Author: R. Bagulo BeningPublisher:
ISBN:
Category : Education
Languages : en
Pages : 312
Book Description
A History of Education in Northern Ghana, 1907-1976
Author: R. Bagulo BeningPublisher:
ISBN:
Category : Education
Languages : en
Pages : 312
Book Description
Primary Education in Northern Ghana
Author: Education for All and Multigrade Teaching
Author: Angela W. LittlePublisher: Springer Science & Business Media
ISBN: 9781402066474
Category : Education
Languages : en
Pages : 386
Book Description
This book, based on original research, explores the challenges and opportunities in multigrade teaching in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos Islands, and Vietnam. It raises awareness among policymakers and practitioners in education of the realities of multigrade classes. Moreover, the book explores the implications for teachers, teacher educators, curriculum developers, and educational planners.
Complementary Education and Access to Primary Schooling in Northern Ghana
Author: Consortium for Research on Educational Access, Transitions & EquityPublisher:
ISBN:
Category : Basic education
Languages : en
Pages : 4
Book Description
The History of Education in Northern Ghana
Author: R. Bagulo BeningPublisher:
ISBN: 9789988214371
Category : Education
Languages : en
Pages : 580
Book Description
Education in Ghana
Author: Betty Grace Stein GeorgePublisher:
ISBN:
Category : Education
Languages : en
Pages : 302
Book Description
Education for Development (a Case Study of Northern Ghana)
Author: Joe K. AnserePublisher:
ISBN:
Category : Agriculture
Languages : en
Pages : 164
Book Description
History of Education in Northern Ghana, 1907-76
Author: R. Bagulo BeningPublisher:
ISBN: 9789964301255
Category :
Languages : en
Pages : 284
Book Description
Basic Education Beyond the Millennium Development Goals in Ghana
Author: Peter DarvasPublisher: World Bank Publications
ISBN: 1464800987
Category : Business & Economics
Languages : en
Pages : 186
Book Description
Ghana is on a strong trajectory toward solidifying its middle income status. Today, more children than at any time in the history of Ghana have access to basic and secondary education. Over the past decade, incidence of extreme poverty has been cut in half amid strong economic growth. Ghana's recent achievements point to the possibility of more fully realizing the human potential of all individuals and of the country. Basic Education beyond the Millennium Development Goals in Ghana argues that realizing this potential requires a redoubling of efforts to reach the poorest half of Ghanaian children with quality basic education. At present, system-wide disparities in education service delivery and highly inequitable allocation of resources has led to unfair educational outcomes. These disparities create a "missing middle" in terms of learning outcomes: although a small number of children perform well on numeracy and literacy assessments, more than 60% of 6th graders do not attain profi ciency levels. Several recent initiatives point to the possibility of accelerating Ghana's progress toward quality basic education for all: they improve equitable resource allocation, strengthen social protection, and provide additional academic support to improve learning outcomes. By outlining key challenges and promising practices, Basic Education beyond the Millennium Development Goals in Ghana seeks to stimulate a lively and productive debate on the future of basic education in Ghana.
Education, Social Progress, and Marginalized Children in Sub-Saharan Africa
Author: Obed Mfum-MensahPublisher: Lexington Books
ISBN: 149854570X
Category : Political Science
Languages : en
Pages : 241
Book Description
This book employs sociohistorical, narrative, and discourse frameworks to discuss the sociopolitical complexities and ambiguities of educating marginalized groups in sub-Saharan Africa since western education was introduced in the region. It outlines the systemic and structural challenges faced by marginalized children in the education system that prevent them from fully participating in the education process. This book focuses on how the props underlying Christian missionary education, colonial education, and early postcolonial educational enterprise all served to marginalize certain groups, including women, some geographical regions and/or communities, such as Islamic communities and people with disabilities, from the colonial and postcolonial economic discourses. This historical background provides the springboard for discussions on the complexities and ambiguities of educating marginalized groups in some communities in sub-Saharan Africa in the contemporary times. This book also highlights the challenges of the recent policies of policy makers and the strategies and initiatives of civic societies, non-governmental organizations, and local communities to promote marginalized children’s participation in education. This book elucidates the varied ways certain groups and communities continue to interrogate the structural and systemic challenges that marginalize them educationally. It argues that the level of marginalized groups’ participation in education in sub-Saharan African in the 21st century will determine the progress the region will make in the Education for All (EFA) initiative and the Millennium Development Goals (MDG). Furthermore, it argues that increasing educational participation in marginalized communities requires implementation of educational programs that address marginalized groups’ structural social arrangements and socioeconomic contexts.