Wikipedia

Ilimi a Ghana

Ilimi a Ghana yana amfani da tsarin dualistic wanda ya ƙunshi tsarin ilmantarwa na al'ada da na al'adu.[1][2][3] An gabatar da tsarin ilimi na yanzu a lokacin mulkin mallaka na Turai. Koyaya, tsarin ilmantarwa ya wanzu kafin haka. Jami'ar Moliyili tana ɗaya daga cikin cibiyoyin ilmantarwa na farko a Ghana da aka kafa a cikin 1700s. A lokacin mulkin mallaka, Mazauna Turai da farko sun gabatar da tsarin ilimi na yau da kullun da aka yi wa fitattun mutane [1], yayin da ilimin matsakaicin ɗan ƙasa yafi zama na al'ada, kuma ya dogara ne akan koyo. Ayyukan tattalin arziki a Ghana kafin mulkin mallaka sun dogara ne akan kayan gona da aka raba a cikin gidaje da membobin kowane gida waɗanda suka ƙware wajen samar da abubuwan da ake buƙata kamar kayan dafa abinci, mafaka, tufafi, da kayan ɗaki, don haka ana yin kasuwanci tare da wasu gidaje a kan ƙaramin sikelin. Saboda haka babu buƙatar aiki a waje da gida wanda in ba haka ba zai buƙaci horo, dabi'u, da ƙwarewa ta hanyar tsarin ilimi na yau da kullun.[4][5][1] Bayan mulkin mallaka, tattalin arzikin Ghana ya zama haɗin kai da tattalin arziki na al'ada.[6] [2][7]

Ilimi a Ghana
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Tsarin ilimi a ghana

Alamun ilimi [8] a Ghana suna nuna bambance-bambance tsakanin jinsi, yankunan karkara da birane, da Kudancin da Arewacin kasar. Wadannan bambance-bambance suna haifar da matakin jama'a game da jahilci da rashin daidaito a samun ilimi. Cire jahilci ya kasance babban burin manufofin ilimi na Ghana a cikin shekaru 40 da suka gabata, kuma wahalar tabbatar da samun daidaito ga ilimi ta amince da hukumomi.[9] Ayyukan jama'a a cikin yankuna biyu sun samar da sakamakon da masana na kasa da kungiyoyin kasa suka yanke hukunci mai mahimmanci amma bai isa ba.[10] Ƙara ilimin sana'a da horo a cikin ICT a cikin tsarin ilimi ana kuma jaddada shi a cikin manufofin ilimi na Ghana.

Tarihi

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Jami'ar Moliyili tana ɗaya daga cikin cibiyoyin ilmantarwa na farko a Ghana da aka kafa a cikin shekarun 1700, [1] kuma ana tallafawa da kudade daga Yaa Naa, sarkin Dagbon, wanda ya yi aiki a matsayin Mai kula da sarauta. [2][3] An watsar da wannan cibiyar ilmantarwa a lokacin mamayar Jamus.[2] Amma ga al'ummomin Ghana da yawa a zamanin mulkin mallaka, ilimi a cikin ya kasance na al'ada; ana ba da ilimi da ƙwarewa ta baki da kuma ta hanyar koyo.[11][12][13] Zuwan mazauna Turai a lokacin ya kawo sabbin nau'ikan ilmantarwa. An gina makarantu na al'ada, wanda ya ba da ilimi na littafi.[11] Masu sauraron su sun hada da fitattun mutane (mulattos, 'ya'yan sarakuna na gida, da masu cin kasuwa masu arziki) kuma kasancewarsu ta iyakance ga sansanonin mulkin mallaka a bakin tekun.[14]

Makarantun Castle

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An bayyana niyyar Portuguese na kafa makarantu a cikin umarnin mulkin mallaka a cikin 1529 wanda ya ƙarfafa gwamnan Portuguese a Elmina Castle ya koyar da karatu, rubutu, da addinin Katolika ga mutane.[15][16] Makarantun Castle da aka fi sani da su a Gold Coast sun haɗa da wanda Danish ke sarrafawa a Osu Castle, wanda aka fi sani le Fort Christianborg. Sauran shahararrun makarantun Castle sune makarantar Dutch a Elmina Castle (bayan kama shi) da kuma makarantar Burtaniya a Cape Coast Castle .[17][18]

Karni na 18

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A shekara ta 1765, Philip Quaque ya kafa makaranta a gidansa a Cape Coast wanda daga baya ya zama makarantar firamare ta farko a Ghana. Makarantar Yara ta Philip Quaque ta samar da sanannun digiri da yawa kamar; tsohon Kakakin Majalisar, Ebenezer Begyina Sekyi Hughes, tsohon Shugaban Ma'aikata a karkashin tsohon Shugaba Jerry John Rawlings, Nana Ato Dadzie, da Oguaa Omanhen, Osaebar Kwesi Atta II . [19] Taken makarantar, wanda aka rubuta a cikin Yaren Fante, shine "Nyansa ahyese ne Nyamesuro" wanda ke fassara a matsayin "Tsoron Ubangiji shine farkon Hikima".[18][20][21]

Karni na 19

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Bayan ya zauna a Kumasi a 1807, Muhammed al-Ghamba - shugaban al'ummar musulmi na Daular Ashanti, ya gina makaranta a farkon karni na 19. [22] A shekara ta 1819, makarantar ta karbi dalibai 70 tare da Asantehene Osei Bonsu yana aiki a matsayin mai kula da makarantar. Karni na 19 ya ga karuwar tasirin masu wa'azi a ƙasashen waje. Tare da isowar ƙarin manufofi a cikin ƙasar ya zo fashewa a makarantun manufofi ko'ina cikin kudancin Ghana. Masu wa'azi na Wesleyan da Basel sun kafa makarantu a Cape Coast, Accra, Anomabu, Dixcove, Akropong, da kuma duk bakin tekun tsakanin shekarun 1830 da 1850. A cikin 1831 an aika sarakuna biyu na Ashanti - Owusu Kwantabisa, ɗan Osei Yaw Akoto, da Owusu Ansah, ɗan O Sei Bonsu - zuwa makarantar Cape Coast Castle don samun ilimi a kan kuɗin Kyaftin George Maclean, sannan gwamnan Gold Coast. Daga baya aka tura sarakuna biyu zuwa Ingila don ƙarin karatu. A cikin shekarun 1840, masu wa'azi na Wesleyan sun koma Kumasi don kafa makarantun mishan. [18]

A farkon karni, Burtaniya ta sami tasiri a kan yankunan Ghana wanda ya haifar da kafa mulkin mallaka na Gold Coast a 1874. Tare da shi ya zo da yawan makarantun mishan da kamfanonin kasuwanci, ayyukan Wesleyan da Basel sune mafi shahara. Ofishin Jakadancin Wesleyan ya kasance a bakin tekun tare da Turanci a matsayin babban yarensu. Aikin Basel ya fadada zurfi a cikin ƙasa kuma ya yi amfani da harsuna na gari a matsayin matsakaici na tuba. Tare da goyon bayan gwamnatin Burtaniya, manufofi sun bunƙasa a cikin tsarin da aka rarraba sosai wanda ya bar babban wuri don 'yancin koyarwa. Ayyuka sun kasance babban mai ba da ilimi na yau da kullun har zuwa samun 'yancin kai. A karkashin mulkin mallaka, ilimi na yau da kullun ya kasance gata ga 'yan kaɗan.

