junior secondary) schools and their communities within a Municipality in a Coastal Region of Ghana as a single case for the study. Data were read thoroughly to identify common themes which included the multiple perspectives of participation, teacher management, conflicts and tensions, the role of community elites in school-community partnerships, capacity constraints, parental roles, and issues about the “social contract” among others.

Drawing on case study data, the paper argues that although decentralisation policies aim at strengthening local democracy and participation, they do not fully consider the conditions under which this might be achieved. Furthermore, in community–school partnership discourses, the impression has often times been given that the policy of education decentralisation is about what communities could do to support schools located within them. The fact of it being a two-way relationship is often not stressed, thus, diminishing the role the school plays or could play in the life of communities.

The study reinforced the point that the relationship was a two-way one based on reciprocity, and that it was the fulfilment of the expectations of both parties that shaped the relationship between them and determined the nature of communities’ participation in the governance of its schools. Anything to the contrary thus weakens the relationship.

In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe have set out to internationalise or become world-class universities as part of their strategic ambitions. Thus, finding ways to become visible on a global scale and transcend beyond the countries in which they operate has become of major interest to most universities. The authors of this chapter were curious to determine how universities adopt imported organisational templates as a strategic ambition. One should not assume that the semblance of such imported concepts is mere institutional isomorphism stemming from internationalisation and globalisation. The study employed semi-structured interviews and institutional documents as data collection tools among ten (10) university actors in a flagship university in Ghana. The study used postcolonial theory to critically examine the drivers and current practices embedded in dominant hegemonic global discourses, such as internationalisation. The findings revealed that the drivers and reforms underpinning university internationalisation ambition are framed within economic rationalities, producing human capital, self-marketisation to promote visibility, and a quest for global competition couched within global neoliberal ideology. The study recommends the need for university actors to (re)focus and (re)evaluate university internationalisation discourse to ensure a balance between local relevance and global forces.