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Kutufam, Doreen Vivian. "Gendering of health communication campaigns in Ghana cultural relevancy and social identity /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1375538411&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
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Awusabo-Asare, K. "Education and fertility in Ghana." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233449.
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Alhassan, Amin. "Development communication policy and economic fundamentalism in Ghana /." Finland : Tampere University Press, 2004. http://acta.uta.fi/pdf/951-44-6023-5.pdf.
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Originally presented as author's Thesis (doctoral--University of Tampere, Department of Journalism and Mass Communication).Includes bibliographical references (p. 223-235). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://acta.uta.fi/pdf/951-44-6023-5.pdf.
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Ahulu, Samuel Tetteh. "English in Ghana." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385315.
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Cynthia, Salkovic. "Esoko and WhatsApp Communication in Ghana : Mobile Services such as Esoko and WhatsApp in Reshaping Interpersonal Digital Media Communication in Ghana." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-10424.
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The predominant use of mobile media such as SMS and MIM across various sectors in Ghana is incontrovertibly influencing and reshaping interpersonal communications. This paper looked at the use of the Esoko SMS and WhatsApp MIM platforms and how the use of these two dominant platforms are enhancing and reshaping digital communication in the rural and urban Ghana respectively, as barriers of socioeconomic factors limits the use of sophisticated technologies in the rural setting. This is done by employing Madianou and Miller's notion of polymedia” to draw on the moral, social and the emotional use of mobile media in enacting interpersonal relationships and communications whilst keeping in focus the recursive repercussions.
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Adumpo, Emile Akangoa. "Regional Inequality of Education in Ghana." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/22118.
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Bildung ist ein Instrument, das zur Bekämpfung von Armut, Ungleichheit und sozialer Ausgrenzung in jeder Gesellschaft eingesetzt werden kann. Für eine nachhaltige und ganzheitliche nationale Entwicklung ist daher eine gerechte Verteilung der Bildungsressourcen unter den Menschen erforderlich. Dies ist jedoch nicht immer ohne Weiteres zu erreichen, insbesondere in Afrika, wo der Kolonialismus in vielen Ländern teilweise zu einer ungleichen Entwicklung unter den Menschen geführt hat. Schon bald nach der Eingliederung der Northern Territories of the Gold Coast (heute Ghana) in die Kolonialherrschaft vernachlässigte die Bildungspolitik der Kolonialisten den nördlichen Teil des Landes.
Obwohl es einige Studien zum Kolonialismus in Afrika im Allgemeinen gibt, wurde nur wenig darüber berichtet, welche Rolle er bei der Schaffung eines ungleichen Bildungswesens spielte. Auch die Auswirkungen von aktiven Förderungsmaßnahmen, die zur Überbrückung der Kluft zwischen dem Nord-Süd-Gefälle in Ghana eingeführt wurden. Die wichtigsten Fragen, die diese Studie daher zu beantworten versucht, sind die Folgenden: Was waren die kolonialen Begegnungen mit dem Norden Ghanas, die die Unterentwicklung des Bildungswesens in der Region bewirkten? Wie überbrücken die aktiven Förderungsmaßnahmen bzw. die positive Diskriminierung die Kluft zwischen dem Norden und dem Süden des Landes?
Zur Beantwortung der Forschungsfragen wurde in der Studie ein methodengemischter Ansatz verwendet, bei dem Tiefeninterviews, Q-Methoden, Dokumentenanalyse und Beobachtung als Datenerhebungsmethoden Einsatz fanden. Es stellte sich heraus, dass die Kolonialisten eine bewusste Strategie verfolgten, den Norden zu einer Reserve ungelernter Arbeitskräfte zu machen, was erklärt, warum sie dort anfangs nur wenige Schulen bauten. Die Ergebnisse der Studie zeigen darüber hinaus, dass die positive Diskriminierung die Nord-Süd-Lücke nicht wie erwartet schließt. So kommt man zu dem Schluss, dass die Ausbeutung weitesgehend für die Unterentwicklung des Bildungswesens in Nordghana verantwortlich ist.Education is a tool that can be used to fight poverty, inequality, and social exclusion in every given society. Thus, for a sustainable and holistic national development, there is the need for an equitable distribution of educational resources among the people. This is however hardly achievable, especially in Africa where colonialism has partly brought about unequal development among the people in many countries. Soon after the Northern Territories of the Gold Coast (now Ghana) was incorporated under colonial rule, the educational policy of the colonialists did not favour the northern part of the country. Even though, there have been some studies on the colonialism of Africa in general, little has been done regarding the role it played in (re)producing unequal development of education in Africa. Likewise, the impact of an affirmative action instituted to bridge the gap between the north-south divide in Ghana has not been evaluated. The main questions this study thus seek to answer are: What were the colonial encounters with the north that brought about the underdevelopment of education in the area? How is the affirmative action bridging the gap between the north and the south? To answer the research questions, the study used a mixed-methods approach where in-depth interviews, Q methods, document analysis and observation were adapted as data collection methods. It was revealed that the colonialists adopted a deliberate strategy of making the north an unskilled labour reserve, thus accounting for why they did not build many schools there in the beginning. The findings of the study also show that the effect of the affirmative action has not been able to appreciably contribute to closing the north-south gap as expected. It is concluded that exploitation largely accounted for the underdevelopment of education in northern Ghana.
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Bamora, Florence Naah. "Gender inequality in secondary education in Ghana." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.
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This thesis examines some of the issues surrounding extensive gender inequalities operating within the school, family and the wider society which affect girls’ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality and continue to limit girls’ access to school and in performing equally to boys, especially in science and mathematics subjects. It is based on interviews, focus group discussions, observations and life history interviews I conducted with students (girls and boys between the ages of 15 and 22), school dropouts, teachers, parents and education officials in a secondary school in Ghana. Following a brief review of the literature on the construction of gender in general and femininity in particular, as well as literature on gender and education, focusing mainly on factors and causes of girls’ unequal access to, and performance in schooling in Ghana and Africa in general, I analyse the differential experiences of schoolgirls and how these gendered experiences impact on their performance, achievements, choice of subject and future aspirations from a gendered perspective, using the social construction of gender as a theoretical framework. It explores the ways in which teachers’ and parents’ attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. This thesis also examines the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on household factors such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls. It evaluates the successes and challenges of Girls’ Education Unit (GEU) and government policies at improving girls’ educational attainment and opportunities with emphasis on how educational officials perceive government policies in achieving gender equality in the study area and suggests gender sensitive strategies and policies that would help bridge the gender gap as well as provide guidance for educational policy makers in the Ghanaian education system.