 
Janairu 1957: dalibai tare da babban malami a waje da Legon Hall, ɗaya daga cikin Halls of Residence a Kwalejin Jami'ar Gold Coast (yanzu Jami'ar Ghana) kusa da Accra

Karni na 20 zuwa 21

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Ghana ta samu 'yancin kai a shekarar 1957. Sabuwar gwamnatin Nkrumah ta bayyana ilimi a matsayin mabuɗin nan gaba sannan ta sanar da wata babbar jami'a da ke samar da "ra'ayin Afirka", wanda ke samun tallafin ilimi na bai ɗaya kyauta. [23] A shekarar 1961, Dokar Ilimi ta gabatar da ka'idar ilimin firamare kyauta da tilas, sannan aka kafa Jami'ar Kimiyya da Fasaha ta Kwame Nkrumah. [24] [25] A sakamakon haka, da rajista  kusan ninki biyu a shekara mai zuwa. [26] Wannan faɗaɗa kwatsam ya kasance, duk da haka, yana da wuyar iyawa; Nan da nan Ghana ta gaza samun horarwar malamai [27] kuma an yi tambaya game da ingancin manhajar (musamman a Turanci da Lissafi). [26] Faduwar Nkrumah a shekarar 1966 ya biyo bayan sukar da aka yi kan fadada ilimi kan tsadar inganci. [23] Duk da saurin haɓaka kayan aikin makaranta, rajista a hankali ya ragu har zuwa 1973. [26] Shekarar 1974 ta ga yunkurin kawo sauyi. Bayan rahoton kwamitin Dozbo, sun </link> ya bi manufofi guda biyu: rage tsawon lokacin karatun gaba da sakandare (wanda ya haifar da samar da tsarin firamare / yara / manyan makarantu) [28] da kuma gyara shirye-shirye don inganta darussa masu amfani a makaranta. [11] [26] An aiwatar da waɗannan gyare-gyare ne kawai saboda ƙarancin kuɗi da rashin kwanciyar hankali na siyasa. [11] [26] [28] Yanayin tattalin arzikin kasar ya kara tabarbarewa a farkon shekarun 1980. [23] [28] Yayin da kasar ke fama da koma bayan tattalin arziki, kasar ta gaza wajen magance matsalar karancin malamai, kula da kayayyakin more rayuwa a makarantu, da kuma shawo kan iyaye su tura ‘ya’yansu makaranta maimakon ma’aikata. [26] [29] Babban Ratio na Rijista (GER) ya ragu sosai a cikin martani, ya faɗi ƙasa da 70% a cikin 1985. [26]

Shekarar 1987 ta nuna farkon sabon jerin gyare-gyare: juyin mulkin soja na Jerry Rawlings a 1981 ya biyo bayan wani lokaci na kwanciyar hankali na siyasa kuma ya buɗe hanyar samun goyon bayan kasa da kasa.[23] Gwamnatin Rawlings ta tara isasshen kuɗi daga ƙasashe da yawa da kungiyoyin duniya (ciki har da Bankin Duniya) don samar da manyan canje-canje ga tsarin ilimi.[28] Dokar Ilimi ta 1987 da nufin juya matakan kwamitin Dozbo na 1974 zuwa gaskiya: an kaddamar da kamfen ɗin karatu da rubutu na ƙasa, [28] rage ilimin sakandare daga shekaru 17 zuwa 12 kuma ilimin sana'a ya bayyana a makarantun sakandare.[29] Ilimi ya zama tilas daga shekaru 6 zuwa 14. Gyaran ya yi nasara wajen sanya sabon tsarin ilimi, da kuma kara yawan shiga da yawan makarantu.[30] Duk da haka alkawarin samun dama ga ilimi na asali na duniya bai cika ba.[31] An kuma dauki shirye-shiryen sana'a a matsayin gazawar.[30] Komawa ga mulkin tsarin mulki a shekarar 1992, har yanzu a karkashin gwamnatin Rawlings, ya ba da sabon motsi ta hanyar dawo da aikin jihar don samar da ilimi na asali kyauta da tilas ga kowa.[32] Dokar karamar hukuma ta 1993 ta fara rarraba a cikin gudanar da ilimi, ta hanyar canja wurin iko ga majalisun gundumar.[32] The Free, tilas da Universal Basic Education (FCUBE) sun samar da shirin aiki na tsawon 1996-2005, suna mai da hankali kan kawar da bambancin jinsi a makarantun firamare, inganta kayan koyarwa, da inganta yanayin rayuwar malamai.[28] Daga baya aka kammala shi ta hanyar ayyuka kamar kirkirar Majalisar don Ilimi da Horarwa ta Fasaha a cikin 2006 (don inganta ilimin sana'a), da kuma kafa kwamitin amincewa na kasa a cikin 2007, gabatar da amincewar kasa ga dukkan cibiyoyin matakin sakandare.[32] A cikin 2007-08, an kara shekaru biyu a makarantar sakandare zuwa FCUBE (wanda yanzu yana daga shekaru 4 zuwa 14). [32]

Kididdiga

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Kudin da Ghana ke kashewa a kan ilimi ya kasance kusan kashi 25% [33] na kasafin kudin shekara-shekara a cikin shekaru goma da suka gabata.

Tsarin ilimin Ghana daga makarantar sakandare zuwa matakin digiri yana ɗaukar shekaru 20.[34]

 
Bayyanar gaba na Jami'ar Ilimi, Winneba (UEW) Arewa Campus a Winneba.
 
Daliban Jami'ar Ghana a Jami'ar Kimiyya da Fasaha ta Kwame Nkrumah (KNUST) a Kumasi, Fabrairu 2011.

Ghana ta zira kwallaye 1 a kan UNESCO Gender Parity Index (GPI) don matakan makarantar firamare da sakandare a shekarar 2013. [35] Adadin manya (15 da tsofaffi) a Ghana ya kai 79.04% a cikin 2018, tare da maza a 83.53% da mata a 74.47% .[36] Canjin hanzari na Ghana daga tattalin arziki na al'ada zuwa tattalin arziki na yau da kullun ya sanya ilimi muhimmiyar manufa ta siyasa.[37] Girman aikin, da kuma matsalolin tattalin arziki da rashin kwanciyar hankali na siyasa, sun rage yunkurin sake fasalin. Dokar Ilimi ta 1987, wanda Kundin Tsarin Mulki na 1992, ya biyo baya, ya ba da sabon ci gaba ga manufofin ilimi a kasar. A cikin shekara ta 2011, yawan shiga makarantar firamare ya kai 84%, wanda UNICEF ta bayyana a matsayin "da nisa" na matsakaicin yankin Sahara.[38] A cikin rahoton 2013-14, Taron Tattalin Arziki na Duniya ya sanya Ghana a matsayi na 46 daga cikin kasashe 148 don ingancin tsarin ilimi. A shekara ta 2010, yawan mutanen da suka iya karatu da rubutu a Ghana ya kai 71.5%, tare da sanannen rata tsakanin maza (78.3%) da mata (65.3%). [39] Jaridar Guardian ta bayyana a watan Afrilun 2015 cewa kashi 90% na yara a Ghana sun shiga makaranta, gaba da kasashe kamar Pakistan da Najeriya a kashi 72% da 64% bi da bi.[40] Yawan karatun maza da mata masu shekaru 15-24 a Ghana ya kai 81% a cikin 2010, tare da maza a 82%, da mata a 80% . [41][42]

Tun daga shekara ta 2008, rajista ya ci gaba da ƙaruwa a duk matakan ilimi (firamare, firamare, sakandare, da sakandare).[43] Tare da kashi 84% na 'ya'yanta a makarantar firamare, Ghana tana da rajistar makaranta "da nisa" daga maƙwabtanta na kudu da Sahara.[44] Adadin cibiyoyin ilimi ya karu a wannan lokacin.[43] Ilimi na sana'a (a cikin cibiyoyin TVET, ba tare da haɗa shirye-shiryen sana'a da fasaha na SHS ba) shine kawai banda, tare da raguwar rajista na 1.3% da ɓacewar fiye da cibiyoyi 50 tsakanin shekarun 2011/12 da 2012/2013.[43] Wannan faduwar za ta kasance sakamakon ƙarancin ilimi na sana'a da rashin buƙata daga masana'antu.[43]

