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.
| Published in | Science Journal of Education (Volume 2, Issue 6) |
| DOI | 10.11648/j.sjedu.20140206.11 |
| 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), 2014. Published by Science Publishing Group |
Policy, Reforms, Educational, Implementation, Assessment
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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
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
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
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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://article.sciencepublishinggroup.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}
}
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 -
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