Quality of Basic Education in Ghana: An Annotated ... - ROCARE

Quality of Basic Education in Ghana: 

An Annotated Bibliography from 1992-2002 

E R N W A C A - Ghana 

with support from ADEA 

ERNWACA Researchers: 

Kate Addo-Adeku 

James A. Opare 

Dzigbodi Ama Banini 

May 2003 

Accra, Ghana 

ROCARE / ERNWACA • Tel: (223) 221 16 12 / 674 83 84, Fax: (223) 221 21 15 • BP E 1854, Bamako, MALI 

Bénin • Burkina Faso • Cameroun • Côte d’Ivoire • Gambia • Ghana • Guinée • Mali • Nigeria • Niger • Sénégal • Sierra Leon • Togo 

www.ernwaca.org

FOREWARD 

The Education Research Network for West and Central Africa (ERNWACA) was created in 1989 by African 

researchers with the support of the International Development Research Centre (IDRC) and USAID. It seeks to 

promote African expertise so as to positively influence educational practices and polices and to stimulate dialogue 

among researchers, decision makers and the public on pressing education issues. ERNWACA is concerned with the 

production and dissemination of research findings conducted by institutions and researchers. 

ERNWACA has collaborated with the Association for the Development of Education in Africa (ADEA) to produce 

this annotated bibliography of research on the quality of basic education in West and Central Africa 1992-2002. 

National teams in 11 ERNWACA member countries – Benin, Burkina Faso, Cameroon, Cote d’Ivoire, Gambia, 

Ghana, Mali, Niger, Nigeria, Senegal, and Togo – produced national bibliographies; Pai Obanya prepared a regional 

synthesis of findings, working electronically from Nigeria with ERNWACA. The work of collecting and reviewing 

documents was conducted during six weeks in March and April 2003. The timeframe limited the comprehensiveness 

of the undertaking. 

The reviews seek to help bring African expertise to bear on African education issues, to promote a culture of 

research, and thus contribute to sustainable and qualitative change in education. It covers 650 Research reports, 

government reports, student theses, conference proceedings, articles and papers written or published between 1992- 

2002. It therefore complements ERNWACA's earlier bibliography, Overlooked and Undervalued (Maclure/SARA), 

which reviews 1076 documents from 7 countries on the state of education research 1960-1991. The thematic 

organization of the reviews follows the four main themes identified within a broad-based ADEA exercise on the 

quality of education in sub-Saharan Africa: 

• Pedagogical renewal and teacher development 

• Decentralization and diversification of delivery systems 

• Implementation of basic education reforms and innovations 

• Relevance of Education: Adapting curricula and using African languages 

We particularly thank the following ERNWACA members and supporters: the national team leaders, researchers, 

and assistants who conducted the reviews and the ERNWACA national coordinators who coached them; national 

institutions that helped to locate and provide the documents; Soumaila Diakite (ERNWACA’s Regional Scientific 

Committee), Dominic Agyeman (Ghana), and Raoul Kone (Cote d’Ivoire) who reviewed and commented the ADEA 

terms of reference for the Challenge of Learning initiative; Gilbert Tsafak (Cameroon) and Francois-Joseph Azoh 

(Cote d’Ivoire) who attended the ADEA planning meeting for the COL initiative in December 2002 with the 

ERNWACA Regional Coordinator and Laouali Malam Mousa (Niger) who expressed his willingness to attend as 

well; Cheick Oumar Fomba (Mali) who attended a second COL planning meeting in Paris; Philippe Amevigbe 

(Togo), Naim Salami (Benin), Ernest Ilboudo (Burkina Faso), and Kourra Diallo (Mali) who helped develop a 

common methodology for the work; Maman Saley and Dayo Odukoya who ensured that Niger and Nigeria 

respectively participated for the first time in a transnational research project with ERNWACA; Pulane Lefoka of the 

Education Research Network for East and Southern Africa (ERNESA) with whom we exchanged about our 

respective approaches to the process; Jean-Michel Labattut and Gilles Forget of IDRC and Yolande Miller- 

Grandvaux, Joe Coblentz, and Renuka Bery of the Academy for Educational Development; Deborah Glassman of 

Save the Children; Mamadou N’doye, Hamidou Bakary, Charlotte Sedel, Joris Van Bommel, Adriaan Vespoor and 

all of our other colleagues at ADEA as well as Ramona Konzelmann at IIEP, Mariam Diakite, ERNWACA intern, 

and Yves Bennet. And Martial Dembele (University of Quebec at Montreal), Minister Ann Therese Ndong-Jatta 

(Gambia), and Minister Moustafa Sourang (Senegal) of ERNWACA’s Board of Directors. 

Kathryn TOURE 

ERNWACA Regional Coordinator 

May 2003 

www.rocare.org 

ERNWACA-Ghana / Annotated Bibliography on the Quality of Education 2003 / Page 2

T A B L E O F C O N T E N T S 

SYNTHESIS OF THE BIBLIOGRAPHY ....................................................................... 4 

ANNOTATED BIBLIOGRAPHY .................................................................................... 9 

Theme 1: Pedagogical renewal and teacher development .......................................... 10 

Theme 2: Decentralization; and diversification of delivery systems ......................... 27 

Theme 3: Implementation of basic education reforms and innovations ................... 45 

Theme 4: Relevance of Education: Adapting curricula and using African 

languages ........................................................................................................ 61 

ANNEX: BRIEFER DOCUMENT ANNOTATIONS .................................................. 78 


1. Methodology 

SYNTHESIS OF BIBLIOGRAPHY 

The Research Team, which was made up of three (3) Principal Researchers, examined 120 

documents on education, out of which 70 were selected. Sixty (60) out those were carefully 

selected and retained for the review. These documents were from GES, MOE, ERNWACA, 

GNAT, DFID, UNICEF, DANIDA USAID the World Bank, but were housed at the MOE 

Documentation Center in Accra, Ghana. Others were picked from the Universities’ Libraries in 

the country. They consisted of reports from the Government and Researches, papers from 

Conferences, Seminars and Fora and Policy documents. Work was shared among team members 

such that each member could work on any document from any theme. This made it possible for 

each member of the team to have access to information on all the themes and to be abreast of the 

issues discussed in each theme. 

Limitations: Some documents did not have Table of Contents or were not properly page 

numbered. This made it quite difficult and time-consuming to readily locate the needed 

information for the review. However, the review exercise eventually gave the opportunity to team 

members to acquire more knowledge and to have a feel for how literature is reviewed in research. 

2. Brief History of Education in Ghana 

The History of Education in Ghana reveals a deteriorating trend over the years, after 

independence, compelling governments to introduce a number of reforms to forestall the falling 

standards. 

The Education Reform of 1987, with its modification in the FCUBE Program of 1995, stands out 

clearly as the most unique event in the evolutionary history of Ghana’s education. Its uniqueness 

stems from the fact that it is the most comprehensive, eclectic, well conceived and most 

expensive externally funded educational package ever formulated and implemented in Ghana 

since the Portuguese brought formal education to our shores in the 15 th Century. Its 

comprehensiveness stems from the fact that it covers the broad spectrum of Ghana’s education 

system and cuts across basic to tertiary levels of education. In effect, making it an all-embracing 

educational package, integrating the earlier educational policies and concerns of well-meaning 

Educationists, with new educational thinking. 

3. Overview of National Education Policies Regarding Quality 

The education system that existed before the reform was characterized by mismanagement, 

limited access for the disadvantaged and persistently dwindling enrolments. Others were lack of 

basic textbooks and instructional aids and inadequate number of qualified teachers. 1 The reform 

package had as its policy to promote access and participation, improve quality of teaching and 

learning, and improve efficiency in management, largely through decentralization. The package 

1 Ghana, Report of Education Review Committee, 1994, p.13 


was supported with a lot of donor assistance in the form of credits to the education sector, with a 

greater part of it directed to basic education. Internally, successive governments have essentially 

sunk a substantial portion of the Gross Domestic Product into education with the hope of 

improving the quality of education in the country. 

One would have thought that the vast inputs sunk into the sector would yield commensurate 

results, but this has not been the case. Over the past few years, however, standards of academic 

performance of pupils at the basic level of Ghana’s education have lowered, particularly in the 

rural areas. This has been of much concern, not only to parents, but also to the Ministry of 

Education (MOE), the Ghana Education Service (GES) and in fact, all stakeholders in education. 

This situation is even more alarming, given the fact that the success of our socio-economic and 

technological development, lies in providing quality education for the “bottom-heavy” section of 

the country’s population. Governments, since the Education Act (87) of 1961, have shared the 

same opinion. 

In the year 2001, for example, a number of public Junior Secondary Schools in the Upper West, 

Volta and Central Regions were reported by the media to have performed poorly. In the Kadjebi 

District of the Volta Region, for example, out of a total of 758 candidates presented by 30 schools 

for the Basic Education Certificate Examination (BECE), only 318 passed, 400 failed while 4 

schools had zero percent in the examination. 

Again, findings revealed by research teams in the Center for Improving Quality of Education in 

Ghana (CRIQPEG) based at the University of Cape Coast, observed below average performance 

of pupils in the Primary School in simple English Language (speaking, reading and writing) and 

basic mathematical skills. This situation was found to be far worse in schools in the rural settings 

than in the urban areas. For example, Konadu (1998) had found rural and urban differences in 

performance. He pointed out that the rural/urban percentage of pupils attaining Satisfactory 

Performance Standard (SPS) by subject and class, showed very significant disparities in learning 

achievements. In the English test, for example, 16.55% of P2 pupils in the rural schools attained 

SPS as opposed to 35.92% attained by their counterparts in the urban areas. In P6, the test results 

in English show that 15.76% of pupils attained SPS in the rural schools as compared with the 

45.47% of their counterparts in the urban schools. The Mathematics results revealed the same 

trend. 

This gloomy picture painted from the foregoing performance of pupils in basic schools in recent 

times, has been attributed to lack of text books, inadequate usage and in some cases non-usage of 

available learning materials, very low teacher-student actual contact hours, due to chronic 

absenteeism on the part of either the teacher or student or both. Other problems include 

inadequate in-service teacher training to orientate teachers to the new curriculum, management 

problems at school, circuit and district levels and over-ambitious curricula, which have resulted 

in limited time for extensive coverage. Besides these, the decentralization of school management 

and cost sharing measures so far introduced into the reforms, have imposed an additional 

financial burden on parents. 

Even though the education reform has clocked a couple of successes such as improvements in the 

supply of logistics, organization of in-service training programs for teachers, implementation of 

the Equity Improvement Program to remove disparities etc. in the educational system and many 


others, the reform had suffered a number of set backs. These problems plaguing the quality of 

basic education especially in rural schools have resulted in the poor performance of the pupils. 

This has necessitated the introduction of a number of interventions by both government and the 

Ghana Education Service, to address the situation. 

On the part of government, for example, it received a grant of $35 million from USAID over a 

five-year period. The program was designed to strengthen the policy and institutional framework 

required to improve the quality, accessibility, equity, and financial sustainability of the primary 

education system in Ghana by the 2000. 5 On the part of the Ghana Education Service, some of 

the interventions were Criterion Reference Testing – (CRT), (1992) and Participatory 

Performance Monitoring – PPM, (1998) both introduced to address the weaknesses in pupils’ 

performances. The CRT is an objective diagnostic and summative measurement and the PPM is a 

“micro level” evaluation tool for P2 to P6. 6 These various attempts to improve the quality of 

formal basic education run through all four themes that have been reviewed. 

4. Synthesis by Theme 

In Theme One, which examines Pedagogical Renewal and Teacher Development in Ghana, it 

is worth noting that a number of efforts have been made by governments to upgrade the quality of 

teachers and for that matter, teaching and learning. The Danida Project on Early Childhood 

Development in Ghana identified the poor quality of pre-school teachers and attendants and 

instituted moves to rectify the situation. Other moves recommended towards teacher training and 

development include the provision of the relevant instructional materials, regular in-service 

training in continuous assessment, effective monitoring and evaluation and community 

involvement in school matters. Others include incorporating teaching methods into training 

workshops, provision of infrastructure such as buildings, office and laboratory equipment, 

classroom desks, textbooks, vehicles, access roads etc. It has also been recommended that 

curricula and syllabuses should be integrative and supportive. These measures are to be put in 

place to address problems associated with them, so that the resultant and expected positive 

improvements in teacher development and in teaching and learning could be realized. 

Theme two centers on Decentralization and Diversity of Delivery systems. The review 

indicated that there is low standard of supervision in the educational system, disparities between 

the rural and urban areas in terms of provision of basic facilities, management and trained 

teachers. There is also low community participation in school affairs, low literacy levels among 

adults and negative attitude towards girls going to school. 

There are some on-going measures taken to address the above-mentioned shortcomings and other 

measures recommended. Community participation in monitoring, intensive training for the staff 

of Non-Formal Education Division, mobilization of resources to assist community schools and 

management of conflict between community and school are some of the recommended measures. 

It has also been suggested that all communities have schools and supporting facilities to meet 

national minimal standards. They should be involved in parent/teacher associations geared 

5 USAID, Primary Education Program Assistance Approval Document (PAAD), Accra,1990 

6 Konadu, D.A. “Baseline Survey on Literacy and Numeracy in Public Schools” in Performance Monitoring at Basic 

School Level, Draft report, 1999, pp.16-18 


towards building projects. Capacity building at the district level to ensure effective management 

of budgetary allocations and other facilities should be encouraged. 

Theme three, about the Implementation of Reforms and Innovations looks at increases in 

access and greater quality and participation, associated problems, and the way forward. The 

reformed education system now has a total of 12 years instead of 17 years with basis education 

being 9 years. Problems being tackled include inadequate supply of teaching and learning 

materials, poor teaching methods, poor monitoring and evaluation, low pupil academic 

performance, school infrastructure and low community participation in school matters. 

These problems in themselves have led to poor performance in primary schools especially in 

Mathematics and English, even more so in rural schools. Private schools are more equipped with 

teaching and learning materials than public schools. Likewise, urban schools are also more 

advantaged than rural ones. Interventions to address the problems include the introduction of 

Criterion Reference Testing, Participatory Performance Monitoring, School Health Education 

Programs (SHEP) Children’s Right Act, Community Participation in the form of PTA’s, District 

Education Oversight Committees, just to mention a few. In all, it was recommended that 

government generate resources from within to sustain the reform. The need to address quality and 

not quantity alone was reiterated. District Assemblies are also urged to contribute to the incentive 

packages for teachers and Management Systems of private schools be adopted by the public 

schools. Monitoring and Evaluation and supervision should be made more effective. 

Theme four reviewed various issues related to the pertinence of education. These included the 

rights of the children and their equity in the classroom, the preference for boys to girls to be in 

school, family problems as an obstacle to academic performance, the inability to implement any 

language policy in basic schools up to this time, because there is no national policy. On the issue 

of a National Policy on language, debates, seminars, and workshops are still ongoing. Other 

issues reviewed included the establishment of a Book Scheme to improve the reading and writing 

skills of the primary and JSS pupil and to reduce to a minimum level, the shortage of textbooks as 

well as other books, which could aid the child to read and write. 

With regards to the Functional Literacy Programs, the review provided an insight into the role it 

could play and had started playing in the area of raising the literacy skills of non-literates at the 

community level with the aim of them contributing meaningfully towards national development. 

In order to sustain the program, it is recommended that all stakeholders support the program 

financially while a national endowment fund be established to run it. The role of facilitators and 

supervisors were also noted to be the main engine of growth of the program, hence studies on 

supervisors and facilitators have been taken seriously. Finally, it is worth noting from the review 

that there is no data on HIV/AIDS for learners and employees of the education sector. It is 

suggested, however, that curricula be revised to emphasize HIV preventive knowledge and life 

skills. Implementing agencies should collaborate to run such programs effectively. 


5. Conclusion 

Ghana's educational system has suffered a number of challenges. Reforms such as the 1987 

reform and its modification – the FCUBE program – tried to address them. The low academic 

performance of pupils and low teacher output levels especially in the public and rural schools 

were attributed to inadequate provision of teaching and learning materials, poor infrastructure, 

poor community participation, ineffective school management and at circuit and district levels, 

over-ambitious curricula, poor monitoring and evaluation, poor supervision, rising school fees, 

etc. Other issues are rural-urban disparities, negative parental attitude towards children going to 

school, especially the girl-child, high illiteracy rates among adults, pupil/teacher absenteeism 

inadequate supply of textbooks. 

The government of Ghana and some external donors gave financial support to the sector to 

improve the falling standards of the educational system. It made efforts through DANIDA for 

example, to upgrade the quality of teachers through the provision of instructional materials. 

These interventions are ongoing. The GES for example, has introduced a number of remedies 

such as the CRT, SPS, PPM to upgrade the Mathematics and English skills of the basic level 

pupils; Community Participation; Equity Improvement Program to improve the quality, 

accessibility, equity and financial sustainability of basic education in Ghana. District Assemblies 

have also been urged to play a role by contributing incentive packages to teachers to motivate 

them. Finally, all stakeholders are encouraged to collaborate with each other to keep the various 

programs meant to improve the basic educational system. It is hoped that these 

recommendations, will turn the educational system round for the better in the near future. 

6. Recommendations on future research needs 

In terms of future research needs, the following are suggested. 

1. There should be more research into the impact of educational policies on beneficiaries at 

(a) Pupil/Teacher, (b) School, (c) Community and (d) GES/MOE levels. 

2. A strong linkage should be established between Teacher Training Colleges and the University 

College of Education, which serves as a focal Institution on Basic Education in Ghana. 

3. Research is needed to investigate into whether primary 1-3 pupils really need to be instructed 

in the vernacular or not. 

4. There should be regular in-service training for Teachers and their Heads and gender 

sensitization should form a major component of the Curricula designed for the teachers. 

5. More research should be conducted into Ghana’s TVED system to investigate the structures of 

the various curricula and teaching skills in relation to their domestic labor demands especially 

in the basic schools. 

6. There is inadequate research data on the health of the Ghanaian child. Which otherwise would 

have helped address his/her health needs to ensure his/her stability in the classroom. 

7. There is currently no HIV/AIDS data on learners, teachers and managers of education. 

Knowledge of this will help address the problem of pupil/teacher ratio and the health status of 

Educational Managers, for example. 


ANNOTATED BIBLIOGRAPHY 


THEME 1: 

PEDAGOGICAL RENEWAL AND TEACHER DEVELOPMENT 


1.1. Authors: ERNWACA 

Title: Basic Education in Ghana: “State of the Art” An Analytical study 

Type of Document: Ghana Country Paper 

Source: ERNWACA-Ghana, Accra 

Date: Undated 

Number of Pages: 69 

Objective: The paper's aim was to examine the development of basic 

education and Educational Policies vis-à-vis the principles, aims 

and objectives of education from 1951 to date as well as the 

changing Structure, Curriculum Teacher Supply, Financial 

Management and Administration of Basic Education. 

Methodology: The study carried out an overview of developments in education 

since 1957, and examined the reports of the various Commissions 

and Committees set up to review the Basic Educational System. 