Shiga da GER a cikin pre-tertiary (2012/2013) [43]
KG Prim JHS SHS TVET
Shigarwa 1,604,505 4,105,913 1,452,585 842,587 61,496
GER a cikin % 113.8 105.0 82.2 36.8 2.7
Yawan tsarin da ke cikin ilimin sakandare (2012/2013) [43]
KG Prim JHS SHS TVET
Jama'a 13,305 14,112 8,818 535 107
Masu zaman kansu 5,972 5,742 3,618 293 74
Jimillar 19,277 19,854 12,436 828 181

Ma'aikatar Ilimi kididdigar ta nuna dalibai 261,962 a lokacin karatun 2011/2012: 202,063 a bangaren gwamnati da 59,899 a bangaren masu zaman kansu, suna halartar cibiyoyi 142.[43][43]

Tsarin ilimi na yau da kullun

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Bayani na gaba ɗaya

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Education structure of Ghana

Tsarin ilimin Ghana ya kasu kashi uku: ilimi na asali, ilimin sakandare, da ilimin sakandare. Shekarar ilimi yawanci tana tafiya daga Agusta zuwa Mayu hadawa kuma tana da makonni 40 a makarantar firamare da babbar makarantar sakandare, da makonni 45 a makarantar sakandare. Ana koyar da darussan da farko a Turanci.

Ilimi na asali

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HE in Ghana is disproportionately ‘consumed’ by the richest 20% of the population. Male students from the highest income quintile (Q5) are more than seven times more likely to enter and successfully complete HE than those from the poorest quintile (Q1). The situation is even more precarious for the female category where students come from only the richest 40% of the population.

— World Bank 2011, " Education in Ghana: Improving equity, efficiency, and accountability of Education service delivery

Ilimi na asali yana da shekaru 12 (shekaru 4-15). [45] Shirin yana da kyauta kuma ya tilas kuma an bayyana shi a matsayin "mafi ƙarancin lokacin makaranta da ake buƙata don tabbatar da cewa yara suna samun ilimin karatu da rubutu, lissafi, da ƙwarewar warware matsaloli da ƙwarewa don kerawa da rayuwa mai kyau".[45] An raba shi zuwa makarantar sakandare, makarantar firamare da makarantar sakandare (JHS), wanda ya ƙare a Jarabawar Takardar shaidar Ilimi ta asali (BECE). [46]

Makarantar jariri tana da shekaru biyu (shekaru 4-6). [45] Shirin ya kasu kashi shida: [45] Harshe da Karatu (Ci gaban Harshe), Ayyuka masu kirkiro (Drawing da Rubuce-rubuce), Lissafi (Aiki na Lamba), Nazarin Muhalli, Motsi da Wasan kwaikwayo (Music da Dance), da Ci gaban Jiki (Ilimi na Jiki).

Makarantar firamare tana da shekaru shida (shekaru 6-11). [45] Darussan da aka koyar a matakin firamare ko na asali sun haɗa da Turanci, yarukan Ghana da al'adun Ghana, ICT, lissafi, nazarin muhalli, nazarin zamantakewa, Mandarin da Faransanci (kamar yadda Ghana memba ce ta OIF), haɗin kai ko kimiyya gaba ɗaya, ƙwarewar sana'a da ƙwarewar fasaha, ilimi na addini da ɗabi'a, da ayyukan jiki kamar kiɗa da rawa na Ghana, da ilimin jiki. Babu takardar shaidar kammala a ƙarshen makarantar firamare.[47]

Makarantar sakandare ta Junior tana da shekaru uku (shekaru 12-15). [48] JHS ta ƙare tare da BECE, wanda ya rufe harshen Ingilishi, harshen Ghana da al'adu, nazarin zamantakewa, hadadden kimiyya, lissafi, ƙira da fasaha, ICT, Faransanci (zaɓin rai), da Ilimi na addini da ɗabi'a.[46]

Ilimi na sakandare

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Paparoma John Senior High School da Minor Seminary dalibai karbar WASSCE bayan kammala karatunsu kafin shiga jami'a
 
Daliban Kwalejin Accra suna yin gwaje-gwaje na kimiyya

Daliban da suka wuce BECE na iya ci gaba zuwa ilimin sakandare, suna karatun ko dai shirye-shiryen ilimi ko sana'a.

Don ilimin ilimi, ɗalibai suna shiga makarantar sakandare (SHS). Shirin SHS ya ƙunshi manyan batutuwa, waɗanda aka kammala ta hanyar batutuwa (waɗanda ɗalibai suka zaɓa). Babban batutuwa sune harshen Ingilishi, lissafi, hadadden kimiyya (ciki har da kimiyya, ICT da nazarin muhalli) da nazarin zamantakewa (tattalin arziki, yanayin ƙasa, tarihi da gwamnati). [49] Dalibai suna zaɓar batutuwa uku ko huɗu daga shirye-shiryen da ake da su: noma, zane-zane ko kimiyya, kasuwanci, sana'a da shirye-shirye na fasaha.[49][50]

Wannan tsarin karatun yana da shekaru uku, sakamakon sauye-sauye da yawa: an tsawaita shi zuwa shekaru huɗu a 2007 [51] sannan ya koma shekaru uku a 2009. [52] Tsawon SHS har yanzu tambaya ce mai jayayya.[53][54]

SHS ta ƙare a jarrabawar ƙarshe da ake kira jarrabawar takardar shaidar makarantar sakandare ta Yammacin Afirka (WASSCE), wanda ake kira takardar shaidarsa ta makarantar sakandare (SSSC) kafin shekara ta 2007.[47] Ana kafa matsayi na SHS a kowace shekara ta sashen Statistics, Research, Information, Management and Public Relations (SRIMPR) na Ma'aikatar Ilimi, bisa ga sakamakon WASSCE.[55]

Ayyuka da ilimin fasaha (wanda ake kira "TVET") suna ɗaukar nau'o'i daban-daban. Dalibai da ke son neman ilimin sana'a suna da zaɓuɓɓuka guda biyu: shiga SHS da ɗaukar shirye-shiryen sana'a a matsayin zaɓuɓɓugar, ko shiga cibiyar fasaha da sana'a (TVI). [56] Daliban SHS suna bin tsarin karatun shekaru uku na SHS. Za su iya - biyo bayan isasshen sakamakon WASSCE - shiga jami'a ko shirin polytechnic.[56][57] Daliban TVI yawanci suna bin tsarin karatun shekaru huɗu, an raba su cikin zagaye biyu na shekaru biyu, wanda ke haifar da kyaututtuka daga City & Guilds, Royal Society of Arts ko Majalisar jarrabawar Yammacin Afirka.[57] Za su iya bin shirin polytechnic.[56]

Yanayin ilimin sana'a a Ghana ya kasance ba a sani ba: 90% na ilimin sana'o'i har yanzu ba bisa ka'ida ba ne, yana ɗaukar nau'in koyo.[57] Bayar da shirye-shiryen sana'a na yau da kullun a cikin kamfanoni masu zaman kansu yana da wuyar bayyanawa kuma Ma'aikatar Ilimi ta fahimci rashin iya samar da shirye-'adun sana'a ta jama'a.[43] Ma'aikatu da yawa suna da nasu shirye-shirye.[43]

Akwai makarantu da yawa na kasa da kasa a Ghana, gami da Makarantar Kasa da Kasa ta Takoradi, Makarantar Kasa ta Galaxy, Makarantar Roman Ridge, Makarantar Duniya ta Ghana, Makarantar Al'umma ta Lincoln, Makarantar Faith Montessori, Makarantar Kasashen Duniya ta Amurka, Makarantar Ƙungiyar Ƙungiyar, Makarantar Sabuwar Ƙasa, Kwalejin Duniya ta SOS Hermann Gmeiner da Makarantar Al-umma ta Duniya. Wadannan suna ba da Baccalaureat na Duniya, Babban Takardar shaidar Ilimi na Ci gaba da Babban Takardar Shaidar Ilimi ta Sakandare ta Duniya (IGCSE).

