50 Years of Educational Progress and Challenge in Ghana. Research Monograph No. 33

Autor/in	Akyeampong, Kwame
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	50 Years of Educational Progress and Challenge in Ghana. Research Monograph No. 33
Quelle	(2010), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-901881-43-0
Schlagwörter	Foreign Countries; Developing Nations; Educational Change; Educational Development; Educational Finance; Investment; Graduation Rate; Educational Quality; Equal Education; Access to Education; Disadvantaged Youth; Adult Education; Vocational Education; Job Skills; Labor Force; Readiness; School Readiness; Higher Education; Elementary Secondary Education; Ghana + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Bildungsentwicklung; Bildungsfonds; Investments; Geldanlage; Investiton; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Produktive Fertigkeit; Labour force; Arbeitskraft; Erwerbsbevölkerung; Readiness for school; School ability; Schulreife; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In 2007 Ghana celebrated 50 years of independence from British colonial rule. The golden jubilee offered an opportunity to take stock of how the country had progressed in expanding education and the challenges for the future. This paper offers a critique of the journey, highlighting the challenges and progress. What reforms in education has taught Ghana is that it is much easier to fix the "hardware" than the "software" problems of education. With huge investments from internal and external sources structural and infrastructural problems of education can be fixed. With expanded facilities access can improve. However, completion rates remain the problem, especially at junior and senior secondary where low completion rates deprive the country of much needed educated youth prepared for work and for further education and training. TVET development plans faces the challenge of ensuring that sustainable capital and recurrent investment is available to improve infrastructural facilities and thereby improve the quality of products. Fifty years after independence, although Ghana has made good progress in expanding education provision, it is still faced with the problem of securing an education system that delivers on quality and provides equitable access for all, especially the poor and disadvantaged. Until and unless significant gains are made here, the goal of producing a workforce with the knowledge and skills for development would be hard to achieve. This is the task for the next fifty years. (Contains 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10