The Politics Of Educational Reform In Ghana Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of The Politics Of Educational Reform In Ghana book. This book definitely worth reading, it is an incredibly well-written.
The Politics of Educational Reform in Ghana by Maxwell A. Aziabah Pdf
This book comprises six main chapters and addresses the core research question: How can the endurance of academic bias in Ghana’s secondary education system be explained in the context of educational reform versus change of government concurrence? Six sub-questions have subsequently been derived from the core research question, enabling a comprehensive and rigorous treatment of the subject matter of investigation. The manuscript adopts an historical institutionalism approach, combining path dependency with partisan theory in explicating structural persistence in the secondary school system in Ghana. A case study methodological design procedure has been employed in the investigation of three episodes of educational reform, anchored on qualitative content analysis as the main data reduction mechanism.
The Politics of Education in Developing Countries by Samuel Hickey,Naomi Hossain Pdf
This book focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries. It deploys a new conceptual framework to show how the type of political settlement shaptes the level of elite commitment and state capacity to improving learning outcomes.
Education in Post-colonial Ghana by G. M. Osei Pdf
The prospect of redistributing power from central government offices to local actors and organisations has repeatedly tantalised academics, politicians and policy makers promulgating decentralisation measures in hopes that such action would cure the social and economic ills faced by their policies. Education planners in Accra regarded decentralisation as an important strategy for raising the quality and status of Ghanian education. The Ministry of Education (MOE) was depending on the local content curriculum (LCC) to achieve many things. As MOE officials observed, however, the success or failure of the reform essentially depended on the actions of classroom teachers. Even if plans for the reform were carefully designed and communicated by experts in Accra, goals for the reform would not be met unless teachers implemented the reform as envisioned by its authors. When the Ghanian government enacted the LCC reform it was depending on classroom teachers to take a leading role in the process of educational decentralisation. The one goal that all members of the system appeared to have most thoroughly absorbed was the notion that as a result of the changes outlined in LCC policy documents, the curriculum in Ghanian schools should more closely mesh with local conditions. St. Aquinas junior high school, a private Catholic institution was the only school I visited where teachers were willing to question and modify policies created in Accra. Rather than obediently follow instructions from Accra, St. Aquinas employees reshaped MOE policies to meet their own educational philosophies and objectives. My research indicates that the MOE has not yet commenced to rebuild the culture of education to fit the new vision of teaching and learning it is promoting. Instead, it is attempting to append the LCC reform to an existing core, with only minor modifications.
Author : George Jerry Sefa Dei Publisher : Africa World Press Page : 334 pages File Size : 50,6 Mb Release : 2004 Category : Community and school ISBN : 1592210031
Schooling and Education in Africa by George Jerry Sefa Dei Pdf
Using the Ghanian schooling experience as a case study, this book explores how research can contribute to the development of a body of knowledge for educational change in Africa. Education in Africa is often said to be in a crisis' caused in part by the colonial legacy, but also due to inappropriate and uncontextualised current educational policies in relation to local human conditions and African realities. This book offers a critical analysis of current educational reform strategies and the actual practice of reform in an African context.'
Primary Mathematics Pedagogy at the Intersection of Education Reform, Policy, and Culture by Sarah Murray,Princess Allotey Pdf
This volume provides an in-depth, comparative examination of how primary mathematics education is influenced by national education reform, policy, local resources, and culture in three different countries. By drawing on first-hand observations and interviews, as well as analysis of policy documents and learning resources, the book considers the viability of transferring best practices in primary mathematics education across global contexts. Three diverse countries – Ghana, the US, and Singapore – are explored. Similarities and differences are highlighted, and the influence of national and regional initiatives related to pedagogical strategies, teacher education, and cultural expectations are considered, to offer an insightful examination of how best practices might be shared across borders. This book will benefit researchers, academics, and postgraduate scholars with an interest in international and comparative education, mathematics, and educational policy. Those with a specialization in primary mathematics education, including pedagogy and teacher preparation, will also benefit from this book.