Ilimi na sakandare

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Ilimi na sakandare a Ghana ya kasance yana ƙaruwa sosai a cikin shekaru ashirin da suka gabata, duka dangane da rajista da cibiyoyi.[58] Wani bangare mai mahimmanci na wannan ci gaba ya fito ne daga kamfanoni masu zaman kansu.[58][59][60]

Jami'o'i (6 na jama'a da 49 masu zaman kansu) [58] suna ba da ilimi na ilimi, daga bachelor zuwa PhD. Ana shigar da dalibai bisa ga aikin su a WASSCE - ana buƙatar matsakaicin maki 24 don yin amfani da shirin digiri na farko (duba "Tsarin Girma" a ƙasa). Ana kammala digiri na farko bayan shekaru hudu na karatun digiri a wani takamaiman filin.[47] Digiri na Jagora suna da nau'o'i biyu: shirin shekara guda da aka kammala tare da takarda ta ƙarshe bisa ga nazarin wallafe-wallafen, ko shirin shekaru biyu, wanda aka kammala tare le takarda ta karshe bisa ga shekara guda na bincike mai zaman kansa.[47] Dukansu zasu iya haifar da PhD, yawanci ana samun su a cikin shekaru uku a cikin shirin digiri.[47]

Akwai polytechnics goma a Ghana, wanda ke ba da darussan sana'a na shekaru uku wanda ke haifar da Digiri mafi girma na kasa (HND).[58] Dalibai za su iya bin shirin na musamman na watanni 18 don samun digiri na farko na Fasaha.[56]

Ghana kuma tana da "kollejojin ilimi" da yawa, na jama'a ko masu zaman kansu.[58] Yawanci suna da ƙwarewa a fagen ɗaya - kwalejojin noma, kwalejojin horar da malamai, kwalejoji na horar da malaman, da dai sauransu.[58]

Sabbin masu digiri na sakandare dole ne su yi aiki shekara guda a cikin Ma'aikatar Kasa. Masu halarta na iya aiki a daya daga cikin bangarori bakwai masu zuwa: noma, kiwon lafiya, ilimi, karamar hukuma, ci gaban karkara, soja ko shirye-shiryen matasa [61][62]

A lokacin annobar coronavirus, jami'o'i da yawa a Ghana sun ɗauki Fasahar Ilimi don ba da damar ilmantarwa ta kama-da-wane da ilmantarwa mai nisa. Duk da yake ICTs sun kasance wani ɓangare na tsarin ilimi a Ghana, binciken da aka yi a 2022 ya nuna kalubalen ilmantarwa mai kama da COVID a cikin shirye-shiryen digiri a jami'o'in jama'a na Ghana.Kalubale sun haɗa da rashin sadaukarwa daga malamai da ɗalibai game da ilmantarwa ta kama-da-wane, ilimin da ba cikakke ba game da dandamali na ilmantarwa da aka yi amfani da su, da kuma rashin sadarwa tsakanin jami'o'i da ɗaliban game da dandalin ilmantarwa.

Shigarwa cikin ilimi mai zurfi

Don shiga kwalejojin ilimi, ana buƙatar masu neman su biya kuɗin , don samun Lambar tantancewa ta mutum (PIN) da lambar shigarwa don amfani da su don samun dama da cika fom ɗin aikace-aikacen kan layi.[63] Masu nema za su zaɓi kwalejoji uku da suka zaɓa don shirin su bisa ga fifiko, akan fom ɗin aikace-aikacen kan layi. Idan ba su sami shigarwa cikin zaɓi na farko ba, za a iya la'akari da zaɓi na biyu da na uku.[64]

Tsarin darajar

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Tsarin ƙididdigar Ghana ya bambanta a kowane lokaci a ilimi. Ta hanyar makarantar sakandare zuwa ƙaramar makarantar sakandare, kowane aji da ɗalibin ya samu an rubuta shi dangane da lambobi. Ba kamar tsarin grading na haruffa ba, babu tsarin pluses da minuses (watau babu 1+ ko 6- maki). [65]

Babban makarantar sakandare

Har zuwa shekara ta 2007, babbar makarantar sakandare ta ƙare tare da Takardar shaidar Makarantar Sakandare (SSSC).[47] Tsarin sa ya tafi daga A zuwa E.[47] A cikin 2007, WASSCE ta maye gurbin SSSC.[47] Tsarin kimantawa na WASSCE yana ƙara lambobi ga haruffa, yana ba da sikelin kimantawa mafi girma. A cikin tsarin biyu, kowane matsayi yana nufin wasu maki. Don shiga shirin digiri na farko, galibi ana tambayar masu neman kada su wuce maki 24 a WASSCE.[47]

Tsarin karatun sakandare na makarantar sakandare [47]
Matsayi na SSSCE (kafin 2007), [a cikin maki] Matsayi na WASSCE (tun daga 2007), [a cikin maki] Bayyanawa
A [1] A1 [1] Mai Kyau
B [2] B2 [2] Yana da kyau sosai
C [3] B3 [3] Daɗi
D [4] C4 [4] Kyauta
C5 [5] Kyauta
C6 [6] Kyauta
E D7 wucewa
E8 wucewa
F F9 Rashin Nasara

Ilimi na sakandare

Tsarin grading ya bambanta tsakanin cibiyoyi.[47] Kusan dukkanin cibiyoyin sakandare sun dogara ne akan Matsakaicin Matsakaicin (GPA) a matsayin hanyar tantance ko dalibi yana kasawa ko wucewa, amma kowane makaranta yana da nasu hanyar lissafin GPA, saboda tsarin su na mutum. Misali, alamar 80 na iya zama A a makaranta daya amma A + a wata makaranta.

Ilimi mai zaman kansa da haɗin gwiwar masu zaman kansu a Ghana

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Gwamnatin Ghana ba za ta iya ɗaukar kuɗin ilimi ba, don haka akwai cibiyoyin masu zaman kansu da yawa don taimakawa wajen samar da ilimi.[66] Gwamnatin Ghana ba ta iya samar da ƙarin ayyukan ilimi ba [66] don haka ilimi ya zama ƙoƙari na gwamnati da cibiyoyin masu zaman kansu, don biyan rashin ingancin kudi a gefen gwamnati da kuma sa ilimi ya sami damar kowa.[67] Akwai kira ga haɗin gwiwar jama'a da masu zaman kansu a ilimi a mafi yawan ƙasashe masu tasowa saboda karuwar shiga cikin ƙungiyoyi masu zaman kansu cikin ilimi.[68]

Tsarin wannan hadin gwiwa ta bangarorin jama'a da masu zaman kansu don magance matsalar samar da ilimi a matakin asali ko na farko kamar haka: [66]

Hukumar Matsayi
Sashen jama'a
Gwamnatin Tsakiya Mai alhakin biyan malamai da ke koyarwa a makarantun gwamnati

Yana da alhakin samar da litattafan kyauta ga ɗalibai a makarantun gwamnati, daga firamare 1 zuwa 6

