Factors Affecting Education in the Builsa District of Northern Ghana

Autor/in	Amagnya, Moses A.
Titel	Factors Affecting Education in the Builsa District of Northern Ghana
Quelle	In: Africa Education Review, 17 (2020) 2, S.104-121 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amagnya, Moses A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1530571
Schlagwörter	Foreign Countries; Barriers; Access to Education; Educational Attitudes; Illiteracy; Poverty; Community Characteristics; Agricultural Occupations; Gender Differences; Child Labor; Educational Resources; Early Parenthood; Enrollment Rate; Dropout Rate; Parent Attitudes; Family Characteristics; Elementary Secondary Education; Postsecondary Education; Ghana + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Analphabetismus; Armut; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Geschlechterkonflikt; Child labour; Kinderarbeit; Bildungsmittel; Elternverhalten; Post-secondary education; Tertiäre Bildung
Abstract	Education is important for the successful development and growth of individuals and societies, yet some factors adversely affect its provision. This article reports on a study that explored the factors that adversely affect education in the Builsa District located in the Upper East Region (UER) of Northern Ghana, by examining the attitudes and concerns of the people in Chuchuliga regarding education. Surveys were administered to students, parents/guardians and head teachers, and interviews and focus group discussions were held with opinion leaders and school dropouts, respectively. A striking finding was that the Tono Irrigation Dam located at Navrongo and farming, which is the predominant economic activity, negatively affect education in the community. Further findings were that the late introduction of education in Northern Ghana and traditional beliefs about education, as well as other long-established factors are responsible for high illiteracy and school-dropout rates. Recommendations to improve the quality of education in the district and country are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01