The Botsio Commission (Dec. 1960-Jan.1961), the Kwapong 

Committee, (June 1966-July, 1967), Dzobo Committee (Oct.1972), 

Evans Anfom Education Commission (Phase I: March-June 1984), 

are few examples of these educational committees and 

commissions. 

Findings / Conclusions: A major package in the educational reforms was the involvement 

of communities to support the maintenance of schools; this is 

taking place gradually. 

Recommendations: Although a gradual change is being effected in this direction, 

strategies for community involvement in the educational system 

need to be strengthened through constant dialogue. 


1.2. Author: Nyoagbe, John 

Title: Impact of the Educational Reforms on the Teacher Job 

Performance at Basic Education Level 

Type of Document: Research report 

Source: ERNWACA-Ghana Office, Accra 

Date: February 1993 

Number of pages: 22 

Objective: The study aimed at examining the effects of the educational 

reforms on the teacher's work performance. 

Methodology: The research was conducted under the policy guidelines of the 

National Executive Committee of GNAT under the directives of 

the General Secretary. Three hundred and sixty (360) Basic 

Education Teachers who had taught at least for two years under the 

reforms, were randomly selected from all the ten regions of the 

country to respond to a questionnaire designed for the research. 

Findings / Conclusions: The findings are that even though the teachers' level of 

professional training equipped them sufficiently to operate under 

the reforms, they spend over 30 hours a week preparing for classes 

and evaluating pupils' work; none of their services were 

underutilized and their workload was overtaxing them. Class sizes 

were getting bloated with more than 60 pupils in some cases. Some 

pupils could not attend school due to the revised book-user fees. 

Despite the fact that teachers felt they were competent sufficiently 

to operate under the reform, the inherent problems faced on the 

job, made it hard to establish that the quality of education is 

improving under the reforms. 

Recommendations: Continuous professional education should be organized for 

practicing teachers irrespective of their academic and professional 

qualification. There should be a judicious selection of candidates to 

Teacher Training Colleges (TTCs), where emphasis should be 

placed on methodological skills. Incentives such as Scholarships 

and Study Tours should be provided to Trainees in Science, 

Mathematics and Technical Skills. Polytechnics should mount 

courses in pedagogical skills. 


1.3. Author: DANIDA 

Title: Early Childhood Development in Ghana, 

Type of Document: Draft Appraisal Report and Project Document 

Source: MOE Documentation Center, Accra 

Date: 1994 


Objective: The immediate objectives of the project are to upgrade the 

National Nursery Teachers' Training Center (NNTTC) in Accra 

physically and professionally to a dynamic resource center, where 

all aspects of Early Childhood Development (ECD) education are 

covered; and to improve the standard of child care and child 

development opportunities, through training of ECD educators, 

who will improve the competence of staff after attending training 

at the NNTTC. 

Methodology: This will be achieved through rehabilitation of the NNTTC, 

training of staff, establishing training programs and supporting 

ECD - educators. The objectives of the appraisal study, however, 

are appraisal of the proposal and preparation of a project 

document. The project proposal indicates that the project, which 

would be implemented by the GES under the MOE in cooperation 

with GNAT, UINICEF and BUPL in 11 districts in one region, 

will emphasize curriculum development for training ECD - 

educators. 

Findings / Conclusions: Two of the major problems identified within Early Childhood 

Development (ECD) for children aged 0 - 6 years in Ghana were 

the largely untrained pre-school teachers and attendants and the 

lack of coordination and cooperation between the institutions 

involved in ECD within the communities. Other findings include 

inadequate funding, shortcomings in the pre-school programs, lack 

of resources in terms of qualified teachers, which discourages 

expansion etc. It however, concluded that GNAT is fully capable 

of implementing the proposed project. The set of recommendations 

made are towards the improvement of quality of staff. 


1.4. Author: Pasigna, Aida L. 

Title: Improving Learning Through Partnerships (ILP) Project 

Type of Document: Consultancy Report 

Source: MOE Documentation Center 

Date: 1998 


Objective: The main purpose of the Consultancy was to assist in the building 

of human Resource capacity of the Curriculum, Research and 

Development Division (CRDD) of GES in the area of writing, 

evaluation and production of textbooks. 

Methodology: An “In-house” training for professional development workshop 

was conducted for GES staff, who was given training on textbook 

production, evaluation and selection that is relevant to the situation 

in Ghana. Staff was given training in Textbook Writing Process 

and Textbook Evaluation. Evaluation manual criteria on gender 

sensitivity and cultural relevance were clearly identified as a 

distinct category to ensure that, these two are closely related issues, 

which were not to be neglected. 

Findings / Conclusions: It was concluded that a new policy on textbook production was 

significant towards improving the quality of instructional 

materials. This would improve the quality of teaching and learning 

experiences in the classroom. Moreover it was found out that 

controlling the quality of the textbooks before publication through 

dissemination, use of the Evaluation Manual and the Evaluation 

criteria to all Stakeholders would increase the changes of achieving 

cost effectiveness in the education system. This would shift 

textbook production from commercialism and profit motivation to 

increased instructional effectiveness. 

Recommendations: It was therefore, recommended that the Evaluation Coordinating 

Committee and the other members of the core group of evaluators 

should come together to plan to ensure that subsequent stages in 

the textbook production process be implemented on schedule. The 

5- year period during which new textbooks and related materials 

are used should be viewed as a nationwide system tryout. 

A system of formative evaluation should be put in place to collect 

information on the curriculum and subject syllabuses, which 

should be made more responsive to the needs and realities of the 

field. Finally it was recommended that there should be constant 

dialogue among curriculum designers across subject area to ensure 

that curricula and syllabuses for the different learning areas are 

integrative and mutually supportive. 


1.5. Author: Asiegbor, I, Boakye-Yiadom, F, and Gala, E.E.K 

Title: Analysis of Performance of Junior Secondary School (JSS) 

Graduates Farming in Ghana 

Type of Document: Research study 


Date: November 2000 


Objective: The main objective of the study was to assess the impact of the 

basic school Agriculture on the performance of farming by JSS 

graduates, in the country. Specifically, the study sought to 

determine the factors that influence female and male JSS graduates 

to enter into farming in their communities and to assess the impact 

of their farm output on their levels of security. 

Methodology: The survey was designed to gather both quantitative and 

qualitative information from male and female JSS graduates. Eight 

vegetation zones including Northern Savannah and Southern 

Savannah were selected. The instruments used were structured 

Interview Schedules, in addition to Focus Group Discussions 

(FGD) guides and observations. A total sample size of 300 young 

farmers (232 males and 68 females) was taken. Finally snowball 

sampling technique was used in selecting villages from the 8 

selected vegetation zones. 

Findings / Conclusions: The study showed that the majority of the graduates was compelled 

to enter farming because they did not get sponsorship to further 

their schooling. The basic school agriculture program influenced 

more males than females to take to farming. Consequently females 

appeared more unstable in farming than males who aimed at 

obtaining cash income and family food from farming. Finally the 

study revealed that the females had more difficulty in getting land 

to farm than their male counterparts, majority of whom got 

themselves involved in Cash Crops farming, such as root and 

tubers, plantation crops, legumes and vegetables. There were 

several obstacles and defects in the agriculture curriculum, which 

confronted the efforts of the young farmers and this, impeded their 

achievements and security. 

Recommendations: It was, therefore, recommended that there should be a review of 

the curriculum to address some of the weaknesses in the JSS 

agriculture program and the practical skill deficiencies. There was 

the need to give an in-service teacher training in agriculture and in 

farm business management. This should be backed by an in-depth 

analysis of training needs assessment of teachers of Agriculture, to 

cover other aspects of their syllabus. A policy should be put in 

place in the area of Vocational Agriculture Education to strengthen 

vocational training and enhance the capacity of JSS graduates in 

farming. Above all the young farmers need competence in literacy 

and numeracy skills in farming, hence there was an urgent need for 


continuing education programs which would offer them 

opportunities to update their knowledge and acquire new skills. 

Training in areas such as agricultural production technologies 

covering tractor operation, product storage, food processing, and 

the use of soil testing equipment, should be encouraged. 


1.6. Author: Ms. Daaku, Florence 

Title: FCUBE Mid-Term Stock-Taking-Enhanced Quality of Teaching 

and Learning Vol. 2 

Type of Document: Research report, 1996-2000 

Source: ICU office, GES Headquarters, Accra, Ghana 

Date: October 2002 


Objective: The study sought to develop a statistical database for assessing the 

FCUBE Program for the first half of the implementation period, 

(1996 - 2000) and to identify achievements, weaknesses, 

constraints with the view to mapping up strategies for 

improvement and fashion a way forward. 

Methodology: Target groups involved are Divisional Directors and Unit Heads at 

Headquarters, Regional and District Directors of Education and 

Principals of Training Colleges. Questionnaires were designed and 

administered to collect information from the target groups for the 

study. 

A Beneficiary Assessment of the FCUBE Program was carried out 

to focus mainly, on the School/Community level, employing 

qualitative research tools, to investigate changes in the education 

environment since 1996, as far as the achievement of the strategic 

objectives are concerned. Microsoft Access was employed to 

analyze data collected. 

The study reviewed assessment of Pupil’s Performance, 

comprising Continuous Assessment, Performance Monitoring Test 

(PMT), School Performance Appraisal Meeting (SPAM), Criterion 

Reference Test (CRT), Basic Education Certificate, Education 

(BECE), etc. 

Findings / Conclusions: Constraints identified include inadequate accommodation for 

teachers on attachment, overloaded curriculum, lack of 

instructional materials etc. Teachers manufactured scores for 

pupils. The assessment process is cumbersome and time 

consuming. There is ineffective monitoring. 

Recommendations: Teachers are to be taught the use of raw score sheets/books, for 

effective monitoring. Head teachers are to ensure that teachers give 

a reasonable number of exercises to pupils regularly. Regular inservice 

training courses should be arranged to educate and brief 

both teachers and their Heads on administration of the Continuous 

Assessment. Teachers are to make it a practice to record marks as 

soon as questions are marked. 


1.7. Author: UNICEF/BUPL/GNAT 

Title: Toward a fair start for children 

Type of Document: Seminar Report 




Objective: The objectives were to bring together all agencies, NGO’s and 

other Stakeholders involved in Early Childhood Development 

(ECD) activities, to share experiences and disseminate information 

of each group to address specific issues of concern within Early 

Childhood Education and Care in Ghana. 

Methodology: Seminars were organized, at which theme papers from both some 

developed and developing countries were presented. Group work 

based on themes was developed to include the young child and its 

needs, enhancing Community participation in Home-based 

systems, staff development requirement and training and 

supervision. An ECD panel made up of technicians from GES, 

Department of Social Welfare, University of Cape Coast as well as 

early childhood educators was organized to write a Guide for the 

Educators of the young Child. 

Findings / Conclusions: A major outcome of the National Seminar on ECD was “the 

declaration on Early Childhood Development in Ghana” in 1993, 

which recognized among other things, that out of every 1000 

children born anywhere, between 77 and 96 infants die before age 

one. The majority of children from poor or disadvantaged families, 

never attended school or if enrolled at all, may not complete 

schooling. In addition, it concluded that the quality of care and 

interaction provided to the child has direct measurable impact on 

the child’s health, nutrition, status and overall development. 

Recommendations: A policy on Early Childhood Development should be formulated 

and implemented to ensure coherency among all the facilitators in 

the sector. Government should show commitment and support to 

ECD activities as it did for the JSS and NFED Programs. A 

uniform training program for ECD educators must be developed 

for implementation. Funds must be mobilized at the district and 

community levels for continuous in-service training of the young 

child educators. 


1.8. Author: CRDD 

Title: Looking at Bias in School Texts: A Gender Analysis of the 

Primary English Math and Science Series 

Type of Document: Research report Compiled by Paula Mackinnon 

Source: MOE Documentation Center, Accra, Ghana 

Date: Not dated 


Objective: The objective of the study was to identify instances of gender bias 

and skewed power relations in primary school English, 

Mathematics and Science textbooks. 

Methodology: The investigation into gender bias and skewed power relations was 

done within 6 main parameters: activities, attributes, occupations, 

location, primary characters, and gender based language. Activities 

in which gender bias and stereotyping were portrayed were 

examined. 

Findings / Conclusions: Numerous instances of systematic gendering were found 

throughout the texts. In virtually all the texts, irrespective of 

subject, more males than females were encountered. 

Males were typically found in occupations demanding more skills, 

knowledge and diplomacy. Males, as opposed to females, were 

portrayed as doing more challenging jobs. They were also 

portrayed as engaged in a wider range of robust activities while 

females are more frequently portrayed as dancing and singing or 

cooking or tendering a child. Besides being portrayed as strong and 

brave, males, more than females, are most of the time put at the 

forefront of all major events. Systematically the texts tend to 

imprint gender bias and gender stereotyping of occupations, leisure 

activities, domestic labor, and attributes on the minds of pupils. 

Recommendations: Authors should show domestic work, such as childcare, cooking 

and cleaning, as family responsibilities and not as a female 

preserve. Women should also be shown to be in high-status 

occupations, in decision-making positions, in ownership positions, 

and in positions in which academic and technical knowledge are 

required. Both males and females should be shown as achievers. 


1.9. Author: Tettey-Enyo, A, Quarm, A, Jenkins, J. Garett, RM 

Title: Out put to Purpose Review: Support for Teacher Education Project 

(STEP) 

Type of Document: Project Report 




Objective: The purpose is to raise the quality of tutors in Teacher Training 

Colleges (TTC) and teachers for basic schools in the key areas of 

English, Mathematics, Science and Technical skills to redress 

gender imbalance in teacher education with particular regard to 

access training and qualification and to improve the balance 

between methodology and theory in pre and In-service teacher 

education course at University College of Education Winneba 

(UCEW). 

Methodology: Extensive discussions were held with all the major stakeholders in 

groups and with individuals. An extensive sample of project 

documentation was examined and analyzed to effect crosschecking 

of ideas. 

Findings / Conclusions: The findings show that through "STEP many teaching staff have 

been trained and are occupying senior positions of responsibility 

within the University. UCEW has become firmly established as a 

University with a commitment to education. Action research has 

been firmly established in many departments. The teaching of 

lecturers involved in the writing of distance education materials 

has been enhanced. There is increased gender awareness within the 

entire sector. 

Recommendations: There was a need to strengthen the links between UCEW and 

"TTC", and Teacher Education Division of the Ghana Education 

Service. There was also the need for built-in evaluation to include 

baseline studies, monitoring and mid-term reviews. Distance 

learning need to be built into future FCUBE activity. New career 

structures should be devised within the primary education sector. 


1.10. Author: Adu J. K. 

Title: Primary Education Program (PREP) Report on Assimilation of 

Curriculum Content Tests: A Teacher Survey 

Type of Document: Study Report 



Number of pages 23 

Objective: The purpose of this study is to investigate the extent to which the 

teacher trainees had mastered the content of the primary school 

mathematics and English syllabuses as an indicator of how well 

they would be able to teach the subject at the primary school level. 

It is also to determine whether or not the primary six pupils' poor 

performance could be traced to the teachers' own level of mastery 

of the two subjects. 

Methodology: Five initial teacher - training colleges out of a total of thirty-eight 

(38) were selected for the survey for practical reasons and for 

convenience. Three of the colleges offer courses for postsecondary 

and post-middle students while the remaining two have 

post-secondary students only. Of the five colleges, only one is a 

single-sex (female) college, the rest are co-educational. 

Some of the PREP's trained test administrators were used for the 

exercise after they had been given a one-day briefing covering the 

purpose of the survey and how to administer the tests. The covers 

of the test booklets and answer sheets were changed for primary 

six pupils. The two tests were administered on the same day in 

each college. 

Limitations: There was variation in class enrolments and numbers of students 

actually taking the tests because some of the teacher trainees were 

taking a public examination, the General Certificate of Education, 

at the same time as the Teacher Survey. 

Findings / Conclusions: In mathematics, students did best on the Story Problems Subtest 

with a mean score of 81.6% and 68.1 in Geometry. The objective 

test revealed that the teacher-trainees were weak. In English, the 

students performed best in comprehension. On the whole, the 

results show that the teacher trainees performed very well on both 

mathematics and English. In both cases the male teacher trainees 

performed much better than their female counterparts. 

Recommendations: There is the need for the training colleges to re-examine their 

instructional strategies with a view to improving their teaching of 

the two subjects in respect of subject matter and the methodologies 

for teaching them. Practicing teachers in the primary school may 

require a lot more help with the teaching of Mathematics and 

English, and esp. in Mathematics. A series of in-service training 

may be needed to help the primary school teacher to handle the 

subject more effectively in the classroom. 


1.11. Author: MOE 

Title: Science Resource Centers Project: Report on the Second Training 

Program for Teachers and Technicians 

Type of Document: Report on Training Program 


Date: 1996 


Objective: The purpose of the 6 weeks training program was to acquaint 

Science teachers and laboratory technicians with Information 

Technology (IT) skills and familiarize them with the use of 

Science Resource Center (SRC) practical manuals. 

Limitations: Intermittent cuts in water and electricity supply as well as pressure 

from participants for some form of allowance while on the course 

brought about some interruptions. 

Methodology: The Science teachers were taken through practical work in 

Information Technology, data logging and practical work in 

subject groups. The technicians were taken through experiments all 

the 3 Science Subject areas. In addition, they were taken through 

lessons in the preparation of solutions, management of the 

laboratory, safety in the laboratory, and IT. All the trainees were 

also taken out on excursions to places of relevance to the training 

received. 

Findings / Conclusions: Forty-six science teachers and 23 technicians acquired basic skills 

to help them run the Science Resource Centers. Specifically they 

acquired computer literacy skills and basic knowledge in data 

logging. They became used to new equipment in SRC packages to 

help them teach more effectively. They were also sensitized to be 

more practical oriented in the teaching of Science. 

Recommendations: It was recommended that the technicians' course should be 

structured to cater more for laboratory management - repair and 

care of equipment. It was also recommended that the training 

program should be held during the holidays. Other 

recommendations were that the practical manuals should be 

reviewed to bring them to a better shape, and that some form of 

allowance should be worked out for participants at training 

courses. 



Title: Report on Physical Facilities on 25 Teacher Training Colleges in 

Ghana 

Type of Document: A Survey Report 


Date: April 1995 


Objective: The purpose of the survey was to appraise the condition of 

physical facilities in the teacher training colleges, and the degree of 

utilization of such structures. 

Methodology: The team visited 25 training colleges to examine the physical 

facilities available, and the conditions in which they were. 

Limitations: Owing to the ethnic conflicts in the Northern Region, the training 

Colleges in that region were excluded. 

Findings / Conclusions: Almost all of the training collages lacked enough and suitable 

buildings for both academic and non-academic purposes. Most of 

the buildings were in a state of disrepair. A total of 91 

uncompleted structures were found in the 25 training colleges. 

Access roads, office equipment, and vehicles were in bad state. 

Staff houses were either inadequate or in bad state, making 

recruitment and retention of qualified staff difficult. Practice 

schools were both inadequate and in bad state. 