Mai alhakin samar da kayayyaki, kayan aiki da kayan aikin da ake buƙata don makarantun jama'a na asali

Taron Gundumar Bayar da kayan aikin ilimi
Kasuwanci masu zaman kansu
Iyaye Mai alhakin biyan kuɗin masu amfani da littafi ga yara a matakin makarantar sakandare

Mai kula da kayan gida, abinci, da sufuri zuwa da kuma daga makaranta

Al'ummomi Kula da aji da samarwa
Coci da kungiyoyi masu zaman kansu Bayar da gine-ginen makaranta da tsari, kayan aiki
Cibiyoyin Masu zaman kansu / Mutane Kafa da gudanar da makarantu masu zaman kansu da masu kafa ke gudanarwa kawai, ba tare da taimakon kudi ko ababen more rayuwa daga gwamnati ba
Ƙungiyoyin Duniya Bayar da taimakon kudi da fasaha don ilimi na asali a Ghana

Kasancewar masu zaman kansu a cikin ilimi ya shafi ilimi a Ghana; [69] makarantun firamare da ƙananan makarantun sakandare masu zaman kansu sun fi makarantun gwamnati. [70] 74.7% na makarantun firamare da ƙananan sakandare 779 an gano su a matsayin makarantun masu zaman kansu a cikin ƙididdigar da aka gudanar a gundumar Ga, yayin da sauran 25.3% an gano su ne a matsayin gwamnati ko makarantun gwamnati.[71] A cikin shekaru 20 da suka gabata, yawan dalibai a kasashe masu tasowa da ke halartar makarantun masu zaman kansu ya karu daga 11% zuwa 22% .[72]

Gudanarwa

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Gudanarwa

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Ilimi a Ghana yana ƙarƙashin alhakin Ma'aikatar Ilimi. Hukumomin da yawa suna aiwatar da manufofi; Hukumar Ilimi ta Ghana (GES) tana da alhakin daidaita manufofin ilimi na kasa a kan ilimin sakandare.[32] Yana raba wannan aikin tare da hukumomi masu cin gashin kansu guda uku: Hukumar Kula da Makarantu ta Kasa (NaSIA, tsohon NIB), Majalisar Koyarwa ta Kasa (NTC) da Majalisar Kasa don Tsarin Mulki da Bincike (NCCA). [73] Ana gudanar da jarrabawar ƙarshe na ilimin sakandare ta Yammacin Afirka (Ofishin Kasa, Ghana) wanda ya haɗa da BECE da WASCCE, da kuma jarrabawar ƙwararru na ƙasashen waje.[74] Majalisar don Ilimi da Horarwa ta Fasaha da Kwarewa an sadaukar da ita ga gudanar da TVET.[56] Tarin da nazarin bayanan ilimi ana sarrafa su ta hanyar Tsarin Bayanai na Gudanar da Ilimi (EMIS). [32]

Ana aiwatar da manufofi tare da hadin gwiwar ofisoshin gida. An raba Ghana zuwa yankuna 16 da ofisoshin gundumar 230. [32] Shirin Rarraba Ilimi na Ghana (GEDP), wanda aka ƙaddamar a cikin 2010 kuma ya ƙare a cikin 2012, ya kara tasirin hukumomin gida kan gudanarwa, kudi, da batutuwan aiki idan ya zo ga al'amuran ilimi.[73]

Kudin gudanarwa

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Jihar Ghana ta sadaukar da kashi 23% na kudaden da ta kashe don ilimi a shekara ta 2010. Fiye da 90% na wannan kasafin kudin Ma'aikatar Ilimi da hukumomin ta ne ke kashewa, tare da ilimin firamare (31% na kashewa) da kuma ilimin sakandare (21.6%) da ke karɓar mafi yawa. Kudin da aka kashe ana tallafawa ne daga masu ba da gudummawa. Daga cikinsu akwai Bankin Duniya, Amurka (ta hanyar USAID), Ingila (ta hanyar DfID) da Tarayyar Turai. Kasancewarsu yawanci ana mayar da hankali ne ga aikin kuma ana ba da ita a wasu yanayi, yana ba su wani tasiri. Wannan tasirin na iya haifar da muhawara idan ya zo ga maɓalli-reforms: don aikin FCUBE, Bankin Duniya ya ɗora cajin littafi a makarantun firamare da rage farashin ciyarwa da shiga a makarantun sakandare. Da yake fuskantar zargi, Bankin ya nace kan "mai karfi na cikin gida" na sake fasalin da kuma bukatar tabbatar da "farfadowar farashin". Tsakanin shekara ta 2005 zuwa 2012, gudummawar masu ba da gudummawa ga kasafin kudin ilimi ya fadi daga 8.5% zuwa 2.5% na jimlar kashewa.

Horar da malamai

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Kwalejin Ilimi (CoE) sune manyan cibiyoyin horar da malamai. A halin yanzu, akwai CoE na jama'a 46 a duk yankuna na Ghana.[75] Suna ba da tsarin karatun shekaru uku wanda ke kaiwa ga difloma a Ilimi na asali (DBE). [76] An bayyana tsarin karatun a matsayin "daidai" kuma tare da "maida hankali ga ƙasa" koda kuwa CoE suna nan a kowane yanki na Ghana.[76] Cibiyar Ilimi ta Jami'ar Cape Coast ce ke gudanar da jarrabawar karshe da ke ba da DBE.[76] Ana ba masu riƙe da DBE damar koyarwa a kowane matakin ilimi na asali (kindergarten, makarantar firamare, makarantar sakandare). [76]

Baya ga CoE, jami'o'i biyu (Cape Coast da Winneba) suma suna horar da malamai. Takamaiman digiri na shekaru huɗu yana ba da damar koyarwa a kowane ilimi na farko (yawancin masu digiri suna zaɓar ilimin sakandare). [77] Ana buƙatar takamaiman digiri na biyu don koyarwa a CoE.[76] Har ila yau, jami'o'i suna ba da digiri na DBE tsarin karatun shekaru biyu wanda ke ba da damar koyarwa a makarantar sakandare.[76]

Ilimi na nesa kuma yana yiwuwa ta hanyar shirin shekaru huɗu wanda ke haifar da Diploma na Malami mara horo a Ilimi na asali (UTDBE). [76] An gabatar da shi don kara yawan malamai na ilimi na asali a yankunan karkara. Malamai masu hidima na iya ci gaba da shirye-shiryen ilimi a makarantar, rukuni da matakan yanki.[76]

Ayyukan jama'a da manufofi

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Ilimi na manya, ilimi mara kyau

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Ayyukan jama'a game da jahilci sun fara sama da shekaru 50 da suka gabata a Ghana. An fara shi a cikin shekarun 1940 ta sarakunan Burtaniya, an ɗaga shi zuwa mafi girma bayan samun 'yancin Ghana a shekara ta 1957. Rikicin siyasa ya iyakance wannan aikin ga shirye-shiryen gajeren lokaci, har zuwa 1987 da kuma kirkirar Sashen Ilimi na Ƙasashen (NFED), wanda burinsa shine kawar da jahilci a shekara ta 2000. Bayan gwaji mai gamsarwa a yankuna biyu, an fadada aikin ƙwarewar karatu da rubutu (FLSP) zuwa duk ƙasar a cikin shekara ta 1992. A shekara ta 2000, Shirin Nazarin Ayyuka na Kasa (FNLP) ya karɓi shirin, wanda har yanzu yake aiki a yau. Wadannan shirye-shiryen suna mai da hankali kan jinsi da rashin daidaito na ƙasa. Mata da mutanen da ke zaune a yankunan karkara sune manyan burinsu. A shekara ta 2004, akwai cibiyoyin karatu da rubutu 1238 , galibi a yankunan da ba na birni ba.

