A misguided curriculum : decentralized education policy in Ghana's primary school system

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dc.contributor.advisor Dansereau, Suzanne
dc.coverage.spatial Ghana
dc.creator McMillan, Leah K.
dc.date.accessioned 2011-05-09T12:31:19Z
dc.date.available 2011-05-09T12:31:19Z
dc.date.issued 2007
dc.identifier.other LA1627 M36 2007
dc.identifier.uri http://library2.smu.ca/xmlui/handle/01/22042
dc.description 111 leaves : ill., map ; 29 cm.
dc.description Includes abstract.
dc.description Includes bibliographical references (leaves 103-111).
dc.description.abstract Since the Millennium Development Goals addressed universal primary education as an objective to be met by 2015, the international development community has been looking for ways to overcome access issues in education. The World Bank situates decentralization strategies within its good governance agenda, compelling developing countries to adopt policies that will decentralize their education system, thereby improving access to education. The Government of Ghana's decentralized education policy, which began in 1987, is conceptualized within this good governance framework. This research investigates the extent to which the Government of Ghana's education policy has been decentralization to determine the effectiveness of this strategy in improving enrolment rates. The government policies stipulate three areas in which access to education will improve as part of a decentralization strategy. These are: power relations between the centre and local governments, resources allocated to the District Assemblies, and development of curriculum. The data reveals that there has been little to no change in these three areas since the introduction of the decentralized education policy twenty years ago. The analysis reveals that decentralization conceptualized within the World Bank's good governance strategy is deconcentrated in form; consequently, sufficient resource and decision-making power has not been allocated to the local governments. In effect, these governments have not been able to bring improvements to reflect the accessibility needs of their community and enrolment rates have not increased. This indicates that the decentralization strategy conceptualized by the World Bank's good governance initiative must be altered if universal primary education is to be achieved by 2015.
dc.description.provenance Made available in DSpace on 2011-05-09T12:31:19Z (GMT). No. of bitstreams: 0 en
dc.language.iso en
dc.publisher Halifax, N.S. : Saint Mary's University
dc.subject.lcc LA1627
dc.subject.lcsh Education, Primary -- Government policy -- Ghana
dc.subject.lcsh Schools -- Decentralization -- Ghana
dc.subject.lcsh Educational change -- Ghana
dc.title A misguided curriculum : decentralized education policy in Ghana's primary school system
dc.type Text
thesis.degree.name Master of Arts in International Development Studies
thesis.degree.level Masters
thesis.degree.discipline International Development Studies Program
thesis.degree.grantor Saint Mary's University (Halifax, N.S.)
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