Recommendations: Buildings for both academic and non-academic purposes should be 

repaired, and additional ones provided where necessary. Office 

equipment and vehicles should be increased and updated. Access 

roads, utilities, and sanitary facilities should be improved. Above 

all, 25 primary and 35 junior secondary schools should be 

established in the colleges to enhance the development of teacher 

education. 


1.13. Author: GES 

Title: Comprehensive Population and Family Life Education Program in 

Ghana Schools and Teacher Training Colleges 

Type of Document: Annual Project Report 

Source: MOE Document Center 



Objective: The objective was to develop and produce trial tested prototype 

POP/FLE Curricula and Instructional Materials for teachers and 

students at Primary, Secondary and training Colleges, for 

implementation at the national level. 

Methodology: There was a content analysis of existing curricula in schools and 

Teacher Training Colleges (TTC) to assess the extent of POP/FLE 

inputs. A literature review of relevant studies and reports on 

POP/FLE in Ghana was also undertaken. A series of training 

workshops on development of materials was organized. An 11-day 

workshop to train “National Resource Persons" who would be 

training teachers was also carried out in addition to the 

organization of writers’ workshop for guidance and counseling. A 

series of study tours to Indonesia, Thailand and Nigeria was 

carried out. Other methods used were lectures, demonstrations and 

discussions. 

Limitations: Communication by post or telephone was poor. The use of 

Motorola also had its limitations, consequently messages did not 

reach their destinations in time. 

Findings / Conclusions: The study revealed that the review done was more of an annotated 

bibliography and that there was no analytical review of the 

literature to sum up the social situation on POP/FLE in Ghana to 

note areas to where data was weak. It was also found that a number 

of relevant studies presented as long essays for University degrees 

in Ghana had not been incorporated in the literature review. 

Consequently it was decided to commission another study to 

specifically address these shortcomings. 

Recommendations: It was recommended that more national resource persons (NRP), 

one for each region should be trained. The CRDD should be 

strengthened to implement the project and it should ensure 

adequate supply of teaching and learning materials in schools. The 

National Population Council (NPC), GNAT and PPAG should all 

be involved in the project. There should be a common format for 

the POP/FLE programs and/or to be used as models in the country. 

Teaching methodology for POP/FLE should be incorporated into 

any training program and workshops. 


1.14. Author: GES 

Title: Primary School Development Program 

Type of Document: Report on Mid-Term Review 




Objective: The report looks at the achievements of some targeted aspects of 

P.S.D.P. at the end of the first year (1994/95) of its inception. 

Methodology: A qualitative analysis was used to obtain information through a 

Survey carried out from 20% of the project schools in all the 110 

districts in Ghana. 

Findings / Conclusions: The study showed that the majority of the teachers was elected 

through interviews of which the communities participated. The 

appointed teachers were given training on school administration 

and management. Finally the study showed that there was an 

increase in the number of trained teachers in the project schools. It 

was noted that other curricula activities such as sports, festivals 

and teachers meetings often disrupted instructional hours for 

effective learning. 

Recommendations: It was recommended that all head teachers in project schools who 

have not been trained should be given the required training. 

Donors should extend the project to cover more deprived schools, 

since it has seriously saved deprived schools from collapsing. 

Finally special appeals should go to District Assemblies to assist 

poor Communities to establish pavilions where it could not be 

because of to lack of financial resources. 


1.15. Author Ministry of Education 

Title: Policies and Strategic Plans for the Education: Sector 

Type of document: Policy Plan 

Source : MOE Documentation Center 

Date: July 2001 


Objective: The Policy Planning, Budgeting, Monitoring and Evaluation 

Division (PPBME) was to review and analyze the major MOE 

policy initiative in the first quarter of 2000. 

Methodology: Policy Review meetings were held. Discussions and dialogue were 

sustained with Donors. Plenary workshop was also organized with 

major stakeholders and Development Partners who provided useful 

in-puts that reflected issues in the documents. 

Findings / Conclusions: The document assembled all policies in education from Pre-tertiary 

through Tertiary and beyond. It also provided a policy framework 

that separated policies from strategies. It in addition situated 

education policy within the context of National Planning 

Document (2020). It defined the mission statement of the 

Education sector, goals, objectives and expectations. Finally, it 

also provided a policy matrix for Pre-tertiary education, which 

highlighted increased access, enhanced quality teaching and 

learning outcomes, as well as improved management for 

efficiency, and decentralized and sustained management, which 

includes non-formal education that focuses on functional literacy 

programs. 

Recommendations: Recommendations included the tackling of issues concerning 

School Health Policy. Institutions concerned with school health 

should be strengthened. Priority should be given to school health 

issues, including water and sanitation, disease surveillance, 

curriculum strengthening, improvement of skills of teachers in 

health matters, as well as educational materials development and 

distribution. 


THEME 2: 

DECENTRALIZATION AND DIVERSIFICATION OF DELIVERY SYSTEMS 


2.1. Author: Ad Boeren, Ntim Safo Doe Emmanuel et al. 

Title: Ghana Literacy and functional skills Program Phase II (LFSPII) 

IDGH - PE - 974): Improvement in Supervision and MER Practices 

Type of document: Final Research report 5 




Objective: The research objectives were to: (1) identify and analyze the causes 

of low standards of supervision in the educational system 

(2) identify and analyze the causes for the failure of management of 

the LFS Program (3) study options for the decentralization of 

supervision and monitoring, Evaluation and Research (MER) and 

assess their implications for staff development and the provision of 

facilities and material resources (4) provide options for alternative 

strategies to capture the effectiveness of the program at the 

Community level. 

Methodology: The methods adopted were an analysis of current policies and 

procedures regarding supervision and MER as described in policy 

documents and training manuals. These were complemented with 

information gathered during interviews on the studied relevant 

documents regarding supervision and MER activities. Data 

required for monitoring, planning and management were analyzed. 

Qualifications of the current supervision and MER staff at 

headquarters and in the field were also analyzed. Finally, a round 

table discussion with staff from other literacy providers was held 

on their systems of supervision and MER, in order to learn from 

their experiences. 

Limitations: Due to time pressure facilitators in Yilo Krobo district were not 

interviewed individually but in pairs. Teams could not establish 

whether the facilitators that showed up represented fairly the 

calibre of facilitators in the district and whether they were honest in 

their answers. The Mapping Team experienced delay in listing 

relevant literacy providers to be invited for the round table 

discussion. Consequently, due to the short notice, only 3 

organizations turned up. A bigger audience would have enriched 

the exchange of ideas in the exercise. 

Finding/Conclusions: MIS System was still found to be useful, and therefore it suggested 

that ownership of the MIS should be shared at all levels of the 

organization. Intensive training should be provided for NFED staff 

and facilitators on the MIS. 

Recommendations: There is the need to enhance the supervisory skills of all 

supervisors and encourage external supervision every quarter, 

throughout the 2- year cycle. This would boost the morale of 

learners. Community participation in monitoring was to be 

encouraged by addressing the problems of personnel management, 

finance, administration and accountability, transport and 


communication. NFED needs to develop action and policy research 

needs in order to guarantee the implementation of its research 

agenda and build a sustainable research capacity. It should also 

establish a system of job description matched with qualification 

levels and performance indicators and adopt a transparent system of 

allocating transportation to various levels in the system. 


2.2. Authors: Agarwal Seema and Hartwell Ash 

Title: CHILDSCOPE – A Community-based Effort to Improve Children's 

Well-being and Primary School Quality in Ghana 

Type of document: Evaluation Report 1998 


Date: September 1998 


Objective: The main objective was to review the Community project and find 

ways to enhance the capacities of Communities, Schools and 

Districts capacities to analyze, reflect on actions designed to 

increase children's participation and the quality of primary 

education. 

Methodology: Strategies had been designed to bring the Child, School and 

Community together. These strategies included the empowering of 

communities to identify and prioritize children's needs, improve 

school management and supervision, train head teachers and 

teachers, as well as improve over all parenting practices. The 

project provided an integrated child-centered development with 

health, nutrition, water, and sanitation to foster increased learning 

behaviors among pupils. The evaluation engaged both internal and 

external evaluators. 

Findings / Conclusions: The study found that the Afram Plains had been neglected, because 

there was very little support for adequate staffing and supervision 

for schools from the Ghana Education Service. Consequently, 

communities became frustrated as UNICEF and other partners 

managing the project could not effect a positive change in policies 

and practices to ensure efficiency in the School System. The 

evaluation also showed that childscope activity in the Afram Plains 

became a force in improving conditions for meeting children's 

needs. 

Communities took ownership of the analysis of their problems and 

the actions they would take to solve those problems. There was 

community transformation where apathy gave way to action, from 

helplessness to optimism and from dependence to ownership. 

Recommendations: MOE/GES should strengthen teacher development and support 

systems. There is need to develop and obtain improved data from 

the schools and districts on enrolment, participation and learning. 

Requisite skills for monitoring and evaluation should be developed 

at all levels. 


2.3. Author: Baku J. J. & Agyeman, D.K. 

Title: The Effects of Community Participation on Access and Quality of 

Education in African Countries: The Ghana Experience 

Type of document: Research report 

Source: ERNWACA-Ghana, Accra 

Date: 1997 


Objective: The study sought to establish the extent to which the communities 

had lived up to expectation in participating in the provision of basic 

education and how their participation or lack of it has affected 

access to and quality of education. 

Methodology: The study used the triangulation approach by adopting several data 

collection instruments: this included a Focus Group Discussion, 

Observation, a Pre-Test, to assess the prevailing measures of access 

to quality of basic education and then a Post-Test assessment of 

levels of community participation, access and quality of education 

in both experimental and controlled schools. Additionally, the 

findings of an evaluation, with focus on promoting community 

participation were adopted and used. 

Findings / Conclusions: The findings of the study indicated that even though every 

community participated in schools’ activities, their participation 

was generally low. Communities were against agencies including 

the Government, assigning responsibilities without any regard to 

their capabilities of shouldering them. 

It was also found out that wherever the MOE and the GES made 

conscious effort to bring awareness and to promote participation in 

the communities’ activities, there were high levels of community 

participating in School activities. The High-level community 

participation resulted in increased access and retention of pupils. 

Where communities play a major role in School activities, by 

retaining teachers through motivation and providing them with 

teaching and learning materials, the quality of education in terms of 

increased test scores improved. 

Recommendations: It was recommended that the democratization of the concept should 

be adopted by encouraging the bottom-up approach in all 

communities. Schools should be encouraged to be involved in some 

community activities. A linkage should also be established between 

the communities and schools by involving the former at the level of 

management and administration of the latter. Head teachers and 

their teachers should be advised to give respect to and regard the 

views of parents on issues of the school. Community participation 

in the construction of JSS community schools and workshops is to 

be encouraged. It is anticipated that this would minimize the 

problem of pupils traveling beyond 3 kilometers from their homes 

to school consequently increase access to education by all school 

going aged children. 


2.4. Author: Daaku Florence 

Title: FCUBE Mid-Term Stocktaking: Management for Efficiency, 

Volume 3 

Type of document: Research report, 1996 

Source: ICU Office, Ghana Education Service, (HQ), Accra, Ghana 



Objective: The main objectives was to develop a statistical database for 

assessing the FCUBE Program for the first half of the 

implementation period, and to find out how far some of the 

strategic objectives have been achieved. 

Methodology: Data was obtained from Districts, Regions and Headquarters of 

GES, as well as Teacher Training Colleges, with respect to the 

implementation of the FCUBE Program, using questionnaires. The 

Report identified targets met according to performance indicators, 

weaknesses and challenges. District office records were also 

examined to ascertain the extent to which the FCUBE policies were 

being implemented. 

Findings / Conclusions: The study revealed that 30.9% of total districts have requisite 

training for all schedules at the District offices. There had been 

staff rationalization resulting in transfer of staff members. 

Constraints such as lack of funding, poor school infrastructure, 

inadequate coordination among Regional and District teams, lack 

of trained teachers, neglect of Regional offices in the 

implementation of the FCUBE program had been seen as 

hampering efficient management and for that matter, quality 

teaching and learning. 

Recommendations: There is the need for capacity building at the District level to 

ensure effective functioning of budgetary allocation, supply of 

more vehicles, and quarterly and regular release of funds. Non 

Governmental Organizations should seek clearance from District 

Directorates of Education before embarking on their educational 

projects. 


2.5. Author: Addae-Boahene, Akwasi and Arkoful, Kingsley 

Title: Improving Quality Education through Community Participation: 

Our Responsibilities 

Type of document: SMC/PTA Resource Handbook 


Date: 1999 


Objective: The purpose was to develop a Resource Handbook to meet the 

objectives of Ghana's Free Compulsory Universal Basic Education 

(FCUBE), in order to improve quality of education through 

community mobilization and action. 

Methodology: A participatory methodology was adopted through the contributions 

of ideas from Communities, districts, and national partners. A 

questionnaire structured around 8 key questions guided the material 

development for the schools' SMC and PTA's. A training guide was 

also prepared and a total of 41 topic areas based on the objectives 

of the Community School Alliances were used. 

Findings / Conclusions: The handbook produced information on 5 thematic areas: 

(1) Policy Information and Guidelines; (2) Management for 

efficiency; (3) Improving quality of teaching and learning; 

(4) Access and Participation; and (5) Development of linkages. 

The handbook for School Management and Parent Teacher 

Association emphasized the responsibilities of the two to ensure 

gender equity in their membership. 

Recommendations: It recommended among others things that there is need to identify 

and develop strategies for mobilizing local resources to assist 

community schools. Good parent - teacher - community 

relationships are to be encouraged. The management of conflict 

between the community and the school, as well as the 

accountability by the school to the community should be ensured. 

Finally it recommended “incentive performance-based packages” 

for teachers and pupils. 


2. 6. Author: Bhola H. S., Bampo, L., Obiri Yeboah, Beatrice 

Title: Ghana Literacy and functional Skills Program Phase II (LFSPII) 

(IDGH.PE 974) 

Type of document: Research Project 8 

Source: Non-formal Education Division (NFED) 

Date: 1998 


Objective: The objective was to conduct a research study on teaching methods, 

facilitator training and material development for the literacy and 

Functional Skills Program (LFSP). 

Methodology: The methods adopted included an analysis on extensive 

documentation developed within the LFSP. This was combined 

with field visits to 3 regions for interviews with field staff. 

Findings / Conclusions: The findings reveal that the 1.3 million adults in the 10 regions in 

Ghana who were reached had acquired literacy and functional skills 

through teaching and learning. The Program succeeded in reaching 

the unreached and more women (60%) than men (40%) were 

covered. Learners began to use their literacy skills in their daily 

activities, and their attitudes towards children's schooling began to 

change positively. 

Recommendations: Recommendations made were that the NFED should engage itself 

in a systematic staff development. A district team to mobilize 

learners, facilitators and opinion leaders to conduct needs 

assessment should visit all communities involved with the LFSP. 

Community action plans should be designed from the basis of 

teaching and learning during the learning cycle. New curricula 

strategies should be introduced to integrate radio into the LFSP. 

The LFSP should also provide opportunities for a research study 

covering the life cycle of the program on the lives of beneficiaries, 

their families and communities. 


2.7. Author: Cairns, John C. 

Title: Literacy and Development Assistance Project, Ghana 

Type of document: Gillbt Evaluation Report 


Date: 2000 


Objective: The purpose of the evaluation was to review the general structure 

of the Literacy Program, and comment on the framework in which 

it operated. The study also set out to evaluate the cost effectiveness 

of the program as well as review specific program, achievements/ 

shortcoming. 

Methodology: Both qualitative and quantitative methods were used. Wycliff Bible 

Translators of Canada document and other Reports were reviewed. 

Interview schedules were designed and conducted. 

Findings / Conclusions: The study showed that the "WILD" Component which focused on 

the participation of women especially in income-generating 

projects (ICP) had brought significant social/cultural change. The 

"ICP" managed by Gillbt Staff had brought modest profits to 

support literacy activities. The program expected result for the 

1997/2000 has brought literacy to 5% of the estimated adult 

population within the average language group involved. Despite the 

wide divergence of language groups, an impressive number of 

publications have been produced with several groups having over 

20 mother tongues. These encouraged and sustained literacy skills 

and provided supportive post literacy environment for the people. 

Recommendations: In order to meet its expanding program needs, more emphasis 

should be put on "fund raising" to make the mother tongue literacy 

more functional and sustainable. Finally, Gillbt should put 

emphasis on the "Advanced Literacy Phase" and on small village 

libraries, newsletters, posters, radios and other post literacy 

initiatives. Gillbt should improve its database to develop more 

reliable statistics on its programs. 


2.8. Author: Ghana Education Service (GES) 

Title: National Vision for Girls' Education in Ghana and A Framework 

for Action: Charting the Way Forward 

Type of Document: Draft Report, GES, Accra 

Date: August 2001 



Objective: The objective was to re-examine the vision for Girls' Education in 

Ghana with a view to fashioning a strategy for promoting girls 

participation and achievement in education. It was also to examine 

the persistent gender and regional disparities of girls' education in 

Ghana, in terms of enrolment, retention, completion and quality. 

Methodology: Conference papers and reports from symposia organized by 

working groups were reviewed. Other information used for this 

review reflect the many complementary programs and actions by 

Government, private Sector Development Partners, NGO, 

Religious and traditional leaders, communities and individuals 

committed to education of all children. 

Findings / Conclusions: The ability of the Ministry of Education (MOE) to provide access 

for all children under the Free Compulsory Universal Basic 

Education (FCUBE) Program is constrained by lack of resources. 

However, to achieve the objectives set out in the vision, the Girls' 

Education Unit is already mobilizing all stakeholders to improve 

the quality of teaching and learning for girls, It has also targeted 

assistance to all deprived areas of the country and is mainstreaming 

gender sensitivity throughout the program, particularly those of the 

GES. The MOE/GES and in particular, the GEU are looking for 

innovative, practical strategies that can motivate wider audiences to 

become involved. Many of these strategies require more and better 

collaboration with other divisions of GES such as Teacher 

Education, CRDD, the Inspectorate and Guidance and Counseling 

Unit. Other sectors such as the Ministry of Health, the private 

sector and the media, religious bodies, traditional leaders and a host 

of development partners and NGOs currently working in Ghana in 

Basic and Girls Education are also involved. These partnerships 

have the potential to provide more resources, human and financial, 

for girls' education. However, motivating and sustaining these 

various groups will be key. 

Recommendations: Though the private sector development partners, NGOs and CBOs 

are important sources of funding, additional funds should be 

leveraged to support girls' education programs that contribute to the 

achievement of girls. Other recommendations to achieve the vision 

include developing and updating the Girls' Education Unit of GES. 

There must be an Annual Work Plan, to address identified priority 

activities and prepare budget proposals within the framework of the 

action program to leverage funds. 


2.9. Author: Fianu, Stephen K. 

Title: Primary Education Program (PREP) on Monitoring and Evaluation 

Type of Document: Report, MOE, Ghana 

Date: 1995 

Source: 


Objective: The Study's objective was to investigate into community attitudes 

and social factors underlying regional and gender-based 

differentials in Primary Education in Ghana, the community's 

perception of the School system and how to promote the education 

of children. 