Ayyukan da suka biyo baya sun haifar da ci gaban kididdiga.[78] A shekara ta 1997, kashi 64% na mata da kashi 38% na maza ba su iya karatu da rubutu ba, tare da yawan karatun duniya na kashi 54%.[79] A shekara ta 2010, ilimin mata ya kai kashi 65% kuma yawan ilimin duniya ya karu zuwa kashi 71.5%.[36] Masana kimiyya, duk da haka, sun nuna rashin isasshen ci gaba na karatu da rubutu tsakanin mata da kuma wahalar waɗanda suka kammala karatu don ci gaba da sabbin ƙwarewarsu.[78]

Juyin halitta na yawan karatu da rubutu a tsawon lokaci [80]
Ilimi na manya (15+) Ilimin matasa (15-24)
Av M F Av M F
2000 57.9 66.4 49.8 70.7 75.9 65.4
2010 71.5 78.3 65.3 85.7 88.3 83.2
2015 (bayani) 76.3 81.5 71.0 90.6 91.3 89.9

Sauran nau'ikan ilimin da ba na yau da kullun ba kuma NFED ke gudanar da su, kamar su "Kwarewar Rayuwa" (shirye-shiryen iyali, tsabta, rigakafin cutar kanjamau) da aka yi niyya ga matasa da matasan iyaye, horar da ƙwarewar sana'a ga manya marasa aikin yi da kuma tarurrukan wayar da kan jama'a (a kan haƙƙin jama'a da ayyuka) da aka tattauna ga manya marasa karatu.

Ci gaban ilimin fasaha da sana'a

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Akwai bangaren ilimi na yau da kullun a Ghana, wanda yawanci ya kunshi cibiyoyin horar da sana'a da fasaha. Wadannan cibiyoyin ba na al'ada ba ne saboda ba sa faruwa a cikin aji; maimakon haka, yawanci suna ɗaukar nau'in koyo, ilmantarwa kai tsaye, aiki, da kulawa daga masu horarwa. Yawancin lokaci babu takardar shaidar hukuma ko sanarwa ko cancanta da aka ba masu horo.

Ci gaban TVET ana ɗaukarsa fifiko ne daga hukumomin tsakiya don magance talauci da rashin aikin yi.[81][82]

TVET a Ghana tana fuskantar matsaloli da yawa: ƙarancin ƙarewa (a cikin 2011, 1.6% na yawan jama'a sun sami digiri na TVET yayin da 11% na yawan jamaʼa suka bi shirin TVET), masu koyarwa marasa horo da rashin ababen more rayuwa. Masana'antu na Ghana suna sukar rashin ƙwarewar masu digiri na yau da kullun, da kuma rashin ƙwarewa na asali (karanta da rubutu) na masu koyo na yau da kullum. A cikin shekara ta 2008, OECD ta zargi rashin daidaituwa na tsarin cancanta da yawaita takaddun shaida na TVET marasa amfani. Majalisar Ilimi da Horarwa ta Fasaha da Kwarewa (COTVET) ta lura cewa ɗaliban TVET na al'ada da waɗanda suka kammala karatunsu suna gwagwarmaya don neman aiki, sannan kuma dole ne su magance matsalar samun kudin shiga ko ƙananan albashi. TVET, sabili da haka, yana fama da mummunar suna tsakanin ɗalibai, iyaye da ma'aikata.

A shekara ta 2005, an aiwatar da tsarin karamin bashi don tallafawa matasa marasa aikin yi (shirin STEP). [82] A shekara ta 2006, an kirkiro COTVET kuma an ba shi aikin daidaita manufofin TVET a Ghana.[56] Majalisar ta gabatar da Asusun Matasa na Kasa a cikin shekara ta 2006, kuma ta ba da shawarar tsarin cancantar TVET a cikin shekara.[81] Har ila yau, yana ƙoƙari ya tsara bangaren da ba na al'ada ba ta hanyar Shirin Koyon Kasa (NAP) da kuma ƙarfafa jagora da ba da shawara a matakin ilimi na asali. [56][83]

Tasirin yana da wuyar tantancewa: [81] 90% na horo ba bisa ka'ida ba ne [1] kuma duka bangarorin jama'a da masu zaman kansu suna da rarraba sosai. [82][43] Ma'aikatar Ilimi kanta ta yarda da rashin iyawarta na samar da ra'ayi na kididdiga game da bangaren TVET a Ghana.[43]

Daidaitawa a samun damar zuwa makarantar sakandare

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Tare da hauhawar shiga cikin makarantun sakandare, gasa don shiga cibiyoyin ilimi mafi girma ta karu. A shekara ta 2001, Jami'ar Ghana ta yarda da kashi 96% na aikace-aikacen da ta karɓa, yayin da a shekara ta 2011 yawan karɓa ya faɗi zuwa 52%. Wannan karuwar zaɓe yana nuna rashin daidaito a Ghana game da ilimi, kamar yadda mata da 'yan karkara na Ghana ba su da wakilci a cikin ɗaliban makarantar sakandare. Matsayi na zamantakewa da tattalin arziki kuma wani abu ne na warewa, kamar yadda karatu a matakin mafi girma yana da tsada - jami'o'in jama'a yawanci ba su da kyauta, amma suna caji don wasu ayyuka ciki har da rajista, samun damar fasaha, gwaje-gwaje, amfani da wuraren ilimi, da sabis na kiwon lafiya. Wadannan cajin na iya haifar da halayen tantance kai kamar wasu dalibai da ke zabar Kwalejin Horar da Malamai (inda dalibai za su iya karɓar tallafi) maimakon yin rajista a jami'o'i.

An kirkiro manufofi don ƙoƙarin iyakance waɗannan rashin daidaito. Wasu jami'o'i sun saukar da mafi ƙarancin shigarsu ko ƙirƙirar tallafin karatu ga ɗalibai daga "ƙananan makarantun sakandare". An kirkiro "Yankin Ilimi na Mata" a cikin Hukumar Ilimi ta Ghana don rage bambancin jinsi. Rukunin yana ƙoƙari ya magance matsalar a tushen sa, yana mai da hankali kan ilimin asali don kauce wa manyan 'yan mata da suka bar makaranta daga JHS zuwa SHS. An sami ci gaba; tsakanin 1999 da 2005, yawan 'yan mata a makarantar sakandare ya karu daga 25% zuwa 32%. Koyaya, har yanzu ba a wakilci mata sosai ba, saboda dalilai da yawa, gami da yanayin makarantu masu ƙiyayya, fifiko da aka ba wa 'ya'ya maza a cikin iyalai matalauta, ci gaba da matsayin jinsi ("mace tana cikin gida"), auren da aka shirya da wuri, ciki na matasa, da sauransu.

Daliban Ghana na ilimi mafi girma galibi maza ne da masu arziki:

A ranar 31 ga watan Maris na 2020, Sakatariyar Bincike ta Ghana ta kaddamar da aikace-aikacen tallafin karatu na kan layi da tsarin gudanarwa don taimakawa wajen kawar da rashin jin daɗi da masu neman tallafin karatu ke fuskanta wajen neman tallafin gwamnati a ilimi. An kuma tsara wannan tsarin don taimakawa Sakatariyar yadda ya kamata kuma ta hanyar samar da tallafin karatu ga masu neman. Masu nema za su iya neman tallafin karatu kuma suyi gwajin iyawa a kan layi kuma a yi musu tambayoyi a gundumominsu ba tare da tafiya zuwa Accra ba, kamar yadda aka buƙaci a baya.[84]

ICT a cikin ilimi

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Daliban Jami'ar Ghana sun shiga cikin yaduwar Wikipedia

A cikin shekaru goma da suka gabata, kulawar gwamnati ta sauya zuwa amfani da fasahar kwamfuta a koyarwa da ilmantarwa. Matsayin ICT (Fasahar sadarwa Bayanai) a cikin manufofin ilimi na Ghana yana buƙatar amfani da ICT don koyarwa da koyo a duk matakan tsarin ilimi. Ma'aikatar Ilimi ta yi ƙoƙari don tallafawa cibiyoyin koyar da ilimin ICT. Yawancin makarantun sakandare da wasu makarantun firamare suna da dakunan gwaje-gwaje na kwamfuta. Duk da sha'awar tarayya a cikin ICT, samun damar kwamfuta yana da iyaka sosai kuma ma'aikatan suna ɗaukar na'urorin lantarki don tabbatar da cewa ba a sace su ba.