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Darko, Christian Kweku. "Essays on education and employment in Ghana." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6794/.
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This thesis examines how family background, measured as parents education, and household access to amenities affects children’s school enrolment, and how parents education affects earnings. I also examine how education and family background affects performance of unregistered urban businesses. In the first empirical study, rural educated parents’ effects on biological children’s enrolment were stronger, with educated fathers’ effects positive for boys and girls. Educated mothers helped boys, perhaps indicating more “traditional” values among women. Urban educated parents’ effects were weaker, which is plausible, given the weaker influence of “traditional” values. For non-biological urban children, educated mothers effect were adverse, suggesting that children fulfil a servant-type role to facilitate the educated mother’s market work. Poor access to amenities reduces enrolment. In the second empirical study, while family background was important for education, there were also direct effects of family background on earnings given education for urban individuals, implying that “connections” and nepotism may be important. The final study shows that education is important for performance of unregistered businesses without workers. Among firms with workers, education is insignificant, a result admittedly difficult to explain. Parental business ownership assists performance, an implication that parental business owners can effectively train children to business ownership.
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Acquah, Shirley A. "Physician-Patient Communication in Ghana: Multilingualism, Interpreters, and Self-Disclosure." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305026002.
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Rolleston, Caine. "Education poverty and culture in Ghana, 1991-2010." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1548270/.
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Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This thesis explores the patterns among descriptive indicators and uses regression analysis to examine possible causal relationships with special reference to the role of education in determining welfare and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. The study follows a mixed-methods design, following quantitative analysis at the national level with a mixed methods sub-study in a deprived district of Ghana. The primary quantitative study begins by reviewing the literature on modelling of the household consumption function as well as on modelling schooling decisions based on the household production function and considers these relationships in terms of a system of co-determining factors at individual, household and contextual levels. Attention is then given to important methodological issues related to the modelling approach. Two groups of models are estimated using data from the Ghana Living Standards Surveys and findings are presented. The results suggest that education levels play an important role in determining household welfare and that, for higher levels of education; these effects are considerably larger and possibly increasing over time. Educational expansion has, however, meant that access to the benefits from these effects has widened somewhat, although primarily at lower levels of access. Demographic change has also played an important role in welfare improvements. In terms of absolute numbers, access to schooling in Ghana has expanded dramatically although rates of completion and of drop-out have not improved and there appears to be a worsening of age-appropriate completion rates. Nonetheless, the first half of the period since 1991 saw substantial increases in rates of school attendance at the basic education level. This growth appears to have been driven by narrowing regional differentials, increasing welfare, urbanisation, improving gender equity, smaller and less dependent households and a reduction in the number of children involved in child labour. It is in relation to progression towards higher levels of education that more significant inequity emerges and in 2006 completion of lower secondary education in Ghana remained the preserve of children in areas and households of relative economic privilege. To explore issues of access in more detail and in context, an interview-based study was conducted in Savelugu-Nanton District, following quantitative analysis using regional and district-level data. Exploratory interviews with education professionals identified childfosterage and migration by youths into kayaye (head-porterage) as important inhibitors of access. These are considered in detail through two further sets of interviews with household caregivers and migrant workers, supported by quantitative analysis. Findings show that, fosterage, primarily motivated by cultural traditions of kinship obligation, is related to considerable educational disadvantage which, especially in the case of girls who face the additional pressure to accumulate items required for marriage, in turn is linked to migration South into menial labour. Despite recent policies to eliminate costs of schooling, low incomes in the district mean that schooling remains relatively costly, and household decision-making continues to exclude a notable portion of the child population; among whom many are fostered children.
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Owusu-Agyemang, Joe Prempeh. "CSR communication : a study of multinational mining companies in southern Ghana." Thesis, Kingston University, 2017. http://eprints.kingston.ac.uk/41050/.
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In recent years, there has been significant interest in communication on Corporate Social Responsibility (CSR) (Tehemar, 2012; Bortree, 2014). Yet, it is impractical to assume a onesize- fits-all definition for CSR (Crane and Matten, 2007; Walter, 2014). Therefore, this becomes an important area for research as CSR communications play a vital role in any CSR strategy in the business world, more especially in Ghana. Consequently, a good CSR communication can address the increasing cynicism about CSR when it is done effectively (Du et al., 2010; Kim and Ferguson, 2014). While a body of research exists about CSR communication at a theoretical level (Brugger, 2010; Schmeltz, 2012), there is a lack of empirical research investigating the topic in a particular policy and cultural content (Emel et al., 2012). The aim of this study was to address the limited research on CSR communication in Ghana. It empirically investigated whether the CSR dimensions (Triple Bottom Line) and effective CSR message components are positively linked with CSR stakeholder’ approval. The effects of individual characteristics including education and gender were also tested on the relationships. The study integrates insights from stakeholder theory (Vaaland et al., 2008; Wang, 2008) supported by both legitimacy theory (Perk et al., 2013) and institutional theory (Suddaby, 2013) to explain the planned base for CSR communication. A cross-sectional survey with 817 responses was used. This consisted of government-local-authority officials, mining company employees and host community officials from multinational mining companies (AngloGold Ashanti Limited, Ghana Bauxite Company Limited and Ghana Manganese Company Limited) operating in areas of southern Ghana. A quantitative survey analysis was employed to test the relationships through multiple regression analysis. One of the contributions pertains to the introduction of constructs of social, environmental and economic bottom lines to form a new, easy-to-remember acronym, the ‘SEE’ element in the CSR message contents. The results also make a contribution to knowledge by indicating that CSR message dimensions positively affect the way stakeholders approve mining companies’ CSR communications. Additionally, there were clear education and gender differences amongst stakeholders in accepting and approving companies’ CSR messages in Ghana. Furthermore, divergent stakeholders prefer different CSR message channels, and that certain CSR message contents are important for a particular stakeholder group.