Methodology: The study covered 203 school communities in 65 Districts in nine 

out of the ten regions in the country. In each region, 506 

respondents were extensively interviewed. Sample of all districts, 

schools and respondents were selected to ensure that the sample 

was truly representative of the population of Ghanaian parents. 

Findings / Conclusions: Findings show that parents tend to prefer to educate boys rather 

than girls at all levels of education but more especially at the higher 

levels. Finance, family arrangements, mental/physical handicap are 

some of the constraints. It was concluded that government financial 

incentives, parental awareness/care and community involvement 

stand out paramount. In general, parents have a good perception of 

the school system. Primary school enrolments have increased from 

between 1990 and 1993 in the 3 northern regions. 

Recommendations: It is recommended that policies aimed at alleviating parents' 

financial burden in the education of girls should incorporate 

corresponding strategies for boys. Boys and girls should be 

encouraged to pursue courses leading to careers traditionally meant 

for the opposite sex. Increased government financial/material 

incentives, esp. to the poor should be embarked upon. 


2.10. Author: Adipa, B. K., Goody, Esther 

Title: "A Tale of Two Ghanas" : View from the classroom 

Type of document: Research report 


Date: 1995 


Objective: The study sought to analyze the provision of teaching and learning 

in basic schools (Primary and JSS) with a focus on equity and 

efficiency. The aim of the stated objective was to obtain an analytic 

overview of issues on policy and reform implementation, from the 

school level and examining the relationship between policy intents 

and school-level practice." 

Methodology: A qualitative and quantitative data on other researches were used 

from research results from the curriculum, textbooks, syllabus, and 

Handbook analysis conducted by Kraft (1994). Three zones were 

sampled, and an instrument testing was conducted in semi-urban 

and rural districts. Schools selected, represented a range of the 

educational reality found in each region, covering rural, semi-urban 

and urban schools. " Story telling", including narratives and 

ethnographies were also used. 

Findings / Conclusions: The findings showed great disparities between North, South and 

Central zones. The differences were observed in all aspects of 

schooling: buildings, curriculum offerings, basic facilities, 

management, parental wealth and education and trained teachers. 

Many rural and northern schools witnessed an absence of almost all 

the basic facilities. 

Recommendations: It was, therefore, recommended that an equity act by which all 

communities would be made to contribute to the cost of building 

and other facilities be affected by adopting a sliding scale to ensure 

that all communities have schools and other facilities to meet 

national minimal standards. It also called for support from civil 

society and international funding for the poorest communities, 

which are unable to meet minimum standards. Community 

involvement through the parent/Teacher Association towards 

building projects should continue to be encouraged. 


2.11. Author: Laflin Michael, Ansre Kwame, Quarmyne Alex 

Title: Study of the use of Radio to Support Functional Literacy in the 

Volta and Northern Regions of Ghana 

Type of document: Evaluation Report 

Source: MOE, Documentation Center, Accra 



Objective: The objectives of the study were to assess the achievements effects, 

coverage, relevance and efficiency of the Literacy and Functional 

Skills (LFS) program and to identify constraints to the effective use 

of radio to promote functional literacy. It is also to establish 

ownership and make recommendations that will lead to 

improvements on the effectiveness and efficiency of the Radio 

Program Component. 

Methodology: The principal methods used were a study of documents dating from 

1990. Questionnaires were designed for facilitators, and learners. 

One-hour interviews were also designed for producers, regional 

coordinators, Ghana, Broadcasting Corporation (GBC) staff, and 

NFED staff in Accra. The Evaluation was carried out at the 

regional sites in Volta and Northern districts. Staff of the regional 

Coordinators’ office in the Volta Region and producers from 

Savanna Radio in Tamale assisted with the administration of the 

questionnaires for data collection. NFED documents on planning, 

reports from the field, training program outlines, engineering 

reports and broadcast schedules were used as basis for assessing the 

path and pace of project implementation. Audience survey was also 

carried out to assess impact of programs on listeners. An instrument 

was developed to standardise the criteria to measure program 

purpose structure, content and quality. A Research Team in 

addition listened to and discussed some programs in depth with 

producers. 

Limitations: The team was not able to evaluate the impact of the radio program 

on the acquisition of new knowledge and skills by learners. There 

was no baseline against which to measure progress. The two weeks 

evaluation did not allow sufficient time for a thorough impact 

study. 

Findings / Conclusions: The study showed that NFED producers do not work on NFED 

programs alone, but on GBC program as well. The means to travel 

was found to be critical to broadcasting programs, since producers 

need to travel and talk with listeners and have to obtain official 

approval through some difficult bureaucratic procedures before 

engaging in any travel. 

The study revealed that both Volta star Radio and Radio Savannah 

have been collaborating with some Government Departments and 

Institutions to provide technical information and resource persons 

for programs. For example the National Board for Small Scale 


Industries provides technical advice to learners on incomegenerating 

activities and assists them with the organization of loans 

for their projects. The study also showed that, it was difficult to 

measure listenership in precise terms although the MER might wish 

to do so. However, it was estimated that listenership of LFSP 

participants were 25,000 for Radio Savanna and 50,000 people for 

Volta Star Radio. Thus it became dear that large numbers of FSP 

participants continue to listen regularly to radio programs. This 

showed a substantial accomplishment. Improvement is however, 

needed, in the effective running of the radio programs. 

Recommendations: Communities should be encouraged to develop more stories of their 

own to be printed locally and read on the radio. Simple stories can 

be developed for children to be read to them by neo-literates as a 

motivation for them to acquire the habit of reading. It is also 

recommended that producers meet NFED Senior staff quarterly to 

plan the next three months’ themes and programs. A quarterly 

master plan should be designed at each radio station as a form of 

guide. All NFED producers need further training in the purposes 

and processes of educational and development broadcasting. 


2.12. Author: Amedahe F., Atakpa, S. Etsey K, Quist H. 

Title: Childscope in Ghana. A community-based Intervention in Primary 

Education 

Type of document: Evaluation Report 


Date: 2001 


Objective: The main objective was to assess the childscope community-based 

project. 

Methodology: Visits were made to targets districts in the Northern region. The 

team adopted the objective-oriented approach based on the 

objectives and Strategies of Childscope. Interviews guides were 

designed and for the data collection. 

Finding/Conclusions: The Study showed that most of the schools have functioning PTA's 

whose executives had received training organized by UNICEF to 

enable them run the associations efficiently. Parents’ involvement 

had been encouraging. They provided communal labor in putting 

up school buildings and their rehabilitation. They also provided 

ingredients for the preparation of lunch for pupils, and made some 

money contributions. Finally, more parents showed interest in their 

children's education. On whole childscope school-based 

interventions, supervision and support for teachers improved, 

although inadequate teaching staff remained a problem. 

Recommendations: The GES should liaise with District Education Offices and District 

Assemblies to recruit and train A/level Senior Secondary School 

graduates to improve the staffing situation. To improve the staffing 

situation, special incentives should be instituted by the District 

Assemblies for teachers to keep them at post, this should include 

housing for teachers in deprived communities. District Assemblies 

should take ownership of the childscope project. 


2.13. Author: Agyei – Bieni 

Title: A study of Poverty Reduction Program of the NFED in the 

Winneba District 

Type of document: MA thesis 

Source: I.A.E. University of Ghana 

Date: June 2001 


Objective: The objectives were to identify the method of implementation of 

the functional Literacy program (FLP) in the Winneba district, and 

motivational factors of adult learners in the FLP and to assess the 

relevance of the Program. 

Methodology: The survey method was adopted eight literacy classes were selected 

from 5 zones of the Winneba District. A total of 120 respondents 

were interviewed. A multi-stage sampling technique was adopted, 

and questionnaire and interview schedule were designed for the 

survey. 

Conclusions/findings: The study found that a total of 18,769 adult learners had graduated 

from the FLP in the district. Learners were happy that they could 

write and read their own letters, and 61% could do simple 

calculations and accounting, and in addition keep personal records. 

However, learners were worried about timing of the classes. Due to 

the FLP, 83.9% of beneficiaries’ income levels had changed for the 

better. In effect, FLP has achieved a considerable success in 

reducing illiteracy rate in Ghana, and has helped in reducing 

poverty in the Winneba district, of the Central Region of Ghana. 

Recommendations: Community libraries should be established to help neo-literates to 

sustain themselves. The income-generating component of the FLP 

should be strengthened. All stakeholders should help to sustain the 

National Functional Literacy Program by establishing a literacy 

fund. 


2.14. Author: Adoo-Adeku, Kate; Nti, James; Fiadjoe F.Y; Ohene-Konadu, K; 

Boakye-Dankwa, Yaw; Brukum, H.K. 

Title: Report on the Assessment of the Performance of Regional and 

District Staff or Non-formal Education Division (NFED) of GES 


Source: World Bank/NFED 



Objective: The objective of the study was to determine which zonal 

supervisors and district and regional staff are performing 

effectively. It also sought to determine those who could perform 

well if given the proper support and training and those who could 

not perform due to low educational attainment. 

Methodology: There was detailed discussion between the study team and 

directorate of N.F.E.D to clarify management objective of study 

assignment. An initial desktop data was undertaken. A structured 

questionnaire was designed for 436 Zonal Supervisors, Regional 

Coordinators, District and Program Officers for interviews. All the 

110 districts in Ghana were covered. Review of existing data was 

also undertaken. Performance criteria was developed and applied to 

all staff. 

Findings / Conclusions: The revealed that program would be realised if all vital logistics 

and equipments needed for supervision were supplied. There was a 

general shortage of auxiliary staff. Some “mediocre” staff was 

identified among respondents. The study showed that most of the 

problems that NFED faced could be attributed to lack of 

commitment of zonal Supervisors who had low education and this 

affected their performance. 

Recommendations: NFED should define all the duties required of zonal supervisors. 

Recruited supervisors should be given intensive training in 

mobilization, income generating skills, supervision report writing 

and MIS Management. Community Education should be mounted 

to sensitize people on the importance of the literacy program. 


2.15. Author: Hodzi, Sylvester, K. 

Title: Impact of Functional Literacy on Health status of Women in Hodzo 

District 

Type of Document: Master of Art Degree Thesis 

Source: Institute of Adult Education (IAE), University of Ghana 



Objectives: The study objectives were to investigate the extent to which the 

functional literacy (FL) project had contributed to the extent of in 

improving the income levels of women. It also sought to assess 

whether there had been reduction in infant mortality whether or not 

family planning knowledge, acceptance and practice, had been 

affected and finally improvement in water supply and 

environmental sanitation. 

Methodology: Data collection was mainly done through structured interview 

schedules, administered to beneficiaries of the project. Informal 

interviews were directed to project staff. The instrument was 

translated into “Ewe language” and then translated back into 

English. 

Findings / Conclusions: The study revealed that the ‘FL’ had made some positive impact on 

the women at Hodzo, their families and the cluster of communities. 

Thus it was observed that ‘FL’ is an effective tool for empowering 

deprived, disadvantaged and illiterate rural women. Their economic 

capabilities had been enhanced, and they had consequently 

embarked upon savings at the bank. Knowledge on family planning 

methods had also improved, although water and sanitation 

remained a problem. 

Recommendations: The functional literacy and intersectoral action project should be 

replicated in other deprived districts of the Volta region. Domestic 

latrine construction should be encouraged to improve sanitation. 


THEME 3: 

IMPLEMENTATION OF BASIC EDUCATION REFORMS AND INNOVATIONS 


3.1. Author: Ministry of Education 

Title: The Administration of Primary 6 Criterion – Referenced Tests: 

MOE Primary Education Program (PREP) 



Date: 1996 


Objective: The objective of the Criterion Reference Tests (CRT) administered 

to Primary 6 pupils in English and Mathematics in 1992 was to 

provide the baseline data for the five-year primary school 

performance monitoring program. 

Methodology: The CRTs were designed and administered to a number of schools 

including Public, Private and EIP schools in English and 

Mathematics. 

Finding / Conclusion: Test results reveal that performance of pupils in urban schools was 

higher than in rural schools, in both English and Mathematics. 

Performance was higher in English than in Mathematics. Private 

Schools performed better than Public Schools, and this was 

attributed to inadequate teaching and learning materials, poor 

supervision of teachers, poor school management, absenteeism of 

teachers and lack of infrastructures among others. From 1992-1996, 

the results show that performance of Public Primary 6 pupils has 

been improving from the base year, 1992. 

Recommendations: It was recommended that the management system of Private 

Schools be adopted by Public Schools as well as shift from "school 

inspection" to teacher advisory services." A central database for 

teachers and circuit supervisors must be established and diagnostic 

feedback reports to schools on CRT be provided. One needs 

constant research to isolate the most critical factors that at the same 

time minimize educational costs. Attention should also be paid to 

teaching and learning and a direction given in the use and 

implementation of research results. 


3.2. Author: Gbadamosi R, Agyeman D. K, Boakye J.K.A, Baku, J.J.K. 

Title: The State of Education in Ghana 



Date: 2000 


Objective: The study set out to investigate the current state of Basic Education 

in Ghana and to present data that would support the global 

campaign. The study also aimed at establishing a product, which 

will be periodically reviewed and updated to serve as a permanent 

advocacy tool. 

Methodology: The study relied on secondary data and partly used primary data to 

crosscheck the accuracy of the secondary data. Newspaper reports 

on education since 1999 were also reviewed. 

Findings / Conclusions: Education Reforms which were to expand access, improve quality 

and enhance budgeting practices, led to the adoption of 6 years 

primary 3 years Junior and 3 years Senior Secondary School 

education. A total of 9 years therefore form the basic level 

education. 

Problems such as inadequate supply of curriculum materials, poor 

teacher motivation, poor teaching methods etc. emanating from the 

reforms, led to the introduction of the FCUBE program. 

Government has been the main provider of funds with about 90% 

allocation going to Basic Education. The implementation of the 

structural Adjustment Program has, however, impacted negatively 

on the ability of individual parents to shoulder their share of the 

cost of educating their children. Non-formal Education Programs 

were also implemented to improve the quality of non-formal 

education classes. 

Among other things, basic education suffered from poor quality 

teaching and learning outcomes, poor school structures, inadequate 

supply of textbooks, furniture, lack of learning materials and 

inequitable distribution of qualified teachers. 

Recommendations: All stakeholders must be involved in formulating policies in 

development of education. Inequity in education should be 

removed and all aspects of the FCUBE Program be pursued 

vigorously. Infrastructural facilities including new school structures 

must be provided. More funds should be made available for 

textbooks, equipment, tools etc. School environment should be 

gender - conscious and the curriculum gender - sensitive. 


3.3. Author: Ghana National Association of Teachers (GNAT) 

Title: Basic Education Sector Improvement Program 

Type of Document: Research Study 


Date: 1996 


Objective: The document is devoted to an analytical review of both the policy 

and operational plan documents on the Basic Education Sector 

Improvement Program. (BESIP). 

Methodology: The review took the form of detailed and critical analysis of the 

provisions in the document, their implications and alternative 

designs where necessary. 

Findings / Conclusions: The problem of low academic performance at the basic level is due 

basically to unavailability of textbooks and materials, poor teacher 

quality and remuneration, and inefficient supervisory and 

managerial system. The study also concluded that a weak national 

economy cannot support the FCUBE scheme and dependence on 

donor support as the main stay of the FCUBE is dangerous. 

Pupils at the basic level of education are not achieving mastery in 

English proficiency and mathematical skills due to lack of 

instructional and learning materials, inappropriate use of textbooks 

by teachers, limited contact hours, poor teacher quality, and so on. 

Recommendations: There is the need for the government to generate resources within 

to sustain the reform. Any new educational reform should address 

the issue of quality so that its success could have a spillover effect 

that could go a long way to increase access. District Assemblies etc 

should be made to contribute to the incentive packages for teachers. 

There is the need to provide teaching and learning materials and 

equip the libraries with the necessary facilities: Supervision should 

be strengthened at all levels of the educational system, while 

strengthening the professional competence of teachers. 


3.4. Author: Konadu, Asare D. 

Title: Performance Monitoring at Basic School Level Baseline Study on 

Literacy and Numeracy in Public Primary Schools in Ghana 

Type of Document: MOE/GES Draft Report 

Source: Inspectorate Division, GES 



Objective: The purpose of the study was to collect from primary schools, data 

on numeracy and literacy levels, for use as basis for measuring 

future improvements in learning achievements in every public 

primary school. 

Methodology: The PPM has 2 major components: the performance Monitoring 

Test (PMT) and the School performance Appraisal Meeting 

(SPAM) 25% - 50% of pupils in each class (P1 - P6) of each public 

primary school were selected through random sampling. Trained 

Test Administrators from District Education Offices conducted the 

tests in 2 phases: Phase I in May, 1998 for 55 districts and Phase II 

in November, 1998 for schools in the remaining 55 districts. This 

report is a compilation of results from 57 districts covering all 10 

regions. The test scripts were marked, scored and the results 

analyzed by the District Education Office staff. The English Test 

score of 55% was set as the Satisfactory Performance Standard 

(SPS) while 50% was set for Mathematics. 

Limitations: 53 districts did not submit the required data to Headquarters for 

analysis. 

Findings / Conclusions: Test results revealed that while females performed better than 

males in English test, males performed better than females in 

Mathematics tests. There were significant disparities in the 

performance of pupils in urban and rural areas. The performance in 

the former was better than that of the latter in the public primary 

schools; the reasons being due to inadequate textbooks and 

stationery, poor staffing, poor supervision, inadequate furniture, 

poor staffing, poor community participation etc. There were 

however, strong indications that SPAM was having positive impart 

on the attitudes of both teachers and communities towards 

education of the Ghanaian Child. 

Recommendations: Recommendations were that: 

- Follow up action be carried out in districts whose test results 

appeared suspicious. 

- Test administrators need to be further trained to handle basic 

computation of test scores. 

- Schools with zero mean scores in the Phase I should be targeted 

for appropriate support. 

- Funds must be released early enough to enable tests to be 

conducted on time. 


3.5. Author: Ministry of Education (MOE) 

Title: "Improving Access to Quality Education for Girls" 

Type of Document: Report on National Seminar on Girls' Education 




Objective: The seminar was to involve stakeholders in an in-depth discussion 

on the problems affecting access, retention, and achievement of 

girls in education. It was also to examine solutions for action. 

Methodology: The seminar adopted three main methods lectures, discussions, and 

group work. The Discussants were to focused attention on 4 

thematic areas based on factors affecting girls education in (1) the 

classroom and in the education delivery system (2) the home and in 

the Community (3) the labor market and (4) legislation on girls 

education. 

Findings / Conclusions: The seminar ended with a declaration termed the "Accra Accord" 

which concluded that there was the need for the involvement of 

government, local communities, parents and teachers to collectively 

ensure that girls go and stay in school and strive to attain higher 

education, in order to participate effectively in the labor market and 

national development. 

Recommendations: Recommendations include the need for an enabling environment 

for the enforcement of laws on girls’ education. The law 

enforcement agencies, it was suggested, should be gender sensitive. 

There is the need for Communities to be fully committed to the 

education of girls. Communities should therefore be educated on 

the intrinsic value of education for girls, and should be willing and 

ready to resort to the law for its promotion. 