International Education Systems and Contemporary Education Reforms by Adel T. Al-Bataineh,Mohamed A. Nur-Awaleh Pdf
Al-Bataineh and Nur-Awaleh's (both education, Illinois State U.,) text is designed for undergraduate and graduate students who want to improve their understanding of educational systems, formal school institutions, and educational reform worldwide. The text compares and analyzes systems and reforms in both developed and developing countries in several Islamic, Latin American, and African countries, and covers a number of themes, including the current systems, contemporary reforms, the historical development of educational policy and schooling, the role of national and international agencies in education, and post-public education in the developing world. Also suitable as a reference for researchers, educators, governmental and educational agencies, and university international studies programs. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
Drawing on Foucault's analysis of disciplinary power and Gramsci's theories on hegemony, Laura J. Dull argues in this insightful volume that Ghanian teachers' diverse roles-as moral disciplinarians, ambivalent partners with global donors and lenders, romantic racialists of Africans-illustrate the ways in which educators deploy history and nationalism as strategies of power in support of, but also in opposition to, dominant systems. On the one hand, by enforcing strict morality, 'modern' attitudes and hard work in schools, teachers appear to consent to the hegemonic terms for development that their leaders have adopted: neo-liberal economics and liberal democracy, Christian morals and work ethics, and scientific rationalism. In the discourse of the World Bank and United States Agency for International Development, teachers become their 'partners' when they teach children to avoid acts of national 'indiscipline, ' as Ghanians would say, such as ethnic prejudice or corruption. On the other hand, however, teachers warn children to be skeptical of immoral and deceptive 'white men' who underdeveloped Africa and continue to undermine Ghana's autonomy. Discipline therefore becomes necessary and important because it provides the means by which the country will finally achieve de-colonialization and independence
External Influences and the Educational Landscape by Alexander Krauss Pdf
While the analysis is not the first to investigate empirically the effects of different individual or household factors on school access and completion of Ghanaians, it extends previous work by simultaneously incorporating individual, household, community, regional and national characteristics and also illustrates the latest evidence by applying international data sources and unusually detailed household survey data for a sub-Saharan country. Its focus is threefold: (i) gaining a richer understanding of which external influences hinder educational access and attainment in Ghana, (ii) how to better tackle these challenges and (iii) analyzing how educational development affects the country‘s overall development. An interview with the Minister of Education helps guide the policy orientation of the analysis by identifying several critical challenges and areas of needed policy attention. Findings from the data analysis indicate that the geographic divide between the North and South, increased economic growth, demographic pressure and a number of individual, household and community factors especially children‘s nutritional and labour status are the most important challenges in increasing levels of education among Ghanaians in years to come. Finally, the analysis pilots a new and comprehensive results- and capacity-focused policy matrix to help the Government of Ghana realign policy priorities and reform existing programs. To this end, respective policy levers on the demand- and supply-side are discussed, with particular reference to external and demand-side interventions which have not received the necessary attention at the policy-level to improve educational opportunities and outcomes at all levels.
Reforming Education and Challenging Inequalities in Southern Contexts by Pauline Rose,Madeleine Arnot,Roger Jeffery,Nidhi Singal Pdf
This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development. The Foreword, Chapters 1, 6, 7, and 12 of this book are freely available as downloadable Open Access PDFs at https://www.taylorfrancis.com/books/e/9780429293467 under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Foreword, Chapters 1, 6, and 12) and a Creative Commons Attribution 4.0 license (Chapter 7).
Politics and Governance of Basic Education by Brian Levy,Robert Cameron,Ursula Hoadley,Vinothan Naidoo Pdf
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. All over the world, economic inclusion has risen to the top of the development discourse. A well-performing education system is central to achieving inclusive development - but the challenge of improving educational outcomes has proven to be unexpectedly difficult. Access to education has increased, but quality remains low, with weaknesses in governance comprising an important part of the explanation. The Politics and Governance of Basic Education explores the balance between hierarchical and horizontal institutional arrangements for the public provision of basic education. Using the vivid example of South Africa, a country that had ambitious goals at the outset of its transition from apartheid to democracy, it explores how the interaction of politics and institutions affects educational outcomes. By examining lessons learned from how South Africa failed to achieve many of its goals, it constructs an innovative alternative strategy for making process, combining practical steps to achieve incremental gains to re-orient the system towards learning.
Critical Perspectives in Politics and Socio-Economic Development in Ghana by Wisdom J. Tettey,Korbla P. Puplampu,Bruce J. Berman Pdf
This volume provides a comprehensive and integrated analysis of contemporary Ghanaian politics and economy and their relationship to culture. It combines rich, recent, empirical material with sophisticated theoretical analyses, bringing fresh and unique interdisciplinary perspectives to bear on the issues examined.
Curriculum and Teaching Dialogue by Chara Haeussler Bohan,John L. Pecore,Franklin S. Allaire Pdf
Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website and can be found on the Journal tab at http://aatchome.org/about-ctd-journal/.
The Global Politics of Educational Borrowing and Lending by Gita Steiner-Khamsi Pdf
The globalization of educational policy has become a popular, if not ubiquitous, phenomenon among educational policymakers across the world. It has led many observers to conclude that educational systems in different parts of the world are converging towards one international (neo-liberal) model of school reform. This practice of borrowing and lending school reforms requires a serious examination of the politics and the economics of transnational educational transfer. In this volume, Steiner-Khamsi and her colleagues provide an in-depth empirical and critical examination of the practice of global educational policy. Contributors question the value of importing and exporting educational policies, analyze who benefits from these arrangements, and test the effectiveness of adapting one country's policies in other (often quite culturally distinct) countries. The book investigates how global policies have been implemented locally, and examines the extent to which they work in diverse locales. teiner-Khamsi and her colleagues also examine the role and practices of non-governmental organizations (NGOs), multilateral organizations, and the World Bank in fostering how educational policies are disseminated and adapted across national and cultural boundaries.