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Zakariah, Adam Tanko. "Assessing the potential of local radio for agricultural communication in Ghana." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/30574.
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This study investigated the potential of local radio as a source of agricultural communication in Ghana. The main thrust of the research was to investigate the levels of unaided recall and comprehension of agricultural radio messages among rural farmers. Eight experiments were conducted in eight rural communities. In all, 252 farmers were used as subjects for the experiments. The experiments investigated the effects of specific production and audience factors on unaided recall and message understanding. The survey involved the use of questionnaires to gather data through interviews with 365 farmers. Survey methodology was used to profile rural radio listeners in Ghana; and to glean insights into the sources of general and agricultural news for rural farmers, the farmers' radio listening behaviours, radio programme format preferences, and their levels of adoption of radio agricultural messages. Unaided recall and comprehension of broadcast news were found to be generally low. Two programming variables --- recaps of news items and repeat broadcasts --- demonstrated significant impact on farmers' recall and comprehension of radio agricultural messages. Item duration was found to be very potent in influencing memory recall. Younger farmers recorded significantly higher unaided recall and comprehension scores than older farmers; and farmers with higher education performed better in free recall and comprehension of broadcast messages than those with lower levels of education. The study found that radio is the most popular source of general and agricultural news to farmers. The farmers relied mostly on radio, extension agents and interpersonal communication for agricultural information. While the farmers reported that the extension agent was the most credible among all the sources of agricultural communication, they rated radio as the most reliable.
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Dasah, Bernard Zori. "Neoclassical economics and the role of information, communication, and culture in socio-economic development : a case study of the structural adjustment programme in Ghana." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35999.
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For close to two decades the leading international financial organizations, the World Bank and the International Monetary Fund, have imposed their structural adjustment programme on Third World countries, notably in Sub-Saharan African, creating forms of neoclassical financial management at an unsurpassed rate. However, the thesis argues that this approach does not distinguish adequately between policies favourable to the growth and prosperity of developed countries and those pertaining to developing countries in part because the paradigm has an impoverished notion of information, communication, and culture. By fostering this economic paradigm in developing countries, these organizations may, in effect, be imposing an inconsistent model on them in many respects. This thesis explores this conundrum with particular reference to the model's concepts of information, communication, and culture and the consequences of these concepts on the application of the model in Sub-Saharan Africa, specifically in Ghana.The thesis employs case studies to demonstrate the impact of cultural imperatives on the neoclassical economic concepts of efficiency of competition, trade liberalization, currency devaluation, public expenditure reduction, and privatization promoted by the structural adjustment programme. It suggests that some of the failures of the programme may be ascribed to the great differences between the imperatives of neoclassical economics and the cultural realities of Sub-Saharan Africa.
The thesis takes the position that the incorporation of an understanding of culture and economy similar to that of the communicologists' holistic and wider perspective on economics and economic systems would ameliorate many weaknesses of the structural adjustment programmes of the IMF and the World Bank and enhance the effectiveness of future structural adjustment programmes.
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Oduro, Georgina Yaa. "Gender relations, sexuality and HIV/AIDS education : a study of Ghanaian youth cultures." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609013.
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Braimah, Imoro. "The implications of income generation for agricultural higher education in Ghana /." Kassel : Kassel Univ. Press, 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008954428&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.
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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media.
The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.
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Adumpo, Emile Akangoa [Verfasser]. "Regional Inequality of Education in Ghana / Emile Akangoa Adumpo." Berlin : Humboldt-Universität zu Berlin, 2020. http://d-nb.info/122297326X/34.
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de, la Gorgendiere Louise. "Education and development in Ghana : an Asante village study." Thesis, University of Cambridge, 1993. https://www.repository.cam.ac.uk/handle/1810/272481.
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Opoku-Amankwa, Kwasi. "Textbooks, classroom communication and literacy development in a multilingual school in Ghana." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497027.
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This study explores language and literacy learning in a multilingual classroom in Ghana. The aims are three-fold: to identify characteristics of an English textbook that facilitate the pupils' literacy development and learning; to investigate how a policy on book use is interpreted and implemented; and to explore how an English-only language-in-education policy functions in a multilingual classroom.
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Adusei, Alexander Yaw. "Information communication technology development in Third World Countries : the case of Ghana /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488193272070205.
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Whitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278234.
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Thesis (Ph.D.)--Indiana University, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).
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Alimo, Michael Tetteh. "The Experiences of Successful Small Business Owners in Ghana." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/876.
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There is a high failure rate of small and medium enterprises that results in high unemployment rate and poverty in Ghana. The purpose of this phenomenological study was to explore the experiences of small business owners in Ghana. The conceptual framework was based on the theory of disruptive innovation. Disruptive innovation describes a method that enables business owners to create a new market. Data were collected through interviews from 20 participants who owned small businesses and succeeded beyond 5 years in Accra, Ghana. Member checking was used to strengthen the credibility and trustworthiness of the interpretation of the participants' responses. The findings highlighted 19 skills, which coalesced into 6 emerging themes: business model, innovative strategies, marketing skills, effective supervision, human relations, and commitment, punctuality, and focus. The findings from this study may contribute to social change by indicating some skills and strategies that business owners could use to sustain the profitability of their companies. The data from this study may contribute to the prosperity of small business owners, their employees, and the surrounding community.
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Akoto, Philip Victor. "Distance education for teacher education in Ghana : an investigation into untrained teachers' experiences." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54156/.