3.6. Author: Non-formal Education Division 

Title: REFLECT on a large scale: Challenges and Prospects 

Type of Document: Conference report 




Objective: To examine the use of "REFLECT" in Africa and equip 

participants with literacy skills. 

Methodology: Participatory learning process was adopted for the Conference and 

experience was shared with participants, using the Reflect 

methodology. Participants were drawn from 17 African Countries, 

International Partners including UK, UNICEF, FAO, UNESCO and 

Action Aid Ghana. 

Findings / Conclusions: Participants have been empowered in the use of the Reflect 

approach to adult literacy and development. The human capacity 

for community development has been enhanced. 

Recommendations: Reflect programs should reinforce and strengthen other literacy and 

development initiatives in a holistic way. Agencies using 

"REFLECT" should ensure that the momentum comes from the 

grassroots. This would safeguard ownership of the program and 

promote effective empowerment. Finally there should be regular 

training for all literacy providers to promote continuous innovation 

in REFLECT. 


3.7. Author: MOE/IDA/DFID 

Title: FCUBE: Report on the Mid-term Evaluation of the Schooling 

Improvement Fund Pilot 

Type of Document: Evaluation Report 

Source: ERNWACA 



Objective: It is to assess, in particular, the extent to which the principal 

objectives of the Schooling Improvement Fund (SIF) are being met. 

Methodology: The evaluation is based mainly on interviews conducted in the 

participating communities and districts. Draft field instruments 

were developed in consultation with the facilitating NGO, and field 

- tested at Januro Kukuo in the Savelugu Nanton District. The main 

study involved the larger teams in all three districts. At the 

community level, separate interviews were planned with the 

traditional leadership and with gender-based focus groups. Other 

groups identified for interview included teachers, school children, 

School Management Committees (SMCs) and the Community 

Level Facilitators (CLFs) who served as field workers of the 

facilitating NGO. In all, 16 schools in 15 communities were visited. 

Various documents - including a critical self - evaluation, other 

reviews and training notes were received from CEDEP. The 

minutes of SMC meetings, SIP accounts and basic school records 

provided additional valuable inputs to the teams work. 

Findings / Conclusions: The Study revealed that MOE and GES did not each assign at least 

one person to the SIF on a full-time basis. The required level of 

attention will not be possible if SIF Liaison Officers are overloaded 

with other responsibilities. The steering committee has been 

constituted to exclude representation from the key Strategic 

Planning Groups (SPGs) and Task Forces. 

Recommendations: Further effort should be made to link schools with district technical 

assistance sources. Teacher supervision needs to be strengthened. 

Additional support will be required to equip the teachers to make 

and utilize basic teaching aids effectively. The steering committee 

should be reconstituted to include representation from key Strategic 

Planning Groups (SPGs) and Task Forces on Access, Participation, 

Teacher Training, etc. to facilitate early mainstreaming into 

FCUBE program of positive aspects of the SIF. The MOE and GES 

should each assign at least one person to SIF on a full-time basis to 

ease the workload on the SIF Liaison Officers. 


3.8. Author: Manu, S. Y. 

Title: Impact of PREP in the Ghanaian Educational System 

Type of Document: Status Report 




Objective: The paper sought to examine the implementation of the Primary 

Education Program and its effect on the primary education system. 

Methodology: Various Project Documents, Seminar Papers, Status Reports, 

Evaluation reports and other office documents including reviews 

were used to compile the paper. 

Findings / Conclusions: There has been in the past 4 years an improvement in the supply of 

logistics. In-service training organization for teachers, 

implementation of Equity Improvement Program to remove 

disparities in the educational system and institution of Criterion 

Referenced Testing in Mathematics and English. The 

organizational structure of the Ministry of Education and the Ghana 

Education Service has also undergone a lot of structural changes. 

The policy of decentralization was introduced to improve education 

quality, employee accountability and field level effectiveness. 

Basic Schools have experienced a significant rise in enrolment of 

school-going children. 5% of the primary budget has been allocated 

to the provision of instructional materials to primary schools. 

Recommendations: The intention of the planners of PREP to extend to the year 2000 is 

in the right direction. This would improve the quality of primary 

education on which the super structure of the entire educational 

system depends. 


3.9. Author: Sutherland-Addy, Esi 

Title: Impact Assessment Study of the Girls’ Education Program in 




Date: May 2002 


Objective: The objective of the study is to examine the aggregate impact of 

goal setting and practical activities in the area of Girls’ Education, 

in order to establish the general direction of Girls’ Education 

Program in Ghana. 

Methodology: The impact study is based on the following: a review of research 

papers, projects, documents and evaluation reports, statistical 

analysis of trends in the situation of girls’ education and a field 

survey. 

Findings / Conclusions: Outside the operational records of Development Partners, 

documentation of girls’ education has not been systematically 

consolidated. The rate of improvement in the situation of girls’ 

education is very slow. 

Advocacy was engaged in at different stages and there continues to 

be an enormous requirement for it to penetrate the social fabric in 

response to the vast need for attitudinal change. 

The PLA and PRA methodologies of community mobilization have 

helped personnel involved in girls’ education, to isolate problems 

and assisted communities to see themselves as being responsible 

for education. 

Recommendations: A national costed plan providing a framework for a comprehensive 

program in girls’ education should be developed. The synergy 

between the GES and other government agencies, the community, 

the target groups and development agencies already emerging, 

should be sustained to ensure that there are structures at the local 

level to create ownership and maximize impact. 


3.10. Author: Ministry of Education 

Title: Basic Education - A Right 

Type of Document: Program for FCUBE 


Date: December 1994 


Objective: To assess what was needed to affect the implementation of the 

FCUBE within the next 10 years after Ghana's 1992 constitution 

became operational. 

Methodology: An analysis on some documents on Basic Education was carried 

out by GES. 

Findings / Conclusions: The study showed that the on-going educational reforms which 

started in 1984 have led to some increase in access and 

participation in education at the basic level, Quality education has 

also improved by the provision of teaching and learning materials 

and the Introduction of efficient management practices. 

Recommendations: The need to focus special attention to ensure increase in enrolment 

of girls in basic education was recommended. A national 

contributory Education fund should also be introduced. 


3.11. Author: Quashigah, E. K. 

Title: Constitutional and Legal Framework for the Right to Pre-Tertiary 

Education in Ghana. 


Source: MOE/UNICEF 

Date: March 2001 


Objective: The objectives of the study were to: examine the impediments to 

the full implementation of the right to basic education under legal 

constitutional frameworks of Ghana; to make recommendations 

regarding necessary improvements in the law on education in 

Ghana for a) better securing the right to education under the law in 

terms of content and b) rationalizing the domestic law to meet the 

international standard and ensuring and guaranteeing enforcement. 

Methodology: The method adopted for the research was the analytical approach 

guided by the rights framework using a rights approach. The rights 

framework implies that individuals are holders of economic social, 

political, civil and cultural rights while governments have 

corresponding obligations to respect, promote, protect and fulfill 

these rights. The rights approach is one that uses international 

human rights, norm and treaties to hold governments accountable 

for their obligations. 

Findings / Conclusions: The study showed that even though the FCUBE was satisfying the 

essential elements inherent in the right to basic education in its 

conceptual framework, not all regulations were being followed. 

Some head-teachers are compelled as a reaction to policies of the 

District Education Authorities, to send away children for nonpayment 

of levies charged on development of education. This 

defeats the rights of the education. At the moment some District 

Assemblies, such as the Akwapim North District Assembly do 

provide school uniforms to some identified needy pupils. 

Recommendations: It recommended that any new legislation on education should 

prohibit the sacking of pupils from school for non-payment of 

levies. Public sensitization of the need to educate the child should 

be intensified. There must be good relationships between 

Communities and Teachers, to foster smooth running of the 

schools. 


3.12. Author: School Health Education Program, (SHEP) Unit of GES 

Title: School Health Education Program 

Type of Document: GES Publication 




Objective: The Program was initiated to promote good health and 

environmental sanitation in schools and communities in order to 

improve learning outcomes within the policy framework of 

MOE/GES. 

Methodology: The objectives are achieved through advocacy, sensitization / 

awareness creation, collaboration and networking, resource 

mobilization, capacity building and operational research, 

development and review of IEC materials, floatation of circulars 

and lobbying. 

Findings / Conclusions: SHEP covers learners in Basic, Secondary, Vocational, Technical, 

Teacher Training College and Tertiary Institutions and 

communities and individuals. Formal and informal methods are 

used to reach learners. 

Learners are faced with a number of problems including nutrition, 

alcohol, tobacco and drug abuse, teenage pregnancy, mental health 

STD's/HIV/AIDS, sexual abuse, child abuse, malaria accidents and 

injury, poor communication and exposure to environmental 

hazards. These problems are addressed at both Regional and 

District levels. 

SHEP has undertaken successful programs like screening, personal 

hygiene etc. Other findings show inadequate understanding of 

SHEP by stakeholders, and financial and logistical support, lack of 

commitment for SHEP Program and inadequate development of 

IEC materials. 

Recommendations: National Policy and Strategic Plan for SHEP need to be formulated. 

A National Training Guide and Manual should be drawn as well as 

operational/work plan documents for the program areas. Care 

Steering Committee members must be formed at all levels. 

Collaboration between and among school health providers (SHEP 

GES and SHEP - MOH) must be strengthened. There is need to 

solicit for funds for SHEP activities nationally. 


3.13. Author: MOE / JICA 

Title: Strengthening Technical Education in Ghana 





Objective: The objectives of the study were to: develop a Master Plan to 

improve technical in terms of human resource development and 

educational facilities improvement towards the year 2020; prepare 

institutional strengthening programs for selected Polytechnics and 

pursue technology transfer during the course of the study. 

Methodology: The study was divided into three phases. Phase I reviewed the 

technical education systems in Ghana. Phase II, a master plan to 

strengthen technical education was developed and Phase III was the 

development of institutional strengthening programs for selected 

Polytechnics. The team also visited eight countries to investigate 

their respective TVET reform agendas. Interview schedules were 

structured and conducted on stakeholders. 

Findings / Conclusions: Ghana's TVET system is very fragmented and lacks linkages with 

industries, causing missed opportunities for TVET Sector to 

provide workers with effective training courses. The financial 

instability of the country made the effective delivery and 

maintenance of education (TVET included) and training 

impossible. There is the problem of inadequate equipment and 

facilities for practical training, extreme shortage of industrial 

placements for practical attachments. 

TVET institutions are not providing effective programs relevant to 

the needs of industry both the formal and informal sectors. About 

30% of recent polytechnic graduates could not find appropriate jobs 

in the domestic labor market. Teaching and learning approaches are 

still teacher centered and academically oriented. 

Recommendations: A new breed of teachers with new teaching and learning skills are 

needed to meet the challenges confronting the TVET sector. To 

achieve the target of mid-growth scenario, the TVET sector needs 

to undergo comprehensive structural reform. Focus in the sector 

should move from quantity to quality. 


3.14. Author: Opare, James A. 

Title: Academic achievement in private and public schools: Management 

makes the difference. 

Type of Document: Journal article 

Source: Journal of Educational Management, Vol. 2 

Date: 1999 


Objective: The purpose of the study was to compare the academic 

performance of pupils in private schools and public schools and 

account for the difference, if any. 

Methodology: A survey involving 800 junior secondary school pupils randomly 

selected from a random sample of 20 schools selected from among 

private and public junior secondary schools in the Accra and 

Sekondi-Takoradi metropolitan areas. Questionnaires were used to 

gather data from pupils and teachers, while unstructured interviews 

were used to gather information from head teachers. Personal 

observation was used alongside the obtrusive methods. Specially 

constructed English and Maths tests were used as measures of 

academic achievement. 

Findings / Conclusions: In both the English and Maths tests pupils in the private schools did 

better than their public school counterparts. The private schools, as 

opposed to the public schools, were better managed, better 

equipped, and better supported. The relative superiority of the 

pupils in the private schools was attributed to the better equipment, 

support and management prevailing in the private schools. 

Recommendations: If the public schools are to improve in teaching/learning outcomes, 

the head teachers in these schools should be selected on the basis of 

managerial and entrepreneurial promise. 


3.15. Authors: Gala, E.E.K.; Asiegbor, K. I. 

Title: Investigation into student assessment procedures in public junior 

secondary schools in Ghana 

Type of Document: Survey Research report 

Source: CRDD, Ghana Education Service, Accra 

Date: 1999 


Objective: The main objective of the study was to examine the totality of the 

Continuous Assessment (CA) practice and determine its quality and 

validity in public junior secondary schools (JSS) in Ghana. The 

specific objectives were to examine the extent of CA practice in 

JSS in Ghana, assess the level of preparedness of pupils in the 

practice of CA and the effect it had on their performance. It was 

also to assess the types of instruments used for collecting CA 

scores. Other specific objectives were to assess the attitude of 

teachers, head teachers, and circuit supervisors to CA in the schools 

and to determine ways to involve on CA practice in the schools. 

Methodology: The country was divided into 3 zones. In each zone 10% of districts 

was randomly selected, 5% of all JSS 3 was randomly selected, and 

a list of rural and urban schools was obtained from the District 

Education Office. One JSS 3 in each of the selected schools took 

part in the survey. All teachers who taught the core subjects, 

English, Math, Integrated Science, and Social Studies, all 

headmasters of the selected and all circuit supervisors of the 

selected schools responded to questionnaires. 

Findings / Conclusions: It was found that CA was widely practiced in all the public JSS in 

Ghana. Most teachers, head teachers and circuit supervisors were 

adequately aware of the reasons for introducing CA in the 

educational reform program. Majority of teachers lacked training in 

CA practice, hence they were not confident in the practice. 

Assignments and class test were the most commonly used 

instruments for collecting CA scores. Both pupils and teachers 

recognised the importance of CA in identifying pupils with 

problems. Hence most pupils and teachers want CA practice to 

stay. To improve CA practice, it was noticed that inputs such as 

handbooks on CA, weekly score forms, notebooks, files and so on, 

must be supplied to teachers. Teachers need smaller class sizes, inservice 

training, financial motivation and standard item banks to 

improve on CA practice. 

Recommendations: CA should stand on its own as a subject in the teacher training 

curriculum. The CRDD should prepare standard test item manuals 

for teachers. A teachers guide on CA should be supplied to 

teachers. Teachers should be supplied with solar calculators to 

make computation of scores easier. Officers should be trained in 

test construction and administration to supervise and monitor CA 

practice in the schools. 


THEME 4: 

RELEVANCE OF EDUCATION: 

ADAPTING CURRICULA AND USING AFRICAN LANGUAGES 


4.1. Author: Asiegbor, Issac, Britwum, Akua et al. 

Title: Rights And Equity In Classroom Interaction in Basic Schools in 



Source: UNICEF 

Date: 2001 


Objective: The Study assessed the extent to which gender equity and human 

rights education are taught and practiced in basic Schools in Ghana. 

Methodology: Forty-eight basic schools in 3 zones from both rural and urban 

areas were selected for the study. 

Findings / Conclusions: Findings showed there was no clear-cut policy on rights and equity 

education. The focus had been on the girl child, and no mention 

had been made of the boy child. The specific intervention made 

was the establishment of the “Girls Education Unit.” Two subjects, 

Environmental Science and Social Studies, were introduced to 

pupils in primary and Junior Secondary Schools respectively. These 

exposed them to knowledge on rights, which seemed to be 

restricted to only teachers of the two subjects. Pupils that suffer 

human rights abuses have different levels of sanctions meted out to 

boys and girls. 

Recommendations: There should be a policy on Human Rights and Equity Education, 

as well as the establishment of a Youth Desk to identify their 

problems and create legal service points to address child abuse in 

schools. The Code of Discipline for Schools should be revised to 

reflect current needs and concerns in human rights and gender 

equity education Teachers should be given training to teach and 

practice concepts on human rights and gender equity, adopting the 

participatory methodologies. They should also be supplied with the 

appropriate learning and teaching materials. Parental and 

community orientation on human rights should be strengthened 

through advocacy at the community level, to ensure support for 

human rights and gender equity education in schools and 

communities. 


4.2. Author: Avotri R., Eghan Hilda, Owusu Darku Lucy 

Title: Gender and Primary Schooling in Ghana 

Type of Document: FAWE Report 

Source: MOE Documentation Center, Ghana 

Date: 1999 


Objective: The aim of the study was to identify factors that adversely affect 

enrolment, persistence and performance of pupils in the primary 

schools in Ghana and to assess their differential effects on boys and 

girls. Secondly, to identify a range of promising policy options to 

attain primary schooling for all and assess their cost implications 

by using a simulation model. 

Methodology: A multi-stage sampling procedure was used in this cross - National 

research activity. Both qualitative and quantitative research 

methods were used for the investigation. Questionnaires were 

developed for pupils, dropouts, non-enrollees, head teachers and 

teachers. Focus group discussions for parents, School Management 

Committee members, pupils, drop outs, non-enrollees and teachers 

were held. Classroom observation guides and performance tests 

were also used. 

Findings / Conclusions: The Studies revealed that in parts of the Northern region of Ghana 

more boys dropped out of school than girls. Performance of pupils 

was generally low in Mathematics and English, but performance by 

gender varied from region to region. 

The study identified constraints in the form of direct and 

opportunity costs of schooling as the main factors affecting access 

to schooling. Cost of School Uniforms, stationery, furniture, 

transport fares to school, are beyond the means of parents. There is 

also the lack of interest or benefit in schooling. Generally, more 

boys drop out of school than girls, because of the need to work on 

farms, low family incomes among others. Girls are made to engage 

in more domestic chores than boys, making them spending less 

time on schoolwork than the boys. Long distance to school affects 

access, persistence and performance. The introduction of feeding 

programs in schools led to improvements in enrolment and 

persistence. 

Recommendations: The policy of not sending pupils out of school for non-payment of 

school levies should be carefully reviewed and enforced. District 

Assemblies should extend their schemes to cover more genuinely 

deprived pupils to be identified by SMC's in collaboration with 

parents and teachers in the communities. Parents should be made to 

contribute foodstuffs to school to sustain the feeding program. Daycare 

centers or crèches should be established in communities to 

alleviate the workload of children, esp. girls. Appropriate 

communal means of transport at village level, such as the donkey 

driven carts in the Upper West Region, should be promoted. 


4.3. Author: Baku, J. K. 

Title: The Effects of family problems on the Learning Achievement of 

Pupils at the Basic Education Level 

Type of document: Research Project Report 


Date: 2000 


Objective: This study sought to establish the views of some stakeholders in 

education on the issue of the effects (if any) of family problems, 

which denies the pupil the fulfillment of the parents' 

responsibilities, on learning achievement. 

Methodology: The study design was that of a case study of four (4) Schools and 

respondents drawn from teachers, pupils and parents. A 

questionnaire was designed for the survey. 

Findings / Conclusions: Family problems exist in many forms and are caused by 

correspondingly many factors, with the lack of fulfillment of 

marriage expectations ranking as the most critical. 

It shows further that family problems adversely affect the learning 

process and learning achievement of pupils, especially by denying 

the child, the ability to concentrate and enjoy mental stability. 

