Date of Award

1-17-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Education sector;Educational impact;Political change;Political transformation;Politicization of education;Transition period

Supervisor

James Oloo

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This qualitative case study examines the intricate relationship between political transitions and the educational landscape in Ghana, with a specific focus on the Fourth Republic that commenced in 1992. The objective of this study is to conduct a comprehensive analysis of how changes in government have influenced educational policies and outcomes in the country. By employing a qualitative research methodology, six participants were selected who represent a diverse range of perspectives, including teachers and education researchers. The research investigates the nuanced dynamics of consecutive political transitions, exploring the development of educational agendas and programs under different administrations. By engaging with the experiences and insights of the participants, the study identifies both the strengths and weaknesses inherent in Ghana's educational system during the Fourth Republic. Through this analysis, the study offers insights into the effectiveness of various policies and initiatives, shedding light on areas of success and challenges faced by the educational system. The findings of this research not only contribute to a deeper understanding of the impact of political transitions on Ghana's education but also provide valuable lessons for policymakers. The findings can inform evidence-based decision-making by highlighting effective strategies and areas requiring targeted interventions.

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