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Ghana, like many developing countries, has fewer trained, qualified teachers than the number the country needs to realise the Education For All goals of quality education by 2015. The failure of Ghana's teacher education sector to turn out sufficient numbers of qualified trained teachers is as a result of numerous factors including existing Colleges of Education (CoEs) not having enough facilities to train the high number of untrained teachers (UTs) through the traditional campus-based model and difficulty of access to teacher education places. In response to these limitations, the Teacher Education Division, with the support of the CoEs, adopted an alternative pathway for initial teacher preparation known as Untrained Teachers' Diploma in Basic Education (UTDBE) in the latter part of 2004. This model of initial teacher preparation differs from the traditional campus-based model as the training is largely non-residential with limited provision of face-to-face meetings. After four years of implementation, key stakeholders, notably the top hierarchy of Ghana Education Service and the Ministry of Education, were calling for the extension of the programme by way of admitting another cohort of students. However, it was clear from my perspective as a senior professional involved in Teacher Education and with seven years of professional knowledge and experience in Distance Teacher Education that there was a lack of in-depth, theoretically-informed research into the programme, particularly with respect to the views of UTs themselves. The study was therefore designed using an in-depth case study approach to discover the views of UT participants on how the UTDBE had influenced their professional development and the quality of their teaching and learning, with a particular interest in the view of six UTs who were the direct beneficiaries of the programme. The research methods adopted were predominantly qualitative, and included observations and analysis of documents, a series of interviews with selected UTs, including focus groups and one-on-one interviews in which UTs reflected on videos they had taken of their practice. The findings suggest the potential of the UTDBE as a source for teachers (especially, those in underserved communities and locations) to learn, develop, update their skills and knowledge and improve instructional practices consistent with learner-centred approaches and professional practices. In addition, the opportunity that the UTDBE offers UTs to teach as classroom teachers while completing their professional programmes seems to have given them the chance to at least integrate and relate theoretical knowledge and experiences from CoEs to the practical realities in the classrooms and schools. However, the data indicated a number of challenges facing the UTDBE programme which undoubtedly affected the extent to which it promoted professional and personal development and learner-centred practices. These included (i) inability of the programme to take advantage of professional learning experiences that might be possible ICTs were introduced (ii) weak district, school and college collaboration (iii) the difficulties and complexities in managing relations between UTs and mentors (iv) tutoring during residential face-to-face meeting devoted to large group lectures (v) the over-loaded nature of course content and the difficulty and loaded nature of the content of some modules (vi) inability of UTs to make maximum use of college facilities (vii) other mechanisms of professional development such as cluster meetings and lesson observation not being used to their full potential (viii) largely non-recognition of the ‘wisdom of practice' of UTs and (ix) tensions in expectations between the different communities of practice of the different contexts of training and practice. The thesis therefore makes an important contribution to our knowledge about the development of alternative forms of teacher education in such contexts.
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Kwai, Pun Valerie. "Mining displacement and learning in struggle in Ghana." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18777.
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Despite their enormous mineral wealth, communities affected by large-scale mining in Ghana struggle to survive amidst its tremendous ecological and social impacts. Ghana's adoption of structural adjustment (SAP) in 1983 and its more recent status as a Highly Indebted Poor Country (HIPC) has prompted an unprecedented liberalization in the mining sector, favoring the interests of multi-national corporations (MNCs). As the clamour for gold escalates, community responses and resistance to exploitative mining activity has grown, demanding corporate social and environmental responsibility, fair compensation and development for the communities. Emerging within this movement are NGO-community partnerships, which are an important site for informal learning engagements – a type of learning not given enough attention by researchers. This exploratory case study uses document analysis to investigate these NGO-community responses to MNC-led mining development Ghana, to unearth the forms that learning takes in this struggle.En dépit de leur énorme richesse minérale, les communautés affectées par l'exploitation extrême au Ghana luttent pour survivre parmi les impacts écologiques et sociaux énormes. L'adoption au Ghana d'une programme d'ajustement structural (SAP) au 1983 et plus récents le statut d'un pays pauvre et fortement endetté (HIPC) a incité la libéralisation accrue dans le secteur de extraction dans l'intérêt des sociétés multinationales (MNCs). Pendant que la demande pour l'or augmente, les réponses de la communauté et la résistance à l'extraction exploitante ont ainsi augmenté, en demandant la responsabilité sociale et environnementale des corporations, compensation juste et développement pour les communautés. Émergent dans ce mouvement sont les associations entres les O.N.G's et les communautés, qui sont un emplacement important des étude sans cérémonie - un type d'étude souvent négligée par des recherchistes. Cette étude exploratoire emploie l'analyse de document pour étudier ces réponses de l'O.N.G.-communauté au développement de extraction des MNC au Ghana, pour déterminer les formes d'étude dans cette lutte.
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Barnes, Willie. "Teachers' participation in community development activities in Ghana." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289236.
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Teachers are being encouraged in Ghana to facilitate local level development. No attempt has however been made to explore their views, concerns and expectations regarding such involvement, nor the impact that this could have on their role as teachers and their status in the community, nor on the community's own participation in the school. The research examined these issues, alongside the type of development activities engaged in by teachers and their motivation for doing so. The study focused on teachers working in deprived areas across eight regions of Ghana. It involved a combination of quantitative and qualitative strategies. The former enabled the systematic gathering of standardised questionnaire data, using both closed and open ended items, from 324 practising teachers and 380 teacher trainees. The latter involved semi structured interviews and informal discussions with 24 teachers, 10 local residents from one village, 10 educational administrators and five college tutors. Focus group discussions were also held with eight groups of teacher trainees. One teacher was used to illustrate an example of a classroom teacher who is actively involved in community work. Content analysis of the Daily Graphic provided both quantitative and qualitative data. The qualitative aspect of the study was used to pursue other interesting lines of enquiry that was revealed through the initial analysis of the questionnaires. Data from the teacher questionnaire and interviews showed that teachers are involved in both voluntary and compulsory communal activities, paid and unpaid, and many teachers are in leadership or supervisory positions. In contrast it was observed that teachers have few school responsibilities apart from their normal classroom teaching. The reasons for their involvement in communal activities rather than in school activities are explored in the study. Evidence is provided to show that on the one hand teacher involvement in community activities contributes to the provision of basic amenities in a community and can also impact positively on schooling. On the other hand it can lead to teacher absenteeism and lateness and bring about a conflict between some teachers and local residents. Despite reservations and problems, educational administrators and local residents endorsed teachers' participation and reports suggest that in some villages, residents actively encouraged teachers. Based on the evidence suggesting that teacher involvement in community work is good for the community, the school and teachers themselves, there are arguments in support of this involvement. Firstly, there are lessons to be learnt that could be translated to the schools. For example the leadership skills of teachers within the community can be used to provide effective school leadership. Secondly, it may allow the gap between schools and their communities to be bridged. Thirdly, it may encourage greater participation by the community in education as a reciprocal gesture. Finally teachers appear to benefit both directly and indirectly from this involvement. The recommendations suggest that potential negative effects on schooling could be lessened if teachers' community activities are better organised and effectively managed and trainee teachers exposed to more practical work. The study describes how trainees could be predisposed to events, experiences and encounters to gain the needed practical exposure and organisational skills. It also mentions ways in which the school should be brought closer to the community as a strategy to assist teachers to fulfil their dual role. Further research should include an investigation of teachers' involvement in community activities in urban settings to enable comparison with teachers in rural areas, and a closer analysis of the impact of such involvement on schooling in general and classroom activities in particular.