The negative traits that could be caused by family problems and 

which are responsible for poor learning achievement include: lack 

of concentration, waywardness, truancy, unpunctuality, and 

dispiritedness. 

The commonest causes of family problems include unemployment, 

unfaithfulness, neglect of basic family responsibilities and in-law 

interference. 

Most parents (58%) admitted that they had not been able to meet all 

their schooling responsibilities to their children. Majority attributed 

their failure to low income. 

Recommendations: Teachers should always be on the look out for pupils starved of 

parental love and care and try to fill the gap with their own love 

and care. The schools, through the PTAs, should encourage closer 

relationship between school and parents. Schools should seek to 

win the confidence of parents to encourage them to discuss their 

problems freely with the school. 



Title: STME - The Way Forward for the Girl-child In the 21 st Century 

Type of Document: Regional Clinic Report 

Source: MOE, Documentation Center 



Objective: The main objective of the clinic was to demystify the issue of 

Science and Mathematics as being the preserve for boys. 

Methodology: Lectures were used as a means of dissemination of Information. In 

addition specific models, including role models residential 

interactions, excursions and exhibitions were used to train 247 

students from the central region of Ghana. 

Findings / Conclusions: The Science, Technology and Mathematics Education Clinic was 

found to be extremely useful. The students were exposed to useful 

information, through lectures on Career Guidance and Counseling, 

Population and Family Life Education, "Moral Education," and 

"STME a tool for the Girl-child in National Development. 

Participants gained a lot in the area of Exposure and Talent 

Development from the Clinic activities. 

Recommendations: Participants expressed the view to include male participants in 

future programs. They added that further intensified district level 

dissemination should include illiterate girls 



Title: Pre-Tertiary Education 

Type of Document: Committee Report 




Objective: The report set out to review the educational reforms from Primary 1 

to Senior Secondary School 3. 

Methodology: It focused on memoranda submitted by institutions, associations, 

stakeholders, policy implementers, religious bodies and individuals. 

Reports from examining bodies and reactions of Universities on 

admission requirements were also examined. 

Findings / Conclusions: The study identified three fundamental issues in the Government 

Educational policy designed to: - make Basic Education free for all 

Ghanaian children between the ages of 6 and 15 years, provide 

equal and cost effective education, and create equal opportunities 

for all Ghanaians to have access to tertiary education. 

Recommendations: The report recommended that Ghanaian language should be used as 

the medium of instruction at the lower primary level. Consequently 

it should be made a Compulsory subject up to the level of Basic 

Education. Religious education should also be made prominent 

within the Basic Education Curriculum. Since Technical and 

vocational Education is central in the new educational reforms, 

Technical Institutes should be made an alternative to SSS for 

students who would end their education at JSS. 



Title: Strengthening Technical Education in Ghana 

Type of Document: Draft Final Report 




Objective: The objectives of the study were to develop a master plan to 

improve technical education in terms of human resource 

development and educational facilities' improvement towards the 

year 2020. It is also to prepare institutional strengthening programs 

for selected polytechnics to pursue technology transfer. 

Methodology: The study was divided into three phases, Phase I reviewed technical 

education systems in Ghana. Phase II developed a master plan to 

strengthen technical Education, while Phase III covered 

development of Institutional strengthening programs for selected 

polytechnics. 

Findings / Conclusions: TVET teachers do not have enough capabilities to meet the current 

needs of industries. There are limited learning opportunities 

because the TVET sector does not have flexible schemes for 

accessibility. The polytechnics face many managerial difficulties. 

Industrial attachments in polytechnics were found to be 

unproductive because they are unstructured and inadequate 

supervision. 

Recommendations: Since the TVET system is fragmented and lacks linkages with 

Industries it needs to undergo comprehensive structural reform by 

moving from " supply- driven" model to "demand driven model to 

support industrial needs and respond to changes in technology and 

global market. Consequently a key recommendation in the master 

plan is to introduce a CBT approach as a Central methodology of 

the reformed TVET system in Ghana. All the TVET institutions 

should provide systems for quality assurance of education and 

training programs. Finally the basis for the legal framework for the 

National Qualification Framework should be established. 


4.7. Author: Ghanaian - German Technical Co-operation 

Title: GTZ Contribution to Teacher Education Program in Ghana 

Type of Document: Workshop Report 


Date: April 1999 


Objective: The objectives of the workshop were to review progress made so 

far in implementing the program and to identify difficulties still 

bedeviling the program's implementation. It also sought to redesign 

the program, establishing more appropriate results, activities and 

indicators to ensure capacity building within Teacher Education 

Division (TED) of the Ghana Education Service. It also aimed at 

clarifying issues necessary for an effective implementation of the 

program. 

Methodology: Fourteen people were selected: six from Teacher Education 

Division (TED) of the GES, one Principal represented teacher 

training colleges, Representatives from GTZ and JICA who were 

collaborating with TED to improve teacher training for basic 

education were also involved. There were presentations and 

discussions on the state of the program's implementation. Extensive 

dialogue took place among the participants. 

Findings / Conclusions: It was found out that the implementation of the language education 

policy has never been monitored; It was also noted that majority of 

primary school teachers are not able to teach Ghanaian language. 

GES has not produced any textbook for the teaching of Ghanaian 

languages. Attitude towards the Ghanaian languages has been 

unfavorable. 

Recommendation: It was recommended that efforts should be made by GES/MOE to 

enforce the language policy at the lower primary level of education. 

That there should be distinctive needs assessment determining the 

training of Primary school teachers. 


4.8. Author: Adu Benice, J. 

Title: GES Input for Publication under the Books Scheme for Basic 

Schools 

Type of Document: Evaluation Report 

Source: GES (HQ), Accra 

Date: Sept. 2001 


Objective: The main objectives of this report are to highlight on the rationale, 

objective and general organization of the Books Scheme for Junior 

Secondary Schools. 

Methodology: The report relied on information relevant to the organization of the 

Books Scheme for Basic Schools and Workshop reports. 

Findings / Conclusions: The Book Scheme was launched as a result of the poor 

performance of pupils in P 1 and P 6, in the CRT, five years after 

they have been equipped with the requisite skills in Reading. The 

principal objective of the MOE was to inculcate in the JSS child, 

the reading habit to enhance his general performance at school. 

The scheme has contributed to minimizing the shortage of 

textbooks in school. 225 out of 240 JSS teachers received training 

in the selection of books while 200 out of 260 were trained in the 

use care and storage of books at the Training of Trainers 

Workshop. There was the absence of Supplementary Readers at the 

Junior Secondary Schools and this necessitated the extension of the 

scheme to that level. Formal and informal interactions, video 

shows, individual as well as group work characterized methods at 

reaching the objective set. 

Recommendations: Teachers should make special effort to encourage the Junior 

Secondary School child to have an inquiring mind. Teachers and 

parents should make the conscious effort to develop the culture of 

reading in their children. 


4.9. Author: UNICEF 

Title: Situation Analysis of Children and Women in Ghana. 


Source: GES (HQ), Accra 

Date: 2000 


Objective: The objectives of the report are to identify the most salient issues 

affecting the realization of the rights of children and women in 

Ghana. Specifically, it is to: analyze the causes and relations 

between problems and to recommend action; highlight priority and 

emerging areas, where increased attention is required for the 

realization of children’s and women's rights to survival, 

development, protection and participation. 

Methodology: The development of the document involved a wide range of 

researchers, contributors and reviewers, including children and 

women as well as Youth participatory workshops. Contributors 

included government ministries and agencies, an international 

NGO and UNICEF, Video pictures and photos were also used. The 

study also used two international Conventions - the Convention on 

the Rights of the Child (CRD) and the Convention on the 

Elimination of all Forms of Discrimination Against Women 

(CEDAW) as the basis in setting its rights - based analysis 

framework. 

Findings / Conclusions: Inadequate protection of the child, hinder participation in all 

aspects of life. The mainstreaming of participation of children and 

women is slowly being put into action. Maternal mortality had seen 

little improvement over the years, as reproductive health care is not 

receiving the attention it deserves. 

The phenomenon of illness leading to poverty is widespread. There 

are still socio-cultural factors militating against the education of the 

girl child. 

Recommendations: As follows: 

- Early childhood education and intellectual stimulation must be 

encouraged. 

- More effort and commitment is needed by all parties to help 

mainstream the participation of women and children. 

- Ensure that provision of quality basic services to all children, 

including physical and psychological health and psychosocial 

care and assistance for children, victims of violence and 

children with disabilities. 


4.10. Author: Ratcliffe Mike, Macrae Murray 

Title: Sector Wide Approaches to Education 





Objective: The purpose of this study was to provide guidance to those 

involved with educational development, including providers and 

recipients of technical and financial support. It also sought to 

examine the strengths and limitations of sector wide approaches 

(SWA) to education sector development. 

Methodology: A number of standard approaches for information collection and 

analysis were used, including a review of a number of case study 

documents. A survey was also conducted, using a postal 

questionnaire and semi - structured interviews with key 

government and funding officials. It also drew information from 

experiences of education sector development planning. 

Findings / Conclusions: A broad feature of ESDP/ESIP monitoring system development is 

the relatively little attention being paid to capacity building 

objectives and changing organizational/management processes; e.g. 

targets related to strengthening inter-ministerial co-ordination 

processes (education, finance and planning) are rarely specified. 

Evidence and experience suggests that the strategic linkage 

between education sector planning and broader poverty alleviation 

strategies is, at best, tenuous. There is growing evidence that social 

sector spending volume do not correlate strongly with improved 

poverty reduction and sectoral outcomes. 

Recommendations: In the preparation for action plans for monitoring and evaluation of 

education SWA, several monitoring issues need to be addressed. 

Further analytical work is needed on a number of SWA/poverty 

issues. E.g. more work need to be done to determine whether or not 

discrete poverty-focused programs/projects for disadvantaged 

groups can be reconciled within an education SWA. 


4.11. Author: University of Winneba 

Title: Language and Culture in Education and National Development 

Type of Document: National Seminar Report 

Source: University of Winneba 



Objective: The objective of the Seminar was to debate on the importance of 

language and culture in education national development and to 

inform government about recommendations made on the language 

policy for education. 

Methodology: Over 400 participants from all walks of life, including renowned 

researchers from the Universities, and stakeholders from 

Departments of Ghanaian Languages (BGL) the Institute of 

Linguistics, Literacy and Bible Translation (GILLBT) etc took part 

in the seminar and discussions. Other workshop reports and studies 

were also reviewed. 

Findings / Conclusions: The low levels in achievement, when learning is in English, are 

raised when the medium of instruction is switched to the Ghanaian 

language. 

If children are made to use a poorly developed language in school, 

the quality and quantity of what they take in from the teacher's 

curriculum materials and produce by oral and written means will be 

relatively impoverished. 

It is assumed that children will all develop CALP in the 2 

languages to become balanced bilingual; but the children are not 

given the opportunity to develop their bilingualism through the 

educational system, due to the educational policies that are adopted. 

They are quickly mainstreamed into monolingual classes after 

proficiency is attained in one language. 

Studies reviewed show a correlation between subtractive 

bilingualism and negative effects. 

The current language policy was not based on solid research, but 

relied on professional intuitions political voices and moral 

conviction that something has to be done to reverse the pattern of 

poor academic outcomes of the Ghanaian pupils. 

Recommendations: There is the need to examine how best to meet the academic and 

social needs of Ghanaian School children. Reading and writing 

skills of the child need to be developed in the L 1 and L 2. There is 

the need to examine how children learn a second language, both 

formally and non-formally. 

Teacher education and professional development activities should 

be structured to help the teachers to meet the language needs of the 

school child. The influence and support of parents and communities 

on language learning needs to be examined. 



Title: Strategic Framework for HIV/AIDS/Interventions in the Education 

Sector 

Type of Document: Policy document 




Objective: The objective for the development of a sector strategic plan for 

HIV/AIDS is to produce a well-coordinated plan for responses that 

have effective systemic impacts on youth and society. Its main goal 

is to minimize the incidence and impact of HIV/AIDS among 

learners and education employees. 

Methodology: A presentation on the AIDS Impact Model (AIM) was held for all 

Directors, Heads of Agencies and Units and other GES 

Headquarters staff. A working Group (WGESHATF) was 

constituted to undertake all the required research, consultations and 

to develop the draft strategic plan. 

WGESHATF developed a protocol and undertook a desktop 

HIV/AIDS situational analysis of the education sector. This was 

followed by surveys, reviews and interviews of stakeholders in the 

sector. A discussion document was prepared by WGESHAFT with 

assistance from 2 USAID consultants. This document then formed 

basis for a seminar for stakeholders, including NGO'S and other 

Development Partners. Other seminars, discussions and reviews 

followed the first draft to improve it. 

Limitations: The sector did not have previous HIV/AIDS data to work with and 

had to extrapolate from national HIV/AIDS data. 

The WGESHATF could not work within a reasonable time frame 

to enhance the participatory and consultative elements of the 

development of the plan. They were also not provided with the 

necessary logistics to complete the work on time. 

Limited time did not allow the team to contact all the Agencies, 

Directorates, Divisions and Units of MOE, NGO's, Development 

Partners etc. Regional, District and Village level inputs were, 

therefore, not represented in the present plan. 

Findings / Conclusions: Learners and employees in the Education Sector are not being 

reached with the appropriate quantity and quality information 

sufficient to induce risk avoiding sexual behaviors and attitudes. 

The Education sector is extensive, the number of players numerous 

and nature of competing interests, very complex. 

Increasing incidence of HIV/AIDS in the education sector in Ghana 

is the absence of a policy on the issue. 

Recommendations: Curriculum must be revised to emphasize HIV Preventive 

knowledge and life skills content. There is the need for an effective 

partnership between the school and the community to ensure a 

successful HIV/AIDS intervention program in the education sector. 


The various activities of all partners need to be coordinated to 

ensure effective delivery of program interventions. The 

implementing units, SHEP, CRDD, Guidance and counseling, 

School Social Services and GNAT in the education sector should 

work together. 


4.13. Author: Okine, Barbara 

Title: Sustaining voluntarism in the delivery of National Functional 

Literacy Program (NFLP) in the Dangbe East and Ga Districts of 

the Greater Accra Region 

Type of document: MA thesis 

Source: Institute of Adult Education, University of Ghana 

Date: January 2002 


Objective: The objectives were to determine potentials of facilitators in the 

functional literacy program, their perceptions about incentive 

packages, motivational orientations, expectations and the extent to 

which voluntarism of facilitators could be sustained. 

Methodology: A survey method was adopted. A questionnaire was Designed and 

administered to 126 facilitators from the two-target districts who 

were interviewed. 

Findings / Conclusions: The study found that there was a high community support. Some of 

the facilitators opted for sewing machines as incentives package for 

hard work. However majority of them expected cash payment for 

their services because they found the work difficult and time 

consuming. Thus the literacy project was found to be moving from 

pure voluntarism to cash remuneration. Fortunately 50% of the 

facilitators were keen to continue their service despite the 

unfavourable service conditions. 

Recommendations: In order to sustain the program it was recommended that a 

“Literacy Endowment Fund” be established to improve literacy 

programs in Ghana. A national honour for hardworking facilitators 

should be instituted to instill interest for the work among 

facilitators. Effective supervision should be enforced and Incentive 

Packages given to facilitators, in addition to regular short courses. 


4.14. Author: Stephen, David 

Title: Girls and Basic Education: A Cultural theory 

Type of document: Survey report, DFID Series No. 23 

Source: University of Education, Winneba Documentation Center 

Date: 1998 


Objective: The purpose of the survey was to gather data and develop solutions 

to the problem of why girls are not attending school and are 

dropping out of school in Ghana. 

Methodology: Through questionnaires, structured interviews and focus group 

interviews, data were collected in 7 districts from 148 teachers in 

22 schools, 49 community leaders and 79 children. 

Findings / Conclusions: Parents withhold their female children from school for fear that 

they may get pregnant. Since girls are engaged in economic 

ventures, it is more profitable to keep them out of school than to 

keep them in school. Some fathers abrogate their responsibilities in 

supporting their daughters and leaving the girls on their own to 

juggle between attending school and becoming family 

breadwinners. 

Recommendations: Parents should be sensitised about the benefits of girls’ education. 

School time should be made more flexible to enable girls to study. 

Girls should be exposed to successful educated women to serve as 

role models. Non-formal education should be developed for girls 

working as domestic servants in urban homes. 


4.15. Author: Adoo-Adeku, Kate; Ampene, Kwasi; Adeku, Jasper; Ameka, Edith 

Title: Role of Incentives/Rewards for Facilitators in the Functional 

Literacy Program in Ghana 


Source: World Bank/NFED 



Objectives: The study aimed at determining the attitude of facilitators towards 

incentives and whether the incentive package administered by NFE 

is congruent with the expectations of facilitators. It is also to assess 

the satisfying and dissatisfying conditions of facilitators as 

parameters of motivation. 

Methodology: A representative sample of the ecological zones covering coastal 

forest and savanna was taken. A multistage sampling was adopted 

and 240 facilitators were randomly selected from five out of the 

ten regions of Ghana and interviewed. The election reflected rural 

urban dichotomy. 

Findings / Conclusions: Findings of the study revealed that incentives/rewards led to higher 

motivation and greater performance among facilitators. Most 

facilitators preferred salaries and wages as the best form of 

incentive and were therefore dissatisfied with the criteria for the 

award and their conditions of service. The study also showed that 

the preferred incentive varied according to where facilitators lived. 

Facilitators in the northern sector liked motorbikes while those 

from the southern sector preferred television sets and radios. It was 

concluded that incentives played a crucial role in the literacy 

program. 

Recommendations: From the sentiments expressed by the facilitators, it was 

recommended that the bi-annual system of providing incentives 

should be changed to make room for annual incentive packages. 

The income-generating projects attached to the program should be 

vigorously pursued to reduce poverty among both learners and 

facilitators. In addition there should be short courses for the 

facilitators to raise their educational levels. In view of the heavy 

financial implication about preferred incentives assistance should 

be sought from private companies in the private sector. 


A N N E X : 

BRIEFER DOCUMENT ANNOTATIONS BY THEME, 

THEN AUTHOR 


Theme 1: 

Pedagogical renewal and teacher development 

1.10 Adu, J. K., Primary Education Program (PREP), Report on Assimilation of Curriculum 

Content Tests, A teacher survey, Research report, February 1995, 23p. 

The Study investigated the extent to which the teacher trainees had mastered primary school 

Mathematics and English syllabuses for effective teaching. It also determined whether pupil's 

poor performance was due to teachers’ level of mastery of the two subjects. Five out of thirtyeight 

Teacher Training Colleges were selected. Some PREP's trained test administrators. Were 

used for the exercise. Results show that the trainees performed well in the two subjects. It was 

recommended that Training Colleges should re-examine their instructional strategies in 

mathematics and English. Teachers should be given in-service training on effective ways of 

teaching the subjects. 

1.5 Asiegbor, I; Boakye-Yiadom, F; Gala, E.E.K; Analysis of Performance of Junior 

Secondary School (JSS) Graduates Farming in Ghana, Research report, MOE, Documentation 

Center, November, 2000. 80p. 

