Assessment of Government Communication Strategies, Parental Awareness and Participation in Taraba State Free Education Policy in Rural Southern Taraba

Abstract

The study examined government communication strategies for enhancing awareness, knowledge and participation in the Free Education Policy among rural parents in Southern Taraba State. It adopted a mixed-methods design, combining a quantitative survey with Focus Group Discussions (FGDs). Although 384 parents were sampled, 346 valid questionnaires were analysed, representing a 90.1% response rate, while three FGDs involving 30 parents provided qualitative data. Quantitative data were analysed using frequencies, percentages and mean scores, while qualitative data were analysed thematically. Findings showed that communication relied mainly on interpersonal and community-based channels, particularly political gatherings, teachers and school heads, religious leaders, traditional rulers, and community meetings, while radio and television had limited reach. General awareness was relatively low, with a grand mean of 2.98, despite high awareness of the removal of school fees. Knowledge was moderate (Grand Mean=3.30), but parents had limited understanding of broader policy provisions, implementation processes and stakeholder responsibilities. Participation was low (Grand Mean=2.25), although school enrolment was relatively high (M=4.06). Major communication challenges included irregular information dissemination, unclear and difficult-to-understand messages, inadequate campaigns, limited dialogue opportunities and weak feedback mechanisms (Grand Mean = 4.05). The study concludes that effective policy implementation requires sustained, clear, culturally appropriate and participatory communication. It recommends integrated multi-channel communication, policy-literacy campaigns, community dialogue, stronger school-based communication and accessible feedback and grievance mechanisms.