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The Politics of Educational Reform in GhanaThe Politics of Educational Policy Change

The Politics of Educational Reform in Ghana: The Politics of Educational Policy Change [The emergence in the early 1980s of the new institutional approaches in the study of institutional development and change and how they influence social and political outcomes have offered social scientists new perspectives in accounting for structural stability in institutional patterns. The new institutional theoretical paradigm offers analytic leverage in accounting for institutional stability and change. Educational policy in Ghana, with significant implication for institutional patterns, has undergone significant change since independence; such changes often geared towards making education more relevant to creative problem-solving in both local and international contexts. Also often of temporal significance is the concurrence of these changes with political regime change, a development consistent with the postulates of partisan theory. However, in spite of these policy changes, fundamental weakness such as dysfunctional outcomes in training regimes remain. A review of the current school system reveals a persistence of academic bias in secondary education, relegating technical and vocational education and training to the background. The current chapter thus sets the tone for a rigorous explication of educational policy change and institutional durability at the secondary/technical/vocational level of the education system in Ghana. This is achieved through the application of a historical institutionalism approach of path dependence augmented by the partisan thesis.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Politics of Educational Reform in GhanaThe Politics of Educational Policy Change

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References (44)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing AG, part of Springer Nature 2018
ISBN
978-3-319-93760-1
Pages
1 –32
DOI
10.1007/978-3-319-93761-8_1
Publisher site
See Chapter on Publisher Site

Abstract

[The emergence in the early 1980s of the new institutional approaches in the study of institutional development and change and how they influence social and political outcomes have offered social scientists new perspectives in accounting for structural stability in institutional patterns. The new institutional theoretical paradigm offers analytic leverage in accounting for institutional stability and change. Educational policy in Ghana, with significant implication for institutional patterns, has undergone significant change since independence; such changes often geared towards making education more relevant to creative problem-solving in both local and international contexts. Also often of temporal significance is the concurrence of these changes with political regime change, a development consistent with the postulates of partisan theory. However, in spite of these policy changes, fundamental weakness such as dysfunctional outcomes in training regimes remain. A review of the current school system reveals a persistence of academic bias in secondary education, relegating technical and vocational education and training to the background. The current chapter thus sets the tone for a rigorous explication of educational policy change and institutional durability at the secondary/technical/vocational level of the education system in Ghana. This is achieved through the application of a historical institutionalism approach of path dependence augmented by the partisan thesis.]

Published: Jul 10, 2018

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