Wani binciken da aka yi kwanan nan game da haɗin koyarwa na ICTs daga 2009 zuwa 2011 a cikin makarantu 10 na Ghana ya nuna cewa akwai rata tsakanin umarnin manufofi da ainihin ayyuka a makarantu. Ana mai da hankali ga tsarin karatun hukuma akan ci gaban ƙwarewar ɗalibai a cikin kayan aikin ICT, amma ba lallai ba ne ta amfani da fasaha a matsayin hanyar ilmantarwa ban da amfani da na'urorin. Binciken ya kuma gano cewa Ma'aikatar Ilimi a halin yanzu tana ƙoƙarin tura isasshen albarkatun ICT don haɓaka ilimin ICT da ake buƙata don ƙwarewar kwamfuta don a haɗa su cikin koyarwa / ilmantarwa.

Manazarta

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  1. ↑ 1.0 1.1 "Science and Technology in 18th Century Moliyili ) Dagomba) and the Timbuktiu Intellectual Tradition".
  2. ↑ 2.0 2.1 2.2 "Exploring the Golden Era Of Dagbon Kingdom: The Impact of Moliyili Scholars and Its Fall".
  3. ↑ 3.0 3.1 "CAUSE AND EFFECT BETWEEN KNOWLEDGE TRADITIONS: ANALYZING STATEMENTS THAT ADDRESS THE REGRESSION OF SCIENCE AND TECHNOLOGY IN GHANA".
  4. ↑ "Schools under trees deserve national priority". Graphic Online (in Turanci). 3 October 2018. Retrieved 11 January 2020.
  5. ↑ Glavin, Chris (6 February 2017). "History of Education in Ghana | K12 Academics". www.k12academics.com (in Turanci). Retrieved 10 February 2020.
  6. ↑ Hymer, Stephen (Spring 2018). "Economic Forms in Pre-Colonial Ghana". Economic History Association. 30 (1): 33–50. doi:10.1017/S0022050700078578. hdl:10419/160011. JSTOR 2116722. S2CID 154689928.
  7. ↑ Akurang, Kwabena-Parry (2002). ""The Loads Are Heavier than Usual": Forced Labor by Women and Children in the central province, Gold Coast (Colonial Ghana), CA. 1900–1940". African Economic History. 30 (30): 31–35. doi:10.2307/3601601. JSTOR 3601601.
  8. ↑ "Ghana". uis.unesco.org (in Turanci). 27 November 2016. Retrieved 9 February 2018.
  9. ↑ Glavin, Chris (6 February 2017). "Education in Ghana | K12 Academics". www.k12academics.com (in Turanci). Retrieved 24 May 2020.
  10. ↑ "Forum". Association of African Entrepreneurs (in Turanci). 17 August 2019. Archived from the original on 14 January 2020. Retrieved 24 May 2020.
  11. ↑ 11.0 11.1 11.2 11.3 Joe Adu-Agyem; Patrick Osei-Poku (November 2012). "Quality Education In Ghana: The Way Forward". International Journal of Innovative Research and Development. pp. 165–166. Archived from the original on 14 July 2014. Retrieved 13 June 2014.
  12. ↑ Kwamena-Poh, Michael A. (1975). "The Traditional Informal System of Education In Pre-colonial Ghana". Présence Africaine. 95 (3): 269–283. doi:10.3917/presa.095.0269. ISSN 0032-7638. JSTOR 24349566.
  13. ↑ "The Informal Learning System in Ghana". Africa Association of Entrepreneurs (in Turanci). 24 October 2019. Retrieved 11 December 2020.
  14. ↑ Denis Cogneau; Alexander Moradi (November 2012). "Borders that divide: Education and religion in Ghana and Togo since colonial times" (PDF). The African Economic History Network. Archived from the original (PDF) on 4 March 2016. Retrieved 25 September 2014.
  15. ↑ Ansah, Solomon (2 October 2017). "History of Education in Ghana". GhanaCulturePolitics (in Turanci). Archived from the original on 2 May 2020. Retrieved 24 May 2020.
  16. ↑ "Ghana | Encyclopedia.com". www.encyclopedia.com. Retrieved 24 May 2020.
  17. ↑ "Ghana – History Background". education.stateuniversity.com (in Turanci). Retrieved 6 March 2020.
  18. ↑ 18.0 18.1 18.2 "Brief History of State-Organized Education in Ghana". www.ghanaweb.com (in Turanci). 30 November 2001. Retrieved 6 March 2020.
  19. ↑ "Philip Quaque School carries history of Ghana's education". Graphic Online (in Turanci). Retrieved 24 January 2021.
  20. ↑ "Philip Quaque School carries history of Ghana's education". Graphic Online (in Turanci). Retrieved 6 March 2020.
  21. ↑ "First School In Ghana In Ruins". www.ghanaweb.com (in Turanci). 30 November 2001. Retrieved 6 March 2020.
  22. ↑ Empty citation (help)
  23. ↑ 23.0 23.1 23.2 23.3 Kwame Akyeampong. "Educational Expansion and Access in Ghana: A Review of 50 Years of Challenge and Progress" (PDF). Centre for International Education, University of Sussex. Retrieved 25 September 2014.
  24. ↑ Ghana Education Service (GES) (2004). "The development of Education, National report of Ghana" (PDF). UNESCO-IBE. p. 2. Archived from the original (PDF) on 31 July 2023. Retrieved 13 June 2014.
  25. ↑ Daniel, G. F. (1997–1998). "The universities in Ghana". The Commonwealth Universities Year Book. Retrieved 25 September 2014.
  26. ↑ 26.0 26.1 26.2 26.3 26.4 26.5 26.6 Abena D. Oduro (2000). "Basic Education in Ghana in the post-reform period" (PDF). Center for Policy Analysis (CEPA). Archived from the original (PDF) on 2016-03-04. Retrieved 2024-06-17.
  27. ↑ "International Year Book of Education" (PDF). UNESCO-IBE. 1969. p. 79. Retrieved 13 June 2014.
  28. ↑ 28.0 28.1 28.2 28.3 28.4 28.5 Nii Moi Thompson; Leslie Casely-Hayford. "The financing and outcomes of Education in Ghana" (PDF). University of Cambridge. pp. 9–14. Retrieved 13 June 2014.
  29. ↑ 29.0 29.1 John Macbeath (October 2010). "Living with the colonial legacy: The Ghana story" (PDF). Center for Common Wealth Education. p. 2. Retrieved 13 June 2014.
  30. ↑ 30.0 30.1 Nii Moi Thompson; Leslie Casely-Hayford. "The financing and outcomes of Education in Ghana" (PDF). University of Cambridge. p. 26. Retrieved 13 June 2014.
  31. ↑ Joshua J.K. Baku, ERNWACA (2003). "Critical Perspectives on Education and skills in eastern Africa on basic and post-basic Levels". NORRAG. Retrieved 13 June 2014.
  32. ↑ 32.0 32.1 32.2 32.3 32.4 32.5 32.6 "World Data on Education" (PDF). UNESCO-IBE. September 2010. p. 3. Archived from the original (PDF) on 14 March 2023. Retrieved 13 June 2014.
  33. ↑ "Public spending on education, total (% of government expenditure)". worldbank.org. World Bank. Retrieved 16 June 2023.
  34. ↑ "Education in Ghana" ghanaweb.com
  35. ↑ "Ratio of girls to boys in primary and secondary education (%)". data.worldbank.org. Retrieved 21 July 2013.
