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
Abstract
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.
Keywords
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
Reference
[1]
Ampadu, F. O., & Mohammed, R. (2004). Trends in education and school management. Accra: Edo Printing Press
[2]
Anamuah-Mensah, J. (2004). Meeting the challenges of education in the twenty-first century. Accra: MOE
[3]
Antwi, K. M. (1992). Education society and development in Ghana. Accra: Unimax Publishers Limited.
[4]
Asiedu-Akrofi, K. (1978). School organization in modern Africa. Accra: Ghana Publishing Corporation
[5]
Borg, W. R. (1963). Educational research: An introduction. London: Longman
[6]
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed.). New York: Routledge Falmer
[7]
Coombs, P. H. (1985). The world educational crises: A system analysis.London: Oxford University Press
[8]
Dzobo, N. K. (1972). The new content and structure of education for Ghana. Accra: Ghana Publishing Corporation
[9]
Forojalla, S. B. (1993). Educational planning for development. London: The McMillan Press Ltd.
[10]
Foster, P. (1965). The vocational school fallacy in development planning. (p.16).Chicago: Aldine Publishing Company
[11]
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (2nd ed.). New York: McGraw Hall Inc.to the declaration of independence. London: Frank Cass & Co Ltd Ghana Education Service (2007). Head teachers’ handbook. Accra: Ministry of Education
[12]
Government of Ghana (1951). Accelerated development plan for education. Accra: Ministry of Education and Social Welfare
[13]
Government of Ghana (1961). The education act, 1961. Accra: Ministry of Education and Social Welfare
[14]
Government of Ghana (1992) Article 39(2). Accra: Author
[15]
Government of Ghana (1994). Policy on basic education. Accra: Ministry of Education
[16]
Government of Ghana (2002). Meeting the challenges of education in the twenty first century. Accra: Ministry of Education, Youth and Sports
[17]
GNAT (1996). Special update on FCUBE Programme. Accra: Ministry of Education
[18]
GNAT (2009). The Teacher: A newsletter of Ghana National Association of Teachers, 14(1), p.8.
[19]
Gyedu, F. (2007). Factors which militate against the implementation of free compulsory universal basic education. Unpublished project work, University of Cape Coast.
[20]
Hill, J. E., & Kerber, A. (1967). Models, methods and analytical procedures in educational research. Detroit: Wayne State University Press.
[21]
Kerr, D. H. (1976). Educational policy: Analysis, structure and justification. New York: David Mckay Company Inc
[22]
McWilliam, H. O. A., & Kwamena-Poh, M. A. (1975). The development of education in Ghana. London: Longman Group Ltd
[23]
Mouly, G. J. (1978). Educational research: The art and science of investigation. Boston: Allyn & Bacon
[24]
Quist, H. O. & Apusigah, A. A. (2003). Thecatholic church and education in the Frafra area of Northern Ghana, 1969-1981: A concise history. Cape Coast: Catholic Mission Press
[25]
Russel, B. (1965). A history of western philosophy. Great Britain: Cox and Wyman Ltd.
Browse journals by subject