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Darko, Samuel F. (Samuel Fordjour). "An Historical Inquiry Into the Development of Higher Education in Ghana 1948-1984: a Study of the Major Factors That Have Controlled and Inhibited the Development of the Universities of Ghana." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330942/.
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Universities in many industrialized countries including Japan, and Australia, have enabled those countries to achieve rapid economic and social advancement. However, this is untrue for the universities of Ghana, due to the country's ailing economy, its continued dependence on foreign manpower, aid, and material goods. The purpose of this study, therefore, was to illuminate the major factors and events that have controlled and inhibited the development of higher education in Ghana from 1948 to 1984. The method of acquiring data involved a computer and manual search for documents from 1) ERIC Database, 2) libraries , and 3) Embassy of Ghana, Washington, D.C. The findings include (1) Establishment of universities on the basis of the Asquith Doctrine; (2) Imitation of British universities' curriculum, constitution, standards and social functions; (3) Characterization of universities by elitism, lack of diversity and adaptation, autonomy, excellence and narrow specialism in their honor degree programs; (4) Emphasis on cognitive rather than psychomotor learning; (5) Matriculation of inadequately qualified secondary school science students; (6) Absence of a nationally formulated statement of manpower needs, goals, and effective long-term planning; (7) Financial exigencies; (8) Suppression, perversion and abuse of academic and intellectual freedom by the government and universities; (9) Inconsistent governmental policies due to abrupt changes in government by military coups.
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Agbley, Gideon Kofi. "Social mobility and education in Ghana : interactions between capabilities and educational outcomes." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.
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Owusu, Mama Bema. "Aid for basic education development in Ghana : the recipients' experience." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8661/.
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Development agencies have been sending educational aid to Ghana for more than three decades, their declared purpose being to support the country’s educational development. Despite the aid and development agencies’ own literature indicating the aid is promoting education development, there has been little research exploring the aid’s actual outcomes as experienced in country by recipients. This dissertation therefore sought to explore experiences of Ghanaian educational aid recipients: teachers, head teachers, district, and national education managers, focusing on whether and how educational aid has contributed to or hindered educational development. Using an interpretive approach, the participants’ perceptions of their experiences of aid were sought. The interviewing method was used to collect data as it gave the opportunity to hear from the recipients’ individually. 13 participants were interviewed from the Ministry of Education, the Ghana Education Service, two primary schools and a District Education Office. King’s (2007) template analysis strategy was used to identify important themes in the recipients’ accounts of experiences, and the themes interpreted to arrive at findings. Six major findings were identified, the most significant being that the outcomes of aid are mixed – having both positive and negative impacts. Positive impacts include increased funding and learning experiences, whilst the negatives include aid conditionality. The other findings are that aid may be funding non-priority items; an urgent need to improve the delivery of aid; measuring the outcomes of aid is a challenge; there are tensions around the appropriateness of aid; and, aid not being the first option for recipients to seek assistance. Implications of these findings for practice include recommendations to: decentralise needs assessment for aid processes from the national authorities to include a cross section of regional, district and school staff in consultations; development agencies to allow recipients to decide what and how funds are used to meet local educational needs; the recipient nation to develop a standardized evaluation framework that can generate necessary data to report aid results; the need for the national government to incrementally wean the country off aid by pursuing alternative sources of funding; and in the short term, the need for development agencies to provide sustainable aid if the need arises. The concluding observation is the urgent need to recognise that aid can be improved for the betterment of those who it is intended to benefit.
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Yakubu, Mariama Bisongu. "Developing Higher Education Programs in Emergency Management: Ghana's Experience." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26856.
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Ghana is highly vulnerable and threatened by several hazards and has sought ways of minimizing impacts of hazards events over time including demonstrating an interest in developing an emergency management training and an higher education degree program. Yet, as of 2013, the country has not developed a disaster management training program or a degree program. This study investigated Ghana?s efforts to see these programs develop with a particular focus on identifying the factors involved in explaining the current status of Ghana?s efforts. Purposive and snowball sampling were used to select 19 emergency management scholars and practitioners who have been involved with Ghana?s efforts. An additional 6 faculty members who have been involved with development of other new degree programs in 4 Ghanaian universities were selected through snowball sampling for the purposes of comparison with the data collected from those involved in efforts to initiate an emergency management higher education degree program. The data collection was done through in-depth semi-structured face-to-face and telephone interviews. Both the data collection and analysis were guided by Rubin and Rubin?s (2005) Responsive Interviewing Model. The data show that although Ghana intends to develop an emergency management degree program in the future, its efforts, to date, have been geared towards developing a training program. The results suggest that six main factors explain why Ghana has not yet established the emergency management training program it intends to first develop. The factors include institutional support, partnership, advocacy, funding, program marketing, and cultural factors. Further, the results show that there are likely to be six other factors to address if, and when Ghana decides to pursue an emergency management degree program. These factors include faculty issues, student issues, supporting learning materials, professional legitimacy, accreditation and curriculum development, and autonomy and administrative location.
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Apusigah, Agnes Atia. "Restructuring education in Ghana, a case for reconceptualizing educational aims." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52037.pdf.
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Ahene-Codjoe, Ama Asantewah. "The effects of education on health and fertility in Ghana." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12642/.
