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The Politics of Educational Reform in GhanaEducational Reforms in Ghana

The Politics of Educational Reform in Ghana: Educational Reforms in Ghana [Formal education and changes to same predate the current nation-state Ghana. To eliminate the problem of infinite regress and to establish a critical juncture, the discussion is limited to the period after independence. Application of historical institutionalism reveals evidence of structural and gradual changes in Ghana’s school system – i.e. reforms and reviews – to educational policy under different governmental set-ups of democratic and military regimes. While reform refers to structural transformation of an education system with far-reaching consequences, a review in contrast is generally considered to involve less fundamental changes. By applying the concepts of reform and review, three main reform episodes have been identified, the 1951 Accelerated Development Plan for Education/the 1961 Education Act (Act 87), the 1987 Educational Reform and the 2007 Education Reforms/Education Act 2008 (Act 778), and several other reviews of the education system. The cumulative effect of these changes has been the creation of a hierarchically ordered and socially selective secondary school system with a disproportionate patronage of academic secondary schools to the neglect of technical and vocational education and training (TVET).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Politics of Educational Reform in GhanaEducational Reforms in Ghana

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References (6)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing AG, part of Springer Nature 2018
ISBN
978-3-319-93760-1
Pages
43 –51
DOI
10.1007/978-3-319-93761-8_3
Publisher site
See Chapter on Publisher Site

Abstract

[Formal education and changes to same predate the current nation-state Ghana. To eliminate the problem of infinite regress and to establish a critical juncture, the discussion is limited to the period after independence. Application of historical institutionalism reveals evidence of structural and gradual changes in Ghana’s school system – i.e. reforms and reviews – to educational policy under different governmental set-ups of democratic and military regimes. While reform refers to structural transformation of an education system with far-reaching consequences, a review in contrast is generally considered to involve less fundamental changes. By applying the concepts of reform and review, three main reform episodes have been identified, the 1951 Accelerated Development Plan for Education/the 1961 Education Act (Act 87), the 1987 Educational Reform and the 2007 Education Reforms/Education Act 2008 (Act 778), and several other reviews of the education system. The cumulative effect of these changes has been the creation of a hierarchically ordered and socially selective secondary school system with a disproportionate patronage of academic secondary schools to the neglect of technical and vocational education and training (TVET).]

Published: Jul 10, 2018

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