  36. ↑ 36.0 36.1 "Literacy rate Ghana". data.worldbank.org. October 2020.
  37. ↑ Lord, Jack (2011). "Child Labor in the Gold Coast: The Economics of Work, Education, and the Family in Late-Colonial African Childhoods, c. 1940–57" (PDF). The Journal of the History of Childhood and Youth. 4: 88–115. doi:10.1353/hcy.2011.0005. S2CID 143683964.
  38. ↑ "Making tertiary education free: a priority of all university students". www.ghanaweb.com (in Turanci). Retrieved 24 May 2020.
  39. ↑ "A Charity that Empowers Children to dream". Eddies Teddies (in Turanci). Retrieved 24 May 2020.
  40. ↑ "F.I.R.E – Project Ghana". F.I.R.E – Project Ghana (in Turanci). Retrieved 24 May 2020.
  41. ↑ "Literacy rate, youth male (% of males ages 15–24)". worldbank.org. World Bank. Retrieved 29 July 2013.
  42. ↑ "Literacy rate, youth female (% of females ages 15–24)". worldbank.org. World Bank. Retrieved 29 July 2013.
  43. ↑ 43.00 43.01 43.02 43.03 43.04 43.05 43.06 43.07 43.08 43.09 43.10 43.11 Ministry of Education 2013.
  44. ↑ "UNICEF – Basic Education and Gender Equality" (PDF). unicef.org. United Nations Children's Fund (UNICEF). Archived from the original (PDF) on 3 August 2012. Retrieved 1 April 2012.
  45. ↑ 45.0 45.1 45.2 45.3 45.4 "Basic Education curriculum". Ghana Education Service (GES). Archived from the original on 25 May 2014. Retrieved 25 May 2014.
  46. ↑ 46.0 46.1 West African Examinations Council(corporate site: Ghana). "BECE". Archived from the original on 19 May 2014. Retrieved 28 May 2014.
  47. ↑ 47.00 47.01 47.02 47.03 47.04 47.05 47.06 47.07 47.08 47.09 47.10 NUFFIC 2013.
  48. ↑ "Basic curriculum Education: The Junior High Education". Ghana Education Service. Archived from the original on 5 June 2014. Retrieved 28 May 2014.
  49. ↑ 49.0 49.1 "A Brief History of the Ghanaian Educational System". TobeWorldwide.org. Archived from the original on 9 August 2011.
  50. ↑ West African Examinations Council (WAEC) (2012). "WASSCE – subjects for examination". Archived from the original on 2 May 2017. Retrieved 18 May 2014.
  51. ↑ Modern Ghana. "The 2007 education Reform and its challenges". Retrieved 28 May 2014.
  52. ↑ Ghanaweb (2 September 2009). "3-year SHS programme starts next year". Retrieved 28 May 2014.
  53. ↑ TV3 Network. "Bring back the 4 year SHS system". Archived from the original on 19 May 2014. Retrieved 18 May 2014.
  54. ↑ Ghana Web (5 June 2013). "The fate of Ghana's Education system". Retrieved 18 May 2014.
  55. ↑ Expose Ghana (March 2014). "2013 WASSCE SHS Rankings- Full List". Retrieved 18 May 2014.
  56. ↑ 56.0 56.1 56.2 56.3 56.4 56.5 56.6 "Vocational Education in Ghana". UNESCO-UNEVOC. July 2012. Retrieved 23 May 2014.
  57. ↑ 57.0 57.1 57.2 "From prejudice to prestige: Vocational education and training in Ghana" (PDF). Council for Technical and Vocational Education and Training (COTVET). 2011. Archived from the original (PDF) on 12 August 2012. Retrieved 28 May 2014.
  58. ↑ 58.0 58.1 58.2 58.3 58.4 58.5 Atuahene, Ansah 2013.
  59. ↑ "The development of Education: National report of Ghana" (PDF). IBE. 2004. Archived from the original (PDF) on 20 August 2016. Retrieved 23 May 2014.
  60. ↑ "Private Colleges of Education". National Accreditation Board (NAB). Archived from the original on 23 May 2014. Retrieved 23 May 2014.
  61. ↑ "Country profile: Ghana" (PDF). International Association for National Youth Service. 2012. Archived from the original (PDF) on 4 March 2016. Retrieved 28 July 2014.
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  63. ↑ "April 13, 2020 – St Francis College of Education" (in Turanci). Retrieved 24 May 2020.[permanent dead link]
  64. ↑ Tetteh, Cherko (17 March 2020). "Official Admission Forms For All Colleges Of Education In Ghana And How To Apply 2020 / 2021". Avenuegh.com. Retrieved 25 March 2020.
  65. ↑ Glavin, Chris (6 February 2017). "Structure of Formal Education | K12 Academics". www.k12academics.com (in Turanci). Retrieved 24 May 2020.
  66. ↑ 66.0 66.1 66.2 Nsiah-Peprah, Y. (1 January 2004). "Assessment of the role of private schools in the development of education in Ghana. A study of the Kumasi Metropolis". Journal of Science and Technology (Ghana) (in Turanci). 24 (2): 54–75. ISSN 0855-0395.
  67. ↑ Adoma, K., & S. Yeboah (2014).
  68. ↑ Akyeampong, Kwame (2009). "Public–private partnership in the provision of basic education in Ghana: challenges and choices". Compare: A Journal of Comparative and International Education. 39 (2): 135–149. doi:10.1080/03057920902750368. S2CID 144531369 – via Taylor & Francis Online.
  69. ↑ "The role and impact of private schools in developing countries – Bibliography and literature reviews" (PDF). Institute of Education, University of London. April 2014. Archived from the original (PDF) on 2018-04-14. Retrieved 2024-06-17. Cite journal requires |journal= (help)
  70. ↑ "Private schools for the poor". Foreign Policy (in Turanci). Retrieved 12 April 2018.
  71. ↑ Tooley, James; Dixon, Pauline; Amuah, Isaac (1 July 2007). "Private and Public Schooling in Ghana: A Census and Comparative Survey". International Review of Education (in Turanci). 53 (4): 389–415. Bibcode:2007IREdu..53..389T. doi:10.1007/s11159-007-9042-3. ISSN 0020-8566. S2CID 144312107.
  72. ↑ Abdul-Hamid, Husein; Baum, Donald Rey; De Brular, Laura Lewis; Lusk-Stover, Oni; Tettey, Leslie Ofosu.
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  74. ↑ "About the WASSCE". WASSCE. Archived from the original on 19 May 2014. Retrieved 20 July 2014.
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  76. ↑ 76.0 76.1 76.2 76.3 76.4 76.5 76.6 76.7 Kwame Bediako Asare; Seth Kofi Nti (April 2014). "Teacher Education in Ghana: A contemporary synopsis and matters arising". SAGE Open. SageOpen. 4 (2). doi:10.1177/2158244014529781. S2CID 143032669.
  77. ↑ "Research overview: Teacher preparation and continuing professional development in Africa (TPA)". University of Sussex. 2008. Retrieved 25 July 2014.
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