Volume 2, Issue 6, December 2014, Page: 170-179
Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies
Gyedu Francis, Examinations Department, Accra Polytechnic, Accra, Ghana
Received: Nov. 4, 2014;       Accepted: Nov. 18, 2014;       Published: Nov. 29, 2014
DOI: 10.11648/j.sjedu.20140206.11      View  2535      Downloads  237
The study sought to assess three major post-independence educational policies of Ghana from a historical perspective. These three policies are the Education Act of 1961, the Education Reform of 1987 and the Education Reform of 2007. The study was located within the qualitative historical comparative design and involved 10 people who were selected through purposive sampling. Data were collected through interviews and documentary analysis. The findings of the study concluded that the educational policies under study came at periods when they were most needed. They were able to achieve to a large extent the dictates of their respective missions. Nevertheless, there were minor difficulties that adversely affected the achievement of some areas of their respective mandates. The study recommended that educational provision and regulation should be directed by national philosophy and not political philosophy. Plans concerning education should be the responsibility of all the stakeholders and politicians in the country, subject to review within a period agreed upon by all the stakeholders.
Policy, Reforms, Educational, Implementation, Assessment
To cite this article
Gyedu Francis, Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies, Science Journal of Education. Vol. 2, No. 6, 2014, pp. 170-179. doi: 10.11648/j.sjedu.20140206.11
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