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Using the Ghana Living Standards Survey (GLSS) conducted in 1987/88 and 1998/99, this thesis examines two thematic areas of non-monetary returns to education in Ghana. One of the primary aims is to find the differences in the effects of education over the decade (1987/88–1998/99), using standard and non-standard econometric analysis. In addition, the later survey year serves as a robustness check on the first. The first theme examines health status; measured as illness and its duration, as well as the use of anthropometric indicators. The study finds that parental education is positively associated with child’s reported illness and its duration. Further verification of this outcome using an instrumental variable (2SLS) approach that assumes possible endogeneity of parental education supports the results relating to maternal education in both survey years. In contrast, paternal primary education tends to reduce children’s reported illness; but this is only statistically significant in GLSS 1. These outcomes, although perverse are not uncommon in developing countries, and may be the result of systematic reporting bias. The analysis also reveals inconsistent results regarding adults’ health status between the two survey years. For example, we find that illness and its duration increase with personal education in GLSS 1, but the converse is true in GLSS 4, ceteris paribus. The mixed results of this study imply that the relationship between education and health status varies across health measures, and probably over time. Hence caution should be exercised before broad conclusions are drawn and policies made regarding these two vital socioeconomic indicators (education and health). The last theme analyses fertility in both structural and reduced form functions. The structural function involves a two-stage process. The first stage estimates the effect of education on three proximate determinants of fertility - the duration of breastfeeding, contraceptive use and age at cohabitation. The second stage subsequently models the fertility function by estimating three measures: the probability of having at least one birth; the unconditional number of births; and the number of births conditional on one having occurred, using the predicted values of the proximate determinants as inputs similar to the conventional production function. The reduced form fertility model estimates the impact of women’s education on the number of live births. The findings are that (1) education increases the use of contraception, delays age at cohabitation and shortens the duration of breastfeeding, as anticipated; (2) contraception and age at cohabitation subsequently tend to reduce the overall number of live births, though we observe an ambiguous outcome regarding breastfeeding; (3) education, in a fuller and direct way, also shows a strong negative association with fertility in both surveys; and finally (4) fertility appears to have declined over the period studied. We also find a structural shift in respect of the influence of women’s education from post-primary to primary level on fertility, ceteris paribus.
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Tsevi, Linda. "Quality assurance in private higher education| The case of Ghana." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.
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This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.
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Vanderpuye, Irene. "Piloting inclusive education in Ghana : parental perceptions, expectations and involvement." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/4976/.
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Ghana has embarked on piloting inclusive education in 35 schools since 2003. Since then, no study has been done on parental perceptions, expectations and involvement in inclusive education. Parents’ perceptions, expectations and involvement can affect inclusion and the education of children. It was therefore imperative to investigate exactly parents’ perceptions, expectations and involvement in inclusive education in Ghana. The study was a descriptive survey and was guided by three research questions. The sample comprised 560 parents and 35 headteachers, sampled from the 35 pilot inclusive schools. The instruments for data collection were questionnaires and an interview schedule. The questionnaire had four sections which elicited information on demographic data, parental perceptions, expectations and involvement in inclusive education. All participants completed the questionnaire and 20 parents were randomly sampled and interviewed. The interview schedule elicited information on demographic data, parental expectations and involvement in the education of their child. Descriptive statistics, independent sample t-tests, one-way ANOVAs, chi-squares and correlation were used to analyse the questionnaire data. The interview data were analysed thematically. The findings showed parents were knowledgeable about inclusive education and perceived it to be beneficial. The majority of the parents reported that inclusive education was meeting their expectations for their children. Yet 53.8% of them felt children with SEN should not be educated in inclusive schools. Parents were found to be involved in inclusive education. They, however, desired to be more involved in volunteering, decision-making, individualised educational plan development and the discipline of their children. The study established a relationship between parents’ current involvement, the knowledge parents have of inclusive education and the benefits parents perceived of inclusive education. Among the recommendations was a need for a policy on parental involvement to guide practice. Results of the study will help inform the Ministry of Education Science and Sports in planning, as they will know how parents perceived inclusive education and how they were involved or expect to be involved.
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Atuahene, Francis. "A Policy Analysis of the Financing of Tertiary Education Institutions in Ghana: An Assessment of the Objectives and the Impact of the Ghana Education Trust Fund." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1160006095.
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Dare, Albert Lietulimo. "Educational reform as a development strategy : the experience of Ghana." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:8381.
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In 1957, when Ghana became independent, development was being identified with economic growth. Consequently, Ghana introduced educational innovations aimed at providing qualified personnel to facilitate economic growth and thus accelerate national development. But these measures proved ineffective. Therefore, in 1973, the country's educational priorities were reappraised. This provided the framework for an educational reform programme whose implementation commenced in September 1987. The purpose of this study was to explore the status of the 1987 reform programme in order to assess its prospects and potential for national development using, as indices of judgement, lessons from the educational experiences of Japan and Sweden and eleven developing countries (Brazil, Chile, China, Cuba, India, Malaysia, Nigeria, PNG, Tanzania, Zambia and Zimbabwe), and Ghana's own past experiences. Some data for the study were obtained by interviewing 141 stakeholders including teachers, headmasters, education officials, Teachers' Association officials, students and parents. Other data were derived from questionnaires administered to a sub-sample of 84 teachers from a national teacher sample; 40 other teachers and 540 students from 10 case-study schools, comprising six senior secondary and four junior secondary schools in the Brong-Ahafo Region. These data were supplemented by non-participant observation data collected from the case-study schools, official records and media reports. The results of the study suggest that although stakeholders accept the rationale of the reform programme, its prospects are fragile because both the culture of educational provision and the attitudes of stakeholders contradict the objectives of the reform. There are mismatches between curricular intentions and actual implementation and students are not receiving the necessary formation to enable them meet the demands of the dualistic economy. The curricular, pedagogic and administrative problems of the reform are similar to those observed in other developing countries and are attributable to a hasty implementation based on a top-down, bureaucratic and power-coercive approach. The study concludes that unless these contradictions and problems are rectified, the reform programme will have little impact. It proposes a model that could minimise the problems of implementation and facilitate future reform efforts.
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Agbemabiese, Padmore G. E. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1173366013.
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Bergman, Love, and Asabea Britton. "Nurse's experiences of leprosy related stigma in Ghana." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-3941.
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Background: Leprosy has long been associated with stigma and the disease causes a lot of suffering to those affected, not only physically but also emotionally and psychologically due to the effects of stigma. Aim: To describe the nurse’s experiences of leprosy related stigma in the Central Region of Ghana. Methods: A qualitative interview study with semi-structured interviews. Seven individual interviews were conducted four with nurses working at a hospital, specializing in leprosy care, at in the Central Region of Ghana. The data was analyzed using a content analysis based on Graneheim and Lundmans concept. Results: The nurses described an exclusion affecting leprosy patients because of their disease. Significant factors, such as lack of knowledge and social circumstances, could be linked to leprosy related stigma. Discussions: The result was discussed using Watson's theory of human, referring to eight of her ten carative factors. Three main subjects were identified and discussed related to the result. These were educational factors, social factors and stigmatization.
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Opoku-Fianko, Kwasi. "The growth and development of physical education and sports in Ghana /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513406916.
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Osei, Eric. "Managing Humanitarian Relief Organizations with Limited Resources in Ghana." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4013.
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During disaster operations in Ghana in 2015, as a result of flood and fire, there was evidence of poor coordination between the workers and victims of the NGO, as well as inappropriate use of funds, which consequently caused compounding problems for disaster victims especially the outbreak of diseases. Little, however, is known about what conditions precipitated these events that may have delayed humanitarian, non-governmental organizations' (NGOs) ability to engage in disaster relief to victims. Using Freeman's stakeholder theory as the foundation, the purpose of this case study of the 2015 fire/flood disaster in Ghana was to understand from the perspective NGOs what events and conditions may have contributed to lack of coordination and inefficient practices. Data were collected from 13 executive directors, employees, and volunteers of the NGO through personal interviews. Interview data were deductively coded and subjected to a thematic analysis procedure. Findings revealed that participants perceived that the NGO provided financial accountability to donors, but not to disaster victims, nor were victims involved in the NGO's operations. The study's findings have implications for how future researchers in related disasters may approach studies in disaster management by including the perspectives of both NGO and victims in humanitarian aid operations. Implications for social change include recommendations to NGO management to develop and engage in accountability practices to ensure financial accountability to all stakeholders as well as active involvement of the disaster victims.
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Atuahene, Francis. "A policy analysis of the financing of teriary education institutions in Ghana an assessment of the objectives and the impact of the Ghana Education Trust Fund /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1160006095.
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Fletcher, Jonathan Arko. "A study of the appraisal of mathematics teachers in Ghana." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020277/.
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Teacher appraisal may provide opportunities for teachers to improve the quality of their teaching, thereby increasing the quality of pupil learning. Literature on teacher appraisal in Ghana indicates that the appraisal system is designed to serve both formative and summative purposes. The ability of the appraisal system to provide opportunities for mathematics teachers to develop professionally is the subject of this study. The study aims to: a) identify the nature and purposes of Teacher Appraisal in Ghana (TAG); b) examine the validity of existing methods of TAG specifically by: i ... examining the potential of the appraisal system to help mathematics teachers improve their teaching of mathematics; 11 ... finding which variables are significantly related to Ghanaian secondary mathematics teachers' views of teacher appraisal in Ghana and its ability to help them improve their teaching of mathematics c) identify the implications of any changes in the existing teacher appraisal systems for Ghana's educational policies. 441 secondary mathematics teachers participated. 193 of these teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service officials (and 6 heads of secondary schools) who appraise mathematics teachers were sampled. Questionnaires and interviews were used to collect teachers' and appraisers' perceptions of the appraisal system. Additionally, some appraisers were observed while at work. The results of the study showed that many education officials in Ghana who appraise mathematics teachers, and who are required to 'help' mathematics teachers improve their work, have little or no training in secondary school mathematics teaching or its appraisal. Regarding mathematics teachers' perception of the appraisal system, highly significant negative correlations were found between their perceived professional support and rank and professional status at the senior secondary level; whereas relatively weak positive correlations were found between perceived support and last appraisal session and rank at the junior secondary level. Thus, the results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perceptions about the potential of the teacher appraisal system in Ghana to help them improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system to help them improve their work than their junior secondary counterparts. Putting the results at the junior secondary and senior secondary levels together, the study found professional status to be the single most important determinant of teachers' attitude to teacher appraisal in Ghana as a formative process. The above differences between junior secondary and senior secondary respondents thus reflected the differences in the two groups of teachers' academic and professional qualifications in mathematics. The findings of the study lead to the conclusion that the teacher appraisal system in Ghana cannot, in its present form, provide opportunities for mathematics teachers to develop professionally. The implications of the findings are discussed.
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Annan, Esi Sam. "SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.
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This study is a curriculum research project that focuses on teaching the traditional arts of Ghana and enduring artistic ideas to Ghanaian basic school students. It has been designed based on data from a survey conducted with experts in Ghana arts history and on the traditional arts of Ghana. The curriculum covers the major arts practiced by the traditional artists. It also recognizes some contemporary Ghanaian artists and their artworks.
This study offers insights into Ghanaian basic school art teachers’ philosophies and experience with their traditional arts. Through analysis of the findings, the major themes that emerged were changes in the assessment strategies of the national curriculum for Creative Art subject, the opportunities this new curriculum might bring to multicultural education, and the positive effect this curriculum has had on teachers’ understanding and designing of traditional art lessons.
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Hagemeier, Nicholas E. "Patient Communication and Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.
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Mahama, Katumi. "A good education? : the value of formal education in the lives of Muslim women in Ghana." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532171.
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The uptake of formal education has been comparatively low for Ghanaian Muslim women and girls since the inception of formal education in Ghana. Consequently, few Muslim women in Ghana occupy key administrative and political positions because they lack formal qualifications which are acquired through formal education. The Ghanaian Government is working towards the achievement of universal primary education and the promotion of gender equality by 2015 as a means to improving the situation of Ghanaian women. This research investigates Ghanaian Muslim women's experiences and perceptions of formal education and the links between their levels of education and their participation in paid employment and local and national decision-making. It applies multi-method approaches based on a framework of Islamic feminism and social justice. Fifty-four Muslim women selected from three districts of the Eastern Region of Ghana participated in the study. Data were collected through semIstructured individual and group interviews and from observations in the field. Findings from the study reveal that perceived poor quality and lack of relevance of formal education on offer, the effect of commitment to social networks, hegemonic structures, fear of cultural shifts resulting from colonial influence, and lack of female-friendly school environments constituted barriers to Muslim women's education. Other findings suggest that poverty, gender inequality, and unresponsive administrative, political and educational structures impact on Ghanaian Muslim (and other) women's educational opportunities. The implications of the findings are discussed in relation to structures and opportunities for education and participation in decision-making at local-government and national levels. The study argues for the importance of addressing these issues if Muslim female participation in formal education is to increase. This, in tum, may enhance women's capacity and willingness to take up key administrative and political responsibilities, improve Muslim women's status and promote social justice in Ghana.
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Petrie, Jennifer L. "Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1440065860.
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Ghanney, Robert Andrews. "A case study of parental involvement in basic education in rural Ghana." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67052/.
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This study explores parental involvement in basic education in two school communities in rural Ghana. There has been relatively little previous research on parental involvement in school governance in Ghana generally and in poorer rural areas in particular. In such contexts, the term ‘parent' often extends beyond the biological parent to wider family and community networks and in this research, parental involvement is understood as a construct and practice that is both contextually located and produced through the intersecting spheres of influence between school, family and community (Epstein, 1995, 2001). The study starts from an understanding that when it comes to parental involvement in rural Ghana, there is a continuum of involvement that begins with basic decisions such as whether to send a child to school or not. It also recognises the importance of relational matters and issues of equity (Baquedano-Lopez, Alexander and Hernandez, 2013). Developed as a small-scale qualitative case study, focus group discussions and individual interviews were used to explore the inter-relationships between parents, staff and communities. The decentralised system of education delivery in Ghana assumes an important role for school management committees and parent teacher associations and the focus group discussions therefore involved community participants who were members of school management committees or parent teacher associations as well as head teachers and teachers in each of the two rural case study schools. Additional data were collected from individual interviews with parents. A key finding of the study was that although the formal structures for parental engagement in school governance were in place, in practice many members of the school management committee were unable to contribute fully to school management. The specific barriers to parental involvement unearthed in the study included socioeconomic factors such as the cost of equipping children to attend school but also the loss of income to the family. The practice of corporal punishment was identified as a potential source of misunderstanding between parents and school authorities and as something that could discourage involvement. Tensions in school governance situations also arose from the use of the English language. The study concludes that policies designed to encourage parental involvement in school governance must reflect not only important contextual differences but also the dynamics between structures and participants.
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Diop, Ousmane. "Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.
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Wiggins, Trevor. "Issues for music and education in West Africa." Thesis, University of Plymouth, 1999. http://hdl.handle.net/10026.1/2802.
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My published output represents an ongoing engagement with the issues of studying, learning, understanding and transmitting music. More specifically, it has the music of Ghana in West Africa as its primary focus. This music is then considered from a number of points of view:- • as music, where the sonic events can be charted, documented and analysed • as 'ethnic' music where the function and meaning of this music for its culture can be considered • as a cultural artefact where the changing processes of transmission and preservation are observed • as pedagogical material where the nature of learning related to culture and the processes of translation by the teacher and the learner are examined. Music as object for documentation and discussion is a substantial part of Xylophone music from Ghana, the two articles in Composing the Music of Africa and the article in the British journal of Ethnomusicology as well as the COs, 'Bewaare - they are coming' Dagaare songs and dances from Nandom, Ghana and 'In the time of my fourth great-grandfather ... ' Western Sisaala music from Lambussie, Ghana. These same publications also consider the roles and function of the music within its culture. Music as a cultural artefact, its transmission and preservation, particularly in relation to formal education, is the focus of the two articles in the British journal of Music Education, the Music Teacher publication, the article in Cahiers de Musiques Traditionelles, and the ESEM conference paper. Pedagogical issues and materials form the basis for Music of West Africa, Kpatsa, and the symposium papers.
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Agbemabiese, Padmore Godwin Enyo. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173366013.
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Yiboe, Kofi Tsivanyo. "Enseignement/apprentissage du français au Ghana : écarts entre la culture d'enseignement et la culture d'apprentissage." Strasbourg, 2010. https://publication-theses.unistra.fr/public/theses_doctorat/2010/YIBOE_Kofi_Tsivanyo_2010.pdf.
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L’enseignement/apprentissage d’une langue étrangère en situation scolaire suppose l’intégration de multiples facteurs sociaux. Cette recherche s’intéresse aux stratégies communicatives en classe de français langue étrangère dans quelques lycées au Ghana. Nous avons filmé neuf séances (6 heures) dans trois lycées de la municipalité de Cape Coast. L’analyse des données est basée sur les différents comportements verbaux et non verbaux retenus au cours de la transcription des séances filmées. Ainsi, nous puisons dans des concepts de l’ethnographie, en nous enrichissant des outils anthropologiques, sociologiques, psychologiques, didactiques, interactionnistes, linguistiques, etc. Les résultats montrent que l’inférence en tant que technique d’enseignement joue plusieurs rôles et peut contribuer au développement des stratégies communicatives en classe de FLE. Cependant, l’approche dans les lycées ghanéens se heurte à une incompréhension entre la culture européenne et la culture de socialisation des élèves. Par ailleurs, l’alternance des langues en classe de français langue étrangère prend diverses formes contrôlées par les enseignants. En outre, la communication non-verbale se reflète également dans les échanges à fonction communicative complexe que les enseignants et les élèves jouent en classe. Enfin, l’analyse révèle l’importance de l’affectivité dans l’acquisition des langues étrangères à l’école même à l’âge de la fin de scolaritéThe teaching/learning of a foreign language in the school set up require the integration of multiple social factors. This research attempts to describe patterns of communication in French as a foreign language class in some senior high schools in Ghana. Lesson sessions are videotaped in three schools in the Cape Coast municipality. The results show that inference as a teaching technique plays several roles and may contribute to the development of communication strategies in foreign language classroom. However, the approach is hampered in Ghanaian schools by a misunderstanding between the European culture and the culture of socialization of the students. Moreover, code switching in French as a foreign language classroom takes many forms controlled by teachers. Different linguistic codes within the class are therefore limited to only metalinguistic discourse. In addition, nonverbal communication is also reflected in various complex communicative functions that teachers and students play in class. Finally, the analysis reveals the importance of emotion in the acquisition of foreign languages in Ghanaian secondary schools