Convoluted Path, Invisible Force and Girls’ Education in Ghana
Education Journal
Volume 3, Issue 3, May 2014, Pages: 159-169
Received: Apr. 12, 2014; Accepted: May 4, 2014; Published: May 20, 2014
Views 2731      Downloads 102
Emmanuel Wedam, Department of Development Studies, University for Development Studies, Wa, Ghana
Irene Akobour Debrah, Faculty of Education, University for Development Studies, Wa, Ghana
Joseph Yaw Dwamena Quansah, Faculty of Education, University for Development Studies, Wa, Ghana
Article Tools
Follow on us
The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.
Formal Education, Girls, School, Parents and Guardians, Educational Status
To cite this article
Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah, Convoluted Path, Invisible Force and Girls’ Education in Ghana, Education Journal. Vol. 3, No. 3, 2014, pp. 159-169. doi: 10.11648/
Aamir, L., (2014). Alarming Situation of Education in Pakistan. Press International Reports Education 1/UNESCO - Education for All - Knowledge sharing - Grassroots stories - Pakistan.htm.
Annan, K. A., (2000). We, the peoples of United Nations in the 21st Century. United Nations, New York.
Bowling, A., (2002). Research methods in health. Buckingham, UK and Philadelphia, PA: Open University Press.
Cohn, E., & Geske, T., (1990). The economics of education, third edition. New York: Pergamon Press. (ISBN: 0-324-24387-1).
FCUBE Report, (1996). Basic Education Sector Improvement Programme. Policy Document, Ministry of Education Ghana.
Forum of African Women Educationist, (1999). Acceleration the education of girls and women in sub-Saharan Africa. 7 (2) pp. 5-7.
Ghana Statistical Service, (2010). 2010 population and housing census; Northern Region: Analysis of district data and implications for planning. Accra: Ghana Statistical Service.
Ghana Statistical Service, (2013). 2010 Population & Housing Census Report. The Elderly in Ghana. Accra: GSS.
Girls Education Unit, (2001). Approaches for Advancing Girls‟ Education in Ghana, Accra: Ghana. Education Service.
GLSS, (2008).Ghana Living Standards Survey Report of the Fifth Round (GLSS 5). Ghana Statistical Service. Accra.
GNA, (2010). Poverty Levels in Ghana Reducing - Living Standard Survey Reveals General. Ghanaweb. News of Tuesday, 9 February 2011.
ILO, (2003). Decent Work Pilot Programme Country Briefs, International Labor Organiza-tion.
Kane, E. W., (1995). Education and Beliefs about Gender Inequality. Social Problems, 74-90. Uni-versity of California Press.
Mack, N., Woodsong, C., Macqueen, KM., Guest, G., &Namey, E., (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Research Triangle Park, NC: Family Health Inter-national.
McWilliamH, O.A., & Kwamena-Poh, M.A. (1975).The Development of Education in Ghana. London: Longman.
Ojewska, N., (2012). Ghana: The Street Has Its Own Rules. Think Africa Press
Opoku, J. Y., (2006). Tutorials in Inferential Social Statistics. Ghana Universities Press. ISBN9964-3-0350-5.
Rodbari, R. J., Jamshidi, A.L.C.L., Nascimento, L... (2014), Prostitution as a Political Social Human Behavior, and Educational Inequalities in Society. Education Journal. Vol. 3, No. 2, pp. 95-100. doi: 10.11648/
Silverman, D., (2006). Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction. London: Sage Publications Ltd.
SNV (2006).Girls' Participation in Education Findings from a Multi-Stakeholder context Analysis in Northern Ghana. SNV Ghana, Northern Portfolio, Tamale
Stake, RE., (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage Publications Inc.Statistics.
Target Study, (2014). Education of the Girl Child. http: //F:/Education 1/Education of the Girl Child.htm.
Tsiboe, I.A., (2004). A Look at Urban Waste Disposal Problem in Accra. Roskildem University. Unpublished.
UNESCO, (2012). Adult and Youth Literacy. UIS Fact SheetUNESCO Institute for Statistics (UIS).
UNICEF, (2004). The State of the World’s Children 2004 UNICEF, UNICEF House, 3 UN Plaza, New York NY 10017, USA ISBN 92- 806-3784-5.
UNICEF, (2011). Boys and Girls in the Life Cycle. Sex-Disaggregated Data on a Selection of Well-Being Indicators, From Early Childhood to Young Adulthood. United Nations Children’s Fund Division of Policy and Practice 3 UN Plaza New York, NY 10017, USA.
United Nations, (2013). The Millennium Development Goals Report. United Nations, New York, ISBN 978-92-1-101284-2.
World Bank, (1996). The relevance of standard estimates of rates of return to “schooling” for education policy: A critical assessment. Journal of Development economics, 51(2), 267-290.
Yin, R. K., (1994). Case Study Research Design and Methods: Applied Social Research and Methods Series. Second edn. Thousand Oaks, CA: Sage Publications Inc.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186