Assessing the impact of studies in agriculture on the performance of JSS graduates in practical 

agriculture was found necessary. Using a sample of 320 male and female young farmers selected 

from 8 vegetation zones in the country, it was found that majority of the graduates went into 

farming because they were unable to continue their education. More males than females were 

stable in farming because females had more difficulty getting land for farming. Main 

recommendations are that graduation from JSS should be enhanced with continuing education 

that would update the knowledge and skill of graduates. Training in tractor operation, product 

storage, food processing, and use of soil testing equipment was also recommended. 

1.8 CRDD, Looking at Bias in School Texts: A Gender Analysis of the Primary English 

Math and Science Series, Research report compiled by Paula Mackinnon, Documentation 

Center, Accra, Ghana, not dated, 48p. 

The objective of the study was to identify instances of gender bias and skewed power relations in 

primary school textbooks, investigating 6 main parameters: activities, attributes, occupations, 

location, primary characters, and gender-based language. Systematic gendering was found 

throughout the texts. Irrespective of subject, more males than females were encountered. Males 

were typically found in occupations demanding more skills, knowledge and diplomacy and, as 

opposed to females, were portrayed in more challenging jobs. They were also portrayed as 

engaged in a wider range of robust activities while females are more frequently portrayed as 

dancing and singing or cooking or tending a child. Besides being portrayed as strong and brave, 

males were most of the time put at the forefront of all major events. It was recommended that 

textbook authors depict domestic work, such as childcare, cooking and cleaning, as family 

responsibilities and not as a female preserve. Women should also be shown to be in high-status 

occupations, in decision-making and ownership positions, and in positions in which academic 

and technical knowledge are required. Both males and females should be shown as achievers. 


1.6 Daaku, Florence, FCUBE Mid-term Stock-Tacking-Enhanced Quality of Teaching and 

Learning, Vol. 2, Research report 1996-2000, ICU office, GES HQ, Accra, October 2002, 69p. 

A statistical database for assessing the achievements, weaknesses and constraints of the FCUBE 

program with the view to mapping strategies for improvement. Data were collected from 

Divisional Directors, Unit Heads, Regional and District Directors, and Principals of Training 

Colleges. Via different assessment data, pupils’ performance was also assessed. It was found 

that an overloaded curriculum, lack of instructional materials, a cumbersome assessment process, 

and ineffective monitoring were major constraints in the efforts to enhance quality of teaching and 

learning. Regular in-service training in continuous assessment, as well as head teachers’ 

monitoring of teachers’ work were strongly recommended. 

1.3 DANIDA, Early Childhood Development in Ghana, Draft Appraisal Report and Project 

Document, MOE, Documentation Center, Accra, 1994, 111p. 

It was recognized that early child education is a necessary preparation for formal schooling. 

Accordingly, this study appraised a proposal for the preparation of a training manual for Early 

Child Development education (ECD). It was found that a major problem of ECD was the large 

number of untrained pre-school teachers and attendants. Others were inadequate funding, and 

lack of coordination and cooperation among the institutions involved in ECD. Measures for 

improving quality of staff are recommended. 

1.1 ERNWACA, Basic Education in Ghana: State of the Art, Analytical Study, Ghana 

Country Paper, ERNWACA-Ghana, undated, 69p. 

The objective of the study was found out if the development of basic education has been in 

concert with educational policies since 1951. An overview of developments in education since 

1957 was done through an examination of reports of various commissions and committees set up 

to review the basic educational system. It was found that community involvement in school 

matters, a major goal in most previous reports and policies, was taking place, though gradually. 

1.13 Ghana Education Service (GES), Comprehensive Population and Family Life Education 

Program in Ghana, Schools and Teacher Training Colleges, Annual Project Report, MOE, 

Documentation Center, November 1995, 66p. 

The objective was to produce POP/FLE curricula and instructional materials for teachers and 

students. Content analysis of existing curricula was done, along side with a review of reports on 

POP/FLE in Ghana. An 11-day workshop, and study tours to Indonesia, Thailand and Nigeria 

were done. Previous reports were found to lack analytical vigor. Recommendations were that 

more national resource persons, one for each region should be trained. Methods of teaching 

POP/FLE should be incorporated in any training workshop. 

1.14 GES, Primary School Development, MOE Documentation Center, October 1995, 68p. 

The study sought to examine the achievements of the PSDP. A qualitative analysis in the form of 

FGD was used to obtain information. Findings indicate that majority of teachers were elected 

through interviews of which the community participated. These teachers were given training in 


administration and management. It was recommended that all head teachers in project schools 

who have not received the required training, be trained. Special appeals were to be sent to 

District Assemblies to assists poor communities as they lack financial support. 

Kraft, Richard, Teaching and Learning in Ghana, Curriculum, Textbook, Syllabus and 

Handbook Analysis (appendices), Evaluation Project, June, 1994, 18p. 

The study’s objective was to evaluate the "PREP" Equity Improvement Project, which seeks to 

provide access to all school-age children. Comparative statistics on net enrolment by district was 

the main methodology used. Findings showed that there has not been any significant reduction of 

disparities. This is because some parents still put more focus on educating their sons. It was 

recommended that a careful analysis of documents at each school on new interventions should be 

initiated. 

1.15 MOE, Policies and Strategic Plans of the Education Sector, Policy Plan, MOE 

Documentation Center, July 2001, 89p/ 

The Policy Planning, Budgeting, Monitoring and Evaluation Division (PPBME) of MOE was to 

analyze the major MOE policy initiatives in the first quarter of 2000. Review meetings were held 

with donors. A plenary workshop was organized with stakeholders and Development partners. 

The document assembled all policies in education and situated education within the context of 

National Planning Document (2020). It also provided policy matrix for pre-tertiary education. In 

its recommendation, it said priority should be given to school health issues including disease 

surveillance, and improvement of the skills of teachers in health matters. Educational materials 

development and distribution were also recommended. 

1.12 Ministry of Education (MOE), Report on Physical Facilities in 25 Teacher Training 

Colleges in Ghana, Evaluation Document, MOE Documentation Center, Accra, April 1995, 22p. 

Visits were made to 25 training colleges to examine the physical facilities available and the use to 

which they were being put. The objective was to throw light on the physical facilities available 

and make recommendations for rehabilitation. Almost all the training colleges lacked enough 

suitable buildings. Most buildings were in a state of repair. Recommendation was that 

infrastructure, such as buildings, office equipment, vehicles, and access roads, should be 

improved. 

1.11 Ministry of Education (MOE), Science Resource Centers Project, Report on the Second 

Training Program (TP) for Teachers and Technicians, Training Program Report MOE 

Documentation Center, October 1996, 14p. 

Report on a training program designed to improve on science teachers’ and laboratory 

technicians’ competency in teaching science, and in managing Science Resource Centers. 

Science teachers and Laboratory Technicians were taken through IT and SRC manuals. 46 

teachers and 23 laboratory technicians received training in the use of IT as well as competency in 

using new training manual in teaching the 3 science subjects. Recommendations were that the 

technicians’ course should be structured to cater for repairs and care of equipment. 


1.2 Nyoagbe, John, Impact of Educational Reforms on Teacher Job Performance at Basic 

Level, Research report, ERNWACA-Ghana, February 1993, 22p. 

An examination of the effects of the educational reforms on teachers’ performance on the job. 

The study was carried out on a random sample of 360 basic schoolteachers who had taught for at 

least 2 years under the reforms. Class sizes were found to be getting larger and larger, some 

pupils could not attend school due to user fees they could not afford, and teachers found 

themselves over tasked. Hence it was hard to establish that the quality of education was 

improving under the reforms. Recommendations included the setting up of continuous 

professional education for practicing teachers irrespective of their academic qualifications. 

1.4 Pasigna, Aida L., Improving Learning through Partnerships (ILP), Project Consultancy 

Report, MOE Documentation Center, 1998, 105p. 

Report of a consultancy aimed at building human resource capacity at the Curriculum Research 

and Development Division of the Ghana Education Service in the area of writing, evaluation, and 

production of textbooks. An in-house training of GES staff in textbook writing and evaluation 

was conducted. An evaluation manual that addressed gender sensitivity and cultural relevance 

was identified as a relevant criterion for textbook writing and evaluation. It was concluded that a 

new policy on textbook production was needed. It was therefore recommended that curriculum 

designers should constantly dialogue to ensure that curricula and syllabuses are integrative and 

supportive. 

1.9 Tettey-Enyo, A, Quarm, A, Jenkins, J. Garett, R.M., Output to Purpose Review: Support 

for Teacher Education Project (STEP), Project Report, MOE Documentation Center, 

November 1996, 45p. 

The purpose is to raise the quality of tutors in TTC focusing on basic-level schoolteachers 

handling English, Mathematics, Science and Technical Skills. Extensive discussions were held 

with stakeholders. Project document was also examined. Findings show that many teachers have 

been trained and were occupying senior positions within the University. There is increased 

gender awareness within the sector. The need to strengthen the links between UCEW and T.T.C. 

was recommended. 

1.7 UNICEF/BUPL/GNAT, Toward a fair start for children, Seminar Report MOE 


The objective was to bring together all stakeholders in Early Childhood Development (ECD) to 

share experience. Seminars were organized, and from these a Guide for educators of the young 

child was produced. From the discussions it was realized that majority of children from 

disadvantaged families never attend school, or if they enroll at all, they may not complete 

schooling. A uniform training program for ECD educators must be developed, and funding 

provided for continuous in-service training of ECD educators. 


Theme 2: 

Decentralization and diversification of delivery systems 

2.1 Ad Boeren; Ntim Safo, Doe Emmanuel, Pardikor Madjitey, Kristen Nicolai, Ghana Literacy 

and Functional Skills Program Phase II (LFSPII IDGH PE 974): Improvement in 

Supervision and MER Practices, Final Research report 5, MOE Documentation Center, Accra, 

February 1999, 59p. 

The study objectives were among others to identify and analyze the causes of the low standards of 

supervision in the educational system, and the causes for the failure of management of the LFS 

program. It analyzed current policies and procedures. It also held a round table discussion with 

literacy providers. The study found the MIS system still useful and therefore recommended 

intensive training for NFED staff, facilitators, and supervisors on the MIS system. External 

supervision every quarter throughout the 2-year program should also be instituted. Community 

participation in monitoring should be encouraged. NFED should also develop action and policy 

research needs to build a sustainable research capacity. Finally it should establish job description 

system match with qualification levels. 

2.5 Addae-Boahene, Akwasi; Arkoful, Kingsley, Improving Quality Education through 

Community Participation, Our Responsibilities, SMC/PTA Resource Handbook, MOE 

Documentation Center, Accra, 1999, 123p. 

The main objective was to develop a Resource Handbook to meet the objectives of the FCUBE to 

improve quality education. A participatory approach was adopted to collect ideas from 

stakeholders including communities. A training guide was designed. The handbook produced 

information on five thematic areas: policy information and guidelines, management for 

efficiency, improving quality of teaching and learning, access and participation, development 

linkages. Recommendations included the mobilization of local resources to assist community 

schools and management of conflict between the community and the school. 

2.10 Adipa, B. K; Goody, Esther, A Tale of Two Ghana’s, View from the Classroom, Research 

study, MOE Documentation Center, 1995, 159p. 

The study analyzed the provision of teaching and learning in basic schools, by obtaining an 

analytic overview of issues on policy and reform implementation. Both qualitative and 

quantitative data were used. Curriculum, textbooks, story telling, including narratives and 

ethnographies were also used. Three zones selected covered semi-urban and rural districts. The 

study revealed great disparities among zones regarding basic facilities, management, trained 

teachers, with rural and Northern schools being the hardest affected. It was recommended that an 

equity act be instituted by adopting a sliding scale to ensure that all communities have schools 

and supporting facilities to meet national minimal standards. And community involvement 

through parent/teacher associations towards building projects should continue to be encouraged. 


2.14 Adoo-Adeku, Kate; Nti, James; Fiadjoe, F. Y.; Ohene-Konadu, K.; Boakye Dankwa, Yaw; 

Brukum, H. K., Report on the Assessment of the Performance of Regional and District staff 

on Non-Formal Education Division (NFED), Research report, World Bank/NFED, June 2000, 

33p. 

The main objective of the study was to determine the performance efficiency of zonal supervisors, 

district and regional staff. After detailed discussion with management a desktop data was taken. 

A structured questionnaire was used for interviews on 436 staff from all the 110 districts of 

Ghana. The study showed that there was some mediocre staff who needed training to enhance job 

performance. Again the entire program needed to have adequate logistics support to fulfill its 

objectives. It was recommended that all supervisors should be given intensive training on areas 

they performed and job specifications should be clearly identified. Finally, a community 

education should be pursued vigorously for people to understand the importance of the literacy 

program. 

2.2 Agarwal, Seema; Hartwell, Ash, Childscope: A Community-Based Effort to Improve 

Children’s Well-Being and Primary School Quality in Ghana, Evaluation Report, MOE 

Documentation Center, September 1998, 65p. 

The focus was to review the community project, and find ways to enhance the capacities of 

communities, schools and districts to analyze and reflect on actions that would increase children’s 

participation and quality education. Methodology adopted was to bring the child school and 

community together. Other strategies included the empowering of communities to identify 

children’s needs, improve school management and supervision, and improve parenting practices. 

Findings of the study revealed that the Afram Plains had been neglected with very little staff and 

supervision of schools by GES. Report showed improvement in meeting pupils needs, by 

communities taking ownership of their problems and taking actions. It recommended GES to 

strengthen teacher development and support systems. Again, skills for monitoring should be 

developed at all levels. 

2.13 Agyei, Beini, A study of Poverty Reduction Program of the NFEP in the Winneba 

District, M.A. Thesis, IAE, June 2001, 65p. 

The survey sought to identify the method of implementation of the functional literacy program in 

the Winneba District; the motivational factors of learners and the relevance of the program. The 

survey method was used. Interviews conducted covered 120 respondents. The study found that 

over 18,000 adults had benefited. Some could write and read their own letters, do numeracy and 

simple accounting. The income levels of many of the learners had improved that had invariably 

reduced their poverty status. Community libraries should be established for neo-literates and a 

national literacy fund should also be established to sustain the program 

2.12 Amedahe F.; Atakpa, S.; Etsey, K.; Quist, H., Childscope in Ghana: A community-based 

intervention in Primary Education, Evaluation study, MOE Documentation Center, Accra, 

2001, 158p. 

The objective was to assess the childscope community-based project. An objective-oriented 

approach based on the objectives and strategies of childscope was adopted for the study. 


Interview guides were designed for data collection. The study showed that most schools had 

functioning PTAs whose executive had received some training to enhance their capacities. The 

involvement of parents had been positive. They provided labor for school building projects, 

ingredients for lunch for the pupils and had shown interest in their children education. However, 

inadequate teaching staff remained a problem. To improve the staffing situation, special 

incentives should be instituted by the District Assemblies for teachers, to keep them at post. This 

should include housing especially in deprived communities. District Assemblies should take 

ownership of the childscope project. 

2.3 Baku, J. J; Agyeman, D. K., Effects of Community Participation on Access and Quality 

Education in African Countries: The Ghana Experience, Research study, ERNWACA-Ghana, 

Accra, 1997, 115p. 

The study examined community participation in basic education and how it has affected access 

and quality of education. Several data collection methods were adopted. These included 

observation, focus group discussion and a pre- and post-test assessment of levels of participation. 

Study showed that participation was generally low. However, in places where MOE/GES made 

conscious effort to create awareness, participation had resulted in increased access and retention 

of pupils. Recommendations included the adoption of a bottom-up approach in all communities 

whereby both schools and communities would be involved in each other’s activities, including 

management and administration. Community participation in the construction of JSS schools and 

workshops should be encouraged. Head teachers should respect views of parents as well. 

2.6 Bhola, H. S; Bampo, L; Obiri-Yeboah, Beatrice, Ghana Literacy and Functional Skills 

Program Phase II (LFSPII, IDGH PE 974), Research Project 8, Non-Formal Education 

Division (NFED), 1998, 37p. 

The highlight of the study was on teaching methods, facilitator training and material development. 

An extensive analysis of LFS documents was made in addition to interviews with field staff. 

Study showed that 1-3 million adults, 60 percent women as against 40 percent men were reached. 

Learners were using their literacy skills in their activities. A positive attitude towards children 

schooling had began to surface. A major recommendation made was that a radio component 

should be integrated with the LFSP. The LFSP should carry out research on the lives of program 

beneficiaries. 

2.7 Cairns, John, C., Literacy and Development Assistance Project, Ghana, Gillbt Evaluation 

Report, MOE Documentation Center, 2000, 39p. 

The evaluation was to review the general structure of the literacy program. interviews were 

conducted, Wycliff Bible translators of Canada document and other reports were reviewed. The 

result showed that, 5 percent of adults within the average language group were made literate, and 

a number of publications have been produced to help neo-literates. The income-generating 

project had brought significant social/cultural change to beneficiaries. It was recommended that 

“fund-raising” activity should be vigorously pursued to sustain the program. Gillbt should 

develop reliable statistics to improve its database. 


2.4 Daaku, Florence, FCUBE Mid-Term Stocking: Management for Efficiency, Vol. 3, 

Research report 1996, ICU office, Ghana Education Service (HQ), Accra, October 2002. 18p. 

The study objectives were to develop a statistical database to assess the FCUBE program, and to 

find out the extent to which its strategic objectives have been achieved. Data was collected from 

GES offices from the Districts, regions and headquarters and TTC through the use of 

questionnaire. Districts records were also examined. The study showed that 30.9 percent of total 

districts have requisite training for all schedules, but there were constraints of inadequate support 

systems such as poor infrastructure. Recommendations included the need for capacity building at 

the district level to ensure effective management of budgetary allocations and other facilities. 

2.9 Fianu, S.K., Primary Education Program (PREP) on Monitoring and Evaluation, Report, 

MOE, Ghana, 1995, 17p. 

The focus of the study was to examine attitudes and social factors underlying gender-based 

differentials in primary education, community’s perception of the school system and how to 

promote children’s education. 203 schools from 65 districts in 9 regions were covered. In each 

of the 9 regions 506 respondents were interviewed. Findings showed parents preference of 

educating boys rather than their girls. Parents have good perception of the school system. It was 

recommended that there should be an increase in the financial/material incentives to the poor. 

2.8 Ghana Education Service (GES), National Vision for Girls’ Education in Ghana: A 

Framework for Action in Charting the Way Forward, Draft Report, GES, Accra, August 

2001, 44p. 

The document re-examined the vision for Girls’ education and provided a strategic framework for 

stakeholders for enhancing their education. It also examined the gender disparities in education in 

terms of enrolment, retention and quality. Among papers reviewed were symposia reports and 

conference papers. Findings of the study showed that the MOE lack adequate resources to 

support the FCUBE program. Consequently the MOE/GES are mobilizing all stakeholders to get 

involve to improve quality education for girls. Recommendations made include the developing 

and updating of the Girls Education Unit (GEU) of the GES. There must also be Annual Work 

Plan (AWP) to address priority activities of the GEU. 

2.15 Hodzi, Sylvester, K., Impact of Functional Literacy on Health Status of Women in 

Hodzo District, MA. Thesis, I.A.E. UG., June 1999, 79p. 

