Science Journal of Education

| Peer-Reviewed |

Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies

Received: 04 November 2014    Accepted: 18 November 2014    Published: 29 November 2014
Views:       Downloads:

Share This Article

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.

DOI 10.11648/j.sjedu.20140206.11
Published in Science Journal of Education (Volume 2, Issue 6, December 2014)
Page(s) 170-179
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Policy, Reforms, Educational, Implementation, Assessment

References
[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.
Author Information
  • Examinations Department, Accra Polytechnic, Accra, Ghana

Cite This Article
  • APA Style

    Gyedu Francis. (2014). Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies. Science Journal of Education, 2(6), 170-179. https://doi.org/10.11648/j.sjedu.20140206.11

    Copy | Download

    ACS Style

    Gyedu Francis. Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies. Sci. J. Educ. 2014, 2(6), 170-179. doi: 10.11648/j.sjedu.20140206.11

    Copy | Download

    AMA Style

    Gyedu Francis. Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies. Sci J Educ. 2014;2(6):170-179. doi: 10.11648/j.sjedu.20140206.11

    Copy | Download

  • @article{10.11648/j.sjedu.20140206.11,
      author = {Gyedu Francis},
      title = {Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies},
      journal = {Science Journal of Education},
      volume = {2},
      number = {6},
      pages = {170-179},
      doi = {10.11648/j.sjedu.20140206.11},
      url = {https://doi.org/10.11648/j.sjedu.20140206.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20140206.11},
      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.},
     year = {2014}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Stakeholders’ Assessment of Ghana’s Post Independence Educational Policies
    AU  - Gyedu Francis
    Y1  - 2014/11/29
    PY  - 2014
    N1  - https://doi.org/10.11648/j.sjedu.20140206.11
    DO  - 10.11648/j.sjedu.20140206.11
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 170
    EP  - 179
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20140206.11
    AB  - 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.
    VL  - 2
    IS  - 6
    ER  - 

    Copy | Download

  • Sections