The History of Education in Ghana PDF Download

Author: C.K. Graham
Publisher: Routledge
ISBN: 1136268197
Category : History
Languages : en
Pages : 233

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Book Description
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:
ISBN:
Category : Education
Languages : en
Pages : 180

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Book Description
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: Okechukwu C. Abosi
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 316

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Author:
Publisher: BRILL
ISBN: 9004391509
Category : Education
Languages : en
Pages : 167

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Book Description
It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.

Author: Akwasi Kwarteng Amoako-Gyampah
Publisher: African Books Collective
ISBN: 9956553166
Category : Education
Languages : en
Pages : 502

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Book Description
This volume arises from a cooperation between Ghanaian and German academics. It answers the need to have a more comprehensive and up to date volume which addresses key topics, areas and problems of the Ghanaian education system with a focus on history, policy, and curriculum-related issues. For many years now there have not been new comprehensive publications in this field, and it is necessary to introduce a lot of recent changes in Ghanas education system and reflect about their challenges. The information and positions collected in this volume will be of interest to Policy Makers, Educators, Lecturers, Scholars, Students, Teachers, Parents and other interested people of Ghana and other (West)-African countries. The book will also be of great interest to international scholars who want to understand the Ghanaian education system or are involved in academic projects such as internship, exchange programmes and joint research activities with Ghanaian academics and educational institutions. Akwasi Kwarteng Amoako-Gyampah (PhD) is a senior lecturer in the Department of History Education, University of Education, Winneba, Ghana and a senior research associate in the Department of History, University of Johannesburg, South Africa. Bea Lundt is Prof. (emer.) of History and still teaches at the Europe University Flensburg (Germany). She is also Guest-Professor at the University of Education, Winneba (UEW), Ghana.

Author: Gilad James, PhD
Publisher: Gilad James Mystery School
ISBN: 548724524X
Category : Travel
Languages : en
Pages : 68

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Book Description
Ghana is a country in West Africa, bordered by Cote d'Ivoire to the west, Burkina Faso to the north, Togo to the east, and the Gulf of Guinea to the south. The country was formerly known as the Gold Coast due to its abundant gold resources, and it gained independence from British colonization in 1957. The population of Ghana is around 31 million, and the official language is English, although many Ghanaians speak local dialects as well. The country is known for its diverse culture, colorful festivals, and tasty cuisine, which includes dishes like jollof rice, banku, and fufu. Ghana is also home to several natural attractions, including national parks, waterfalls, and beaches, making it a popular destination for tourists. Despite being a developing country, Ghana has made significant progress in recent years, with a growing economy and improving infrastructure. The country's GDP has been steadily increasing, fueled by industries like agriculture, mining, and oil production. However, Ghana still faces challenges such as poverty, high unemployment rates, and inadequate healthcare and education systems. Ghana is also working towards addressing issues related to corruption and improving democratic governance through institutional reforms. Overall, Ghana remains a vibrant and fascinating country that is constantly evolving and striving towards progress.

Author: Cati Coe
Publisher: University of Chicago Press
ISBN: 9780226111292
Category : Education
Languages : en
Pages : 264

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Book Description
In working to build a sense of nationhood, Ghana has focused on many social engineering projects, the most meaningful and fascinating of which has been the state's effort to create a national culture through its schools. As Cati Coe reveals in Dilemmas of Culture in African Schools, this effort has created an unusual paradox: while Ghana encourages its educators to teach about local cultural traditions, those traditions are transformed as they are taught in school classrooms. The state version of culture now taught by educators has become objectified and nationalized—vastly different from local traditions. Coe identifies the state's limitations in teaching cultural knowledge and discusses how Ghanaians negotiate the tensions raised by the competing visions of modernity that nationalism and Christianity have created. She reveals how cultural curricula affect authority relations in local social organizations—between teachers and students, between Christians and national elite, and between children and elders—and raises several questions about educational processes, state-society relations, the production of knowledge, and the making of Ghana's citizenry.

Author: Henry Ormiston Arthur McWilliam
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132

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Author: Lant Pritchett
Publisher: CGD Books
ISBN: 1933286776
Category : Education
Languages : en
Pages : 290

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Book Description
Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.

Author: Peter Darvas
Publisher: World Bank Publications
ISBN: 1464800987
Category : Business & Economics
Languages : en
Pages : 186

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Book Description
Ghana is on a strong trajectory toward solidifying its middle income status. Today, more children than at any time in the history of Ghana have access to basic and secondary education. Over the past decade, incidence of extreme poverty has been cut in half amid strong economic growth. Ghana's recent achievements point to the possibility of more fully realizing the human potential of all individuals and of the country. Basic Education beyond the Millennium Development Goals in Ghana argues that realizing this potential requires a redoubling of efforts to reach the poorest half of Ghanaian children with quality basic education. At present, system-wide disparities in education service delivery and highly inequitable allocation of resources has led to unfair educational outcomes. These disparities create a "missing middle" in terms of learning outcomes: although a small number of children perform well on numeracy and literacy assessments, more than 60% of 6th graders do not attain profi ciency levels. Several recent initiatives point to the possibility of accelerating Ghana's progress toward quality basic education for all: they improve equitable resource allocation, strengthen social protection, and provide additional academic support to improve learning outcomes. By outlining key challenges and promising practices, Basic Education beyond the Millennium Development Goals in Ghana seeks to stimulate a lively and productive debate on the future of basic education in Ghana.