Education Reforms In Ghana
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Author | : Maxwell A. Aziabah |
Publisher | : Springer |
Total Pages | : 182 |
Release | : 2018-07-09 |
Genre | : Education |
ISBN | : 3319937618 |
This book comprises six main chapters and addresses the core research question: How can the endurance of academic bias in Ghana’s secondary education system be explained in the context of educational reform versus change of government concurrence? Six sub-questions have subsequently been derived from the core research question, enabling a comprehensive and rigorous treatment of the subject matter of investigation. The manuscript adopts an historical institutionalism approach, combining path dependency with partisan theory in explicating structural persistence in the secondary school system in Ghana. A case study methodological design procedure has been employed in the investigation of three episodes of educational reform, anchored on qualitative content analysis as the main data reduction mechanism.
Author | : Padmore Godwin Enyo Agbemabiese |
Publisher | : |
Total Pages | : 250 |
Release | : 2007 |
Genre | : |
ISBN | : |
Finally, an emergent theoretical model identified desired educational goals and inter-connected variables in the Ghanaian society. The study includes recommendations for further research.
Author | : C.K. Graham |
Publisher | : Routledge |
Total Pages | : 233 |
Release | : 2013-01-11 |
Genre | : History |
ISBN | : 1136268197 |
Published in the year 1971, The History of Education in Ghana is a valuable contribution to the field of History.
Author | : G. M. Osei |
Publisher | : |
Total Pages | : 180 |
Release | : 2010 |
Genre | : Education |
ISBN | : |
The decision to undertake this research was a pragmatic response to the debates, which followed the introduction of a new innovative secondary education system in Ghana. This book investigates the innovation during its formation since 1974, inception from 1987 and, in respect of field research, aspects of its operation from 1998 to 2002.The primary aim of the research was to monitor the implementation processes in as many aspects as possible. This was done in order to see what benefits might be gained, and what lessons in order to continue the innovation. In order to conduct this assessment, it was necessary to examine critically the characteristics of each element of the reform and their implications, using a variety of research methods to generate relevant data. This approach yielded a substantial amount of original evidence on the dynamics of educational change. While this evaluation specifically helps to deepen understanding of the said innovation, it also makes a contribution to the literature on educational innovation in developing countries.
Author | : Jeanette Dull |
Publisher | : Lexington Books |
Total Pages | : 126 |
Release | : 2006 |
Genre | : Education |
ISBN | : 9780739110508 |
Drawing on Foucault's analysis of disciplinary power and Gramsci's theories on hegemony, Laura J. Dull argues in this insightful volume that Ghanian teachers' diverse roles-as moral disciplinarians, ambivalent partners with global donors and lenders, romantic racialists of Africans-illustrate the ways in which educators deploy history and nationalism as strategies of power in support of, but also in opposition to, dominant systems. On the one hand, by enforcing strict morality, 'modern' attitudes and hard work in schools, teachers appear to consent to the hegemonic terms for development that their leaders have adopted: neo-liberal economics and liberal democracy, Christian morals and work ethics, and scientific rationalism. In the discourse of the World Bank and United States Agency for International Development, teachers become their 'partners' when they teach children to avoid acts of national 'indiscipline, ' as Ghanians would say, such as ethnic prejudice or corruption. On the other hand, however, teachers warn children to be skeptical of immoral and deceptive 'white men' who underdeveloped Africa and continue to undermine Ghana's autonomy. Discipline therefore becomes necessary and important because it provides the means by which the country will finally achieve de-colonialization and independence
Author | : George Jerry Sefa Dei |
Publisher | : Africa World Press |
Total Pages | : 334 |
Release | : 2004 |
Genre | : Community and school |
ISBN | : 9781592210039 |
Using the Ghanian schooling experience as a case study, this book explores how research can contribute to the development of a body of knowledge for educational change in Africa. Education in Africa is often said to be in a crisis' caused in part by the colonial legacy, but also due to inappropriate and uncontextualised current educational policies in relation to local human conditions and African realities. This book offers a critical analysis of current educational reform strategies and the actual practice of reform in an African context.'
Author | : G. M. Osei |
Publisher | : |
Total Pages | : 176 |
Release | : 2009 |
Genre | : Education |
ISBN | : |
The prospect of redistributing power from central government offices to local actors and organisations has repeatedly tantalised academics, politicians and policy makers promulgating decentralisation measures in hopes that such action would cure the social and economic ills faced by their policies. Education planners in Accra regarded decentralisation as an important strategy for raising the quality and status of Ghanian education. The Ministry of Education (MOE) was depending on the local content curriculum (LCC) to achieve many things. As MOE officials observed, however, the success or failure of the reform essentially depended on the actions of classroom teachers. Even if plans for the reform were carefully designed and communicated by experts in Accra, goals for the reform would not be met unless teachers implemented the reform as envisioned by its authors. When the Ghanian government enacted the LCC reform it was depending on classroom teachers to take a leading role in the process of educational decentralisation. The one goal that all members of the system appeared to have most thoroughly absorbed was the notion that as a result of the changes outlined in LCC policy documents, the curriculum in Ghanian schools should more closely mesh with local conditions. St. Aquinas junior high school, a private Catholic institution was the only school I visited where teachers were willing to question and modify policies created in Accra. Rather than obediently follow instructions from Accra, St. Aquinas employees reshaped MOE policies to meet their own educational philosophies and objectives. My research indicates that the MOE has not yet commenced to rebuild the culture of education to fit the new vision of teaching and learning it is promoting. Instead, it is attempting to append the LCC reform to an existing core, with only minor modifications.
Author | : Ghana. President's Committee on Review of Education Reforms in Ghana |
Publisher | : |
Total Pages | : 48 |
Release | : 2002 |
Genre | : |
ISBN | : |
Author | : Adel T. Al-Bataineh |
Publisher | : University Press of America |
Total Pages | : 200 |
Release | : 2005 |
Genre | : Education |
ISBN | : 9780761830467 |
Al-Bataineh and Nur-Awaleh's (both education, Illinois State U.,) text is designed for undergraduate and graduate students who want to improve their understanding of educational systems, formal school institutions, and educational reform worldwide. The text compares and analyzes systems and reforms in both developed and developing countries in several Islamic, Latin American, and African countries, and covers a number of themes, including the current systems, contemporary reforms, the historical development of educational policy and schooling, the role of national and international agencies in education, and post-public education in the developing world. Also suitable as a reference for researchers, educators, governmental and educational agencies, and university international studies programs. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
Author | : Agatha Inkoom |
Publisher | : LAP Lambert Academic Publishing |
Total Pages | : 272 |
Release | : 2012 |
Genre | : |
ISBN | : 9783659232015 |
In examining the implementation of policy change on schools in rural and remote settings the work undertaken is both original and compelling. The work is written by an author whose close connection to the study location is clear right through the work and this ensures that the inquiry reported is well grounded in the complex and contradictory realities of educational leaders and head teachers in rural Ghana as they experience a series of educational reforms across the country.The study articulates the author's inquiry into the "problem" of the on-the-ground roll out of Ghana's educational Reform 2007, and in so doing has brought into strong relief the barriers and constraints that impacts and contradict the linear rationality of top-down education reform. The contribution the study makes is particularly striking because it highlights points of comparison with situations that challenge and confront the reader to rethink systemic reform in more productive, less instrumental ways. Through its focus on one rural district in a developing nation it can be applied to reforms across African Education. The study is intended to be informative for policy makers and practitioners in Ghana.