The study assessed the extent to which the functional literacy (FL) project had helped to improve 

the income levels of women. That is, whether it had helped in reducing infant Mortality, 

improved family planning practices and environmental sanitation or not. Findings showed an 

improved status on knowledge of family planning practices, and income levels of beneficiaries. 

This had affected the lives of family members and their communities. However, conditions of 

poor sanitation remained the same. It was, therefore, recommended that domestic latrine 

construction should be encouraged among learners. In addition, the ‘FL’ should replicated in 

other deprived districts in the Volta region of Ghana. 


2.11 Laflin, Michael; Ansre, Kwame; Quamyne, Alex, Study of the Use of Radio to Support 

Functional Literacy in the Volta and Northern Regions of Ghana, Evaluation Report, MOE 

Documentation Center, Accra, November 1998, 65p. 

The study sought to assess the achievements, effects, coverage, relevance and efficiency of the 

Literacy and Functional skills program and to identify constraints to the effective use of radio to 

promote functional literacy. Methods used, included a review of study documents from 1990. 

NFED and GBC staff was interviewed. Audience survey was also done to assess impact of 

program. Research team listened to discuss some programs in-depth with producers. The study 

showed that both Volta Star and Radio Savannah collaborate with other organizations to provide 

technical information and resource persons for programs. However, it was noted that it was 

difficult to measure listenership in precise terms. It was therefore recommended that 

communities should be encouraged to develop more stories of their own to be read on radio. In 

addition all NFED producers need further training in the purposes and processes of educational 

and development broadcasting. 


Theme 3: 

Implementation of basic education reforms and innovations 

3.15 Gala, E. E. K; Asiegbor, K. I., Investigation into Student Assessment Procedures in 

Public Junior Secondary Schools in Ghana, CRDD, GES, Accra, 1999, 35p. 

The study was designed to determine the quality and validity of Continuous Assessment practice 

in Ghanaian junior secondary schools. Data were collected through a survey of schools in the 

country using the cluster sampling technique. It was found that CA was widely practiced in the 

schools. Both teachers and pupils recognized the importance of CA. Teachers lacked not only 

training in CA practice, but they also lacked inputs facilitation the practice. It was recommended 

that CA practice should be a subject in the teacher training program. Inputs should be supplied to 

teachers to facilitate their work. Supervisors trained in test construction and administration 

should be appointed. 

3.2 Gbadamosi, R; Agyeman, D. K; Boakye, J. K. A; Baku, J. J. K., The State of Education in 

Ghana, Research report, MOE, Documentation Center, 2000, 125p. 

The study was designed to examine into the current state of basic education in Ghana. Both 

primary and secondary data were used. Findings are that the reforms have brought 9 years of 

basic education into place. Problems of inadequate supply of teaching-learning materials, as well 

as poor teaching methods led to poor school quality; hence the introduction of the FCUBE 

program. The government had been the main provider of funds for basic education. It is 

recommended that all stakeholders should be involved in funding and managing the basic schools. 

3.3 Ghana National Association of Teachers (GNAT), Basic Education Sector Improving 

Program, A Research study, MOE, Documentation Center, 1996, 65p. 

Review and analysis of policy and operational plan of the Basic Education Improvement Program 

with the view to determine success and or constraints. Low academic performance of pupils at 

the basic level was found, and was attributed to non-availability of inputs, poor teacher quality, 

and poor supervision and management. Provision of adequate teaching and learning materials 

and strengthening of supervision and management were recommended. 

3.4 Konadu, Asare, D., Performance Monitoring at Basic School Level Baseline Study on 

Literacy and Numeracy in Public Schools in Ghana, MOE/GES Draft Report, Inspectorate 

Division, GES, August 1999, 54p. 

The purpose was to collect data on primary school literacy and numeracy levels for use as basis 

for measuring future improvements in learning outcomes. Primary 1 – 6 pupils were randomly 

selected from randomly selected schools and were made to take a Performance Monitoring Test. 

It was found that females performed better than males in the English test, while it was the other 

way around in Math. Pupils in urban areas outperformed their rural counterparts due to 

disparities in staffing, community participation, and teaching/learning materials. 

Recommendations were that follow-up action should be carried out in districts where test results 


were suspect, and that funds should be released early enough to enable tests to be conducted on 

time. 

3.8 Manu, S. Y., Impact of PREP in the Ghanaian Educational System, Status Report, MOE, 

Documentation Center, 1995, 27p. 

The report examined the implementation of the primary Education Program and its effect on the 

primary education sector. Seminar papers, Status reports, and other relevant documents were 

reviewed. Conclusions showed that there has been improvement in different areas of the sector. 

This includes an improved organizational structure in the MOE/GES, and the introduction of the 

policy of decentralization, which have enhanced school enrolment. USAID had decided to extend 

the program to the year 2000 and this has been recommend as a move in the right direction. 

3.1 MOE, The Administration of Primary Six Criterion, Referenced Tests, Primary Education 

Program (PREP), MOE Documentation Center, 1996, 3p. 

Objective was to provide baseline data for the 5-year primary school performance monitoring 

program. CRTs were administered to selected public, private and ELP schools in English and 

Mathematics. Results showed that pupils in urban schools outperformed those in rural schools. 

Performance in English was higher than performance in Math. Private school pupils 

outperformed their public school counterparts. Inadequate teaching and learning materials, poor 

management and infrastructure account for the rural - urban, and private - public school 

differences. Strengthening of management and school inspection systems was recommended. 

3.7 MOE/IDA/DFID, FCUBE: Report On The Mid-Term Evaluation of The Schooling 

Improvement Fund Pilot, Evaluation Report, ERNWACA, July 1997, 529. 

The Study assessed the extent to which the principal objectives of the Schooling Improvement 

Fund (SIF) were being met. Interviews were conducted in 16 schools and 15 participating 

Communities and districts. Findings showed that the MOE and GES did not assign a full/time 

person to the SIF. The steering Committee has been constituted to exclude representation from 

the Key Strategic Planning Groups. Teachers’ supervision needs to be strengthened. Efforts 

should also be made to link schools with district technical assistance sources. 

3.5 Ministry of Education (MOE), Improving Access to Quality Education for Girls, Report 

on National Seminar on Girls’ Education, MOE Documentation Center, June 1995, 105p. 

The objective of the seminar was to generate ideas on problems affecting access, retention and 

achievement of girls in education. Discussions were focused on classroom delivery systems, 

home and community influences, labor market-conditions, and legislation on girls’ education. It 

was realized that government, local communities, parents, and teachers were to collectively 

ensure that girls enter and stay on in school to attain higher education. Community participation 

in school matters was recommended. 

3.10 Ministry of Education, Basic Education, A Right Program for FCUBE, MOE, 

Documentation Center, December 1994, 19p. 


The study objective was to assess the steps to be taken to ensure an effective implementation of 

the FCUBE program. Many documents on basic education were reviewed. Findings show that 

the reforms set in motion in 1987 were having some positive impact. For instance Quality 

education has improved by the provision of learning and teaching materials and the introduction 

of efficient management practices. A national contributory Education Fund was recommended. 

3.13 MOE/JICA, Strengthening Technical Education in Ghana, Study Report, MOE 

Documentation Center, September 2001, 40p. 

The Study sought to develop a Master Plan to improve technical education in terms of human 

resource development and educational facilities' improvement towards the year 2020, also to 

prepare institutional strengthening programs for selected Polytechnics as well as to pursue 

technology transfer during the course of study. Technical education in Ghana was reviewed and a 

master plan to strengthen technical education and programs was develop. Interviews were 

conducted and visits paid to 8 countries to study their TVED reform agendas. The study found 

that Ghana's TVET system is fragmented and lacks linkages with industries. Courses are not 

designed to meet domestic labor market demands. There's lack of adequate equipment and 

teaching and learning materials etc. It recommended that TVET curricula should be changed to 

meet 

3.6 Non-Formal Education Division, REFLECT on a Large Scale: Challenges and Prospects, 

Conference Report, MOE Documentation Center, July 1998, 53p. 

The purpose of the conference was to acquaint participants with the REFLECT approach to 

teaching literacy skills. Participants from 17 African countries, UK, UNESCO, FAO, UNICEF 

and Action Aid, Ghana shared experiences on REFLECT methodology. Capacity for community 

development was enhanced as participants learned the use of REFLECT in adult literacy. 

REFLECT should strengthen other literacy education approaches and for that matter regular 

training in the use of REFLECT should be provided. 

3.14 Opare, James, Academic Achievement in Private and Public Schools: Management 

Makes a Difference, Journal article in “Journal of Education Management,” Vol. 2., 1999, 12p. 

The study was designed to compare the academic performance of pupils in private and public 

junior secondary schools in Ghana, and to account for the differences, if any. A survey involving 

800 JSS pupils randomly selected from 20 schools in the Accra and Sekondi-Takoradi 

Metropolitan Areas. Data were also collected from teachers and head teachers. Pupils were 

tested on English and Math. The results showed that pupils in the private schools out performed 

those in the public schools in both the English and Math tests. The differences were attributed to 

differences in management acumen. It is recommended that public school heads should be 

selected not on the basis of long service, but on the basis of management acumen. 


3.11 Quashigah, E. K., Constitutional and Legal Framework for the Right to Pre-Tertiary 

Education in Ghana, Research report, MOE/UNICEF, March 2001, 94p. 

The objectives of the research were to examine the impediments existing towards the full 

implementation of the right to basic education under legal constitutional framework of Ghana and 

to make recommendations regarding improvement in the law on education. It adapted analytical 

approach, guided by the right to basic education in its conceptual framework. It recommended 

that any new legislation on education should prohibit the sacking of pupils for non-payment of 

levies. Parents should be sensitized to appreciate the value of sending their children to school. 

3.12 School Health Education Program (SHEP) Unit of GES, School Health Education 

Program, GES Publication, MOE Documentation Center, August 2001, 7p. 

The program was initiated to promote health and environmental sanitation in schools and 

communities in order to improve learning outcomes. Sensitization, collaboration and networking, 

resource mobilization, capacity building, and floatation of circulars are some of the actives carried 

out to achieve the objectives. Learners are faced with problems such as drug abuse and alcohol, 

tobacco use, HIV/AIDS and STDs, teenage pregnancy, malaria, child abuse to mention a few. 

Some recommendations include formulation of National Policy and Strategic Plan for SHEP, a 

National Training Guide and Manual, a core Steering Committee, collaboration between and 

among school health providers and national fundraisers. 

3.9 Sutherland-Addy, Esi, Impact Assessment Study of the Girls Education Program in 

Ghana, Study Report, MOE Documentation Center, May 2002, 59p. 

Research papers, projects, evaluation reports, were reviewed in conjunction with a field survey of 

a statistical analysis of trends in the situation of girls’ education. The aim was to establish the 

general direction of the girls’ education program. Through the use of PLA and PRA 

methodologies of community mobilization, personnel involved in girls’ education had managed to 

sensitize communities to their role in girls’ education. In spite of this the rate of improvement in 

the situation of girls education was satisfactory. It is recommended that the efforts of the various 

stakeholders in girls’ education should be harmonized to maximize impact. 


Theme 4: 

Relevance of Education: Adapting curricula and using African languages 

4.15 Adoo-Adeku, Kate; Ampene, Kwasi; Adeku, Jasper; Ameka, Edith; Role of 

Incentives/Rewards for Facilitators in the Functional Literacy Program in Ghana, Research 

report, World Bank/NFED, August 1996, 58p. 

The focus of the study was to determine the attitude of facilitators towards incentives/rewards and 

assess the satisfying and dissatisfying conditions of facilitators as parameters of motivation. 

Through a multistage-sampling, facilitators who were interviewed were selected from five of the 

ten regions of Ghana based on rural urban dichotomy. The study established that the provision of 

incentives rewards played a critical role in the Functional Literacy Program. Facilitators were 

found to be unsatisfied with the conditions of their services. In order to sustain the literacy 

program, it was recommended that there should be a national endowment fund, which should be 

supported by companies in the private sector. 

4.8 Adu Benice, J., GES Input for Publication Under the Books Scheme for Basic Schools, 

Evaluation Report, GES (HQ), September 2001, 9p. 

The report sought to light on the objective and rationale for organizing a book scheme for Junior 

Secondary Schools. The report relied on workshop reports and information from the Book 

Scheme. It found out that the scheme was launched to improve reading skills of JSS students. 

Parents and Teachers were urged to encourage children to form reading habits. 

4.1 Asiegbor, Isaac; Britwum, Akua, Rights and Equity in Classroom Interaction in Basic 

Schools in Ghana, Research report, UNICEF, 2001, 66p. 

The study assessed the state and practice of gender equity and human rights in schools. Fortyeight 

basic schools were selected. Findings revealed that there was no policy on rights and equity 

education. Pupils were exposed to knowledge on rights through the teaching of environmental 

science and social studies. Some pupils were found to suffer human rights abuses. It was 

recommended that there should be a policy on Human Rights and Equity Education. Service 

points and youth desks should be established to address rights abuse in schools. Training should 

be given to both teachers and parents on human rights and gender equity education. 

4.2 Avotri, R.; Eghan Hilda; Owusu-Darku, Lucy, Gender and Primary Schooling in Ghana, 

FAWE Research report in collaboration with the University of Sussex, MOE Documentation 

Center, 1999, 183p. 

The study identified factors that adversely affect enrolment, persistence and performance of 

pupils in schools and assessed their differential effects on girls and boys. It also identified policy 

options for attaining primary schooling for all and their cost. A multi-stage sampling method was 

used for the cross-national research. The study revealed that more girls than boys drop out of 

school. There was low performance in English and Math. Opportunity costs of schooling like 

fees, uniforms affected pupils. Feeding programs however led to improvements in enrolment and 


persistence. It was recommended that, the policy of sacking pupils for fees should be reviewed, 

and parents should be made to contribute foodstuffs to schools to sustain the feeding program. 

4.3 Baku, J. J., Effects of Family problems on Learning Achievement of Pupils at Basic 

Education Level, Research report, MOE Documentation Center, 2000, 16p. 

The study sought to establish views of stakeholders in education on the effects of family problems 

that relate to the fulfillment of parental responsibilities on pupils learning achievement. A case 

study of 4 selected schools was undertaken. A questionnaire was designed for the interview, 

which targeted teachers, parents and pupils. A significant problem identified in the study was low 

parental income, which affected schooling responsibilities towards pupils. Other causes of family 

problems shown by the study were unfaithfulness, unemployment and in-law interference. It was 

therefore recommended that the PTA’s should forge a closer relationship. Schools should also 

encourage parents to discuss their problems with them. 

4.7 Ghanaian-German Technical Co-operation, GTZ Contribution to Teacher Education 

Program in Ghana, Workshop Report, MOE, Documentation Center, April 1999, 52p. 

The workshop objectives were to review the progress made in the program implementation, 

identify difficulties being encountered and to re-design the program to enhance capacity within 

the TED of the GES. Fourteen participants including TED, GTZ, and JICA officials were 

selected. Presentations and extensive discussions were made on the state of the program. The 

workshop found that the implementation of the language education has never been monitored and 

GES has not produced any textbook for the teaching of Ghanaian languages. It was 

recommended that the language policy should be enforced at the lower primary level of 

education. 

4.5 Ministry of Education (MOE), Pre-Tertiary Education, Committee Report, MOE 


The report was to review the educational reforms from Primary 1 to SSS 3. It focused on 

memoranda from Institutions organizations, universities as well as examining bodies. The study 

identified three fundamental issues on government educational policy, including cost effective 

education and access to tertiary education. The report recommended that Ghanaian language 

should be made compulsory and used as the medium of instruction at the lower primary level. 

Technical Institutes should be made alternative to SSS for students who would end their 

education at the JSS level. 

4.4 Ministry of Education (MOE), STME – The Way Forward for the Girl-child in the 21 st 

Century, Regional Clinic Report, August 2000, 50p. 

The objective of the clinic was to demystify the issue of Science and Mathematics as the preserve 

for boys. Lectures were used for the clinic in addition to exhibitions and excursions. The clinic 

was very useful, as participants gained a lot in the area of Exposure and Talent Development from 

its activities. It was recommended that male should also participate in the clinic, and that 

dissemination at the district level should include illiterate girls. 


4.12 MOE; Strategic Framework for HIV/AIDS Interventions in the Education Sector, 

Policy Document, MOE Documentation Center, August 2000, 64 p. 

The purpose for the development of a sector strategic plan for HIV/AIDS is to produce a wellcoordinated 

plan for responses that have effective systemic impacts on youth and society. There 

was a presentation of an AIDS Impact model to all Directors and agencies and units of GES 

headquarters. A working group was entrusted with all activities leading to the drafting and 

preparation of the plan. They adopted research, consultation reviews, discussions, interviews, and 

seminars as methods to achieve this aim. They were however constrained by time and logistics, 

in capturing all information needed from regional, district and community level. It was found out 

that learners and employees in the education sector are not being reached with enough 

information that could reduce/avoid risks of HIV/AIDS. The absence of a policy plan is the cause 

of increasing incidence of HIV/AIDS in the education sector. It is recommended that curriculum 

must be revised to emphasize HIV. Prevention. An effective partnership should exist between 

school and community to ensure a successful HIV/AIDS intervention program. Activities of all 

partners should be coordinated. 

4.6 Ministry of Education (MOE), Strengthening Technical Education in Ghana, Draft final 

report, MOE Documentation Center, September 2001, 40p. 

Study objectives included the drawing up of a master plan to improve technical education and 

preparation of institutional strengthening programs for polytechnics to pursue technology transfer. 

It was divided into three phases, including the review of technical education, developed a master 

plan, and the development of institutional strengthening programs. The findings showed that 

teachers did not have adequate capabilities to meet the needs of industries. Many of the 

polytechnics also had managerial problems. It was recommended that the TVET system should 

undergo comprehensive structural reform to move from "supply- driven" model to demand-driven 

to support Industrial needs. All TVET. Institutions should provide systems for quality 

assurance of education training program. 

4.13 Okine, Barbara, Sustaining Voluntarism in the Delivery of National Functional Literacy 

Program (NFLP) in the Dangbe East and Ga Districts of the Greater Accra Region, MA 

Thesis, IAE, University of Ghana, January 2002, 108p. 

The objectives were to determine facilitators’ perceptions about incentive packages, motivational 

orientations, expectations and the extent to which voluntarism of facilitators could be sustained. 

A survey was conducted through which 126 facilitators were interviewed. The study showed that 

some of the facilitators were committed but still expected some remuneration in the form of cash. 

In the absence of that, they preferred sewing machines. In view of this, it was recommended that 

adequate incentives should be given to the facilitators, and to sustain the entire Functional 

Literacy Program, a national endowment should be established. 

4.10 Ratcliffe, Mike; Macrae, Murray, Sector Wide Approaches to Education, Study Report 

DFID, August 1999, 63p. 

The objective of this study was to provide guidance to those involved with educational 

development, including both the providers and recipients of technical and financial support. A 


number of case study documents were reviewed; a postal questionnaire as well as semi-structured 

interviews were used. In ESDP/ESIP monitