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Dissertations / Theses on the topic 'Education in Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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 Kolonialherrsch
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4

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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5

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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6

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, t
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7

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,
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8

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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9

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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10

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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11

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 Ghan
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12

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 pol
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13

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 e
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14

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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<p> 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&rsquo;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 me
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15

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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16

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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17

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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18

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 Edu
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19

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 Da
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20

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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21

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 ai
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22

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 assoc
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23

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 sch
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24

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
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25

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.<br>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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26

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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27

Okugawa, Yukiko. "International assistance to educational development : a case study of the basic education section in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2516/.

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Since the advent of international assistance, the aid paradigm has changed continually and the choice of mechanisms for providing assistance has evolved in order to try and pursue better approaches. Along with the traditional project approach, the sector-wide approach involving budgetary support has emerged as a new aid modality since the mid-1990s. While many donors – e.g. the UK Department for International Development (DFID), the World Bank and the European Union (EU) – have embraced the new modality, some donors have kept their distance from this trend, relying mostly on project assistance
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28

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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29

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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30

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
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31

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 qua
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32

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 lear
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33

Brion, Corinne. "Low-Fee Private Schools in West Africa| Case Studies From Burkina Faso and Ghana." Thesis, University of San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260352.

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<p> Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. </p><p> Currently, there is a limited body of research examining the fact
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34

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 prospec
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35

Ani-Asamoah, Marbuah Dina. "Influence of Parental Income and Educational Attainment on Children’s Years of Schooling : Case of Ghana." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-321395.

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It has been widely acknowledged that high socioeconomic status provides better living conditions and vice versa. This study examines the impact of parents’ income and educational attainment on their children’s years of schooling in Ghana by utilizing the Ghana Living Standards Survey 2012/2013 which provides detailed information on respondents at the household level. Pearson correlation analysis showed a positive association between parental income, father’s and mother’s educational attainment with the child’s years of schooling. The positive correlation was further confirmed through multiple
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36

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 Lu
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37

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
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38

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 f
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39

Karikari-Ababio, Matthew. "A case study of the development of science, technology and innovation policy at the higher education level in Ghana." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46988/.

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It has been nearly fifty-four years since Ghana nursed the dream of rapid social and economic development through science, technology and innovation. Ghana is yet to experience technological transformation to the level of other countries with which she was at par at the time of her independence. Gaps in understanding still remain in the Ghanaian experience in the development of Science, Technology and Innovation (STI) policy. As such, a radical reform of the systems to help in the restructuring and transforming the economy is still lacking. In 2010 the government of Ghana developed an STI poli
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40

Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.

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41

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,
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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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43

Mensa-Bonsu, Queenstar. "A Mixed Method Meta-Evaluation of a Usaid Project in Sub-Saharan Afirca: Case of Ghana." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624583321481425.

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44

Mensa-Bonsu, Queenstar. "A Mixed Method Meta-Evaluation of a Usaid Project in Sub-Saharan Africa: Case of Ghana." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624583321481425.

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45

Arkorful, Kingsley K. D. "Complementary Education Programme and the opportunity to learn in the Northern Region of Ghana." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45242/.

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This study seeks to critically investigate the contribution of the School for Life (SfL) model of complementary education programme (CEP) in providing access to quality basic education in the Northern Region of Ghana. In so doing, it aims to examine the linkage between the SfL curriculum and pedagogy, and that of the Ghanaian lower primary school. This will enable a better understanding of the knowledge and skills that CEP graduates attain to enable them to integrate into formal education. The study is set against the background of the call for a replication of the SfL model as a mechanism for
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46

Adjabeng, Stanley Kafui Kofi. "The Status and Challenges of Online Distance Education Programs in Post-Secondary Institutions in Ghana." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984234/.

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The purpose of this study was to identify the status and challenges of online distance education programs in post-secondary institutions in Ghana. This study was a replication of a similar study conducted in Kenya in 2009, at the University of Nairobi and Kenyatta University. This present study was conducted with an online survey using Google survey assessment. The survey requested responses from six post-secondary institutions in Ghana. Out of a total of 450 projected student responses, 309 responses were received with a 69% participation rate. A total of 14 responses were received for instr
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47

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 ... examin
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48

Larbi, Edward. "Causes of Student Underachievement in Northside New Era Secondary School in Ghana." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/308.

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This study focused on the causes of student underachievement in a selected high school in Ghana. The anonymous name chosen for the school was Northside New Era Secondary School. The participants in the study were administrators, teachers, and students. They were selected from the same school where the researcher conducted the study. The school was located in the Northern Region of Ghana. It had proven records of underachievement compared to other schools in the country according to the Ministry of Education's recent statistical report on education. The criterion for measurement was based on th
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49

Koramoah, Christian. "Financing secondary education in Ghana : managing subsidies to promote equitable access and participation." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60122/.

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Educational subsidies are becoming important mechanisms in promoting access to education among many countries. In Ghana, subsidy for Secondary Education is available to all students irrespective of their income backgrounds with the government granting only partial subsidies. Despite the strong political commitment to redress historical inequities in educational funding mechanisms, policy actions in relation to Secondary Education Financing in Ghana appear to fall short of achieving the desirable goals when viewed through a vertical equity philosophical perspective. It was against this backgrou
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50

Rossman, Breanna Faye. "Entrepreneurial Tech-Ed. : using technology to fuel income generation education in rural Ghana/." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/87149.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2014.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Page 133 blank. Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 129-132).<br>This thesis investigates how decentralization of development occurs through merging small-scale technology hubs into the rural West African fabric by integrating with the secondary school system. This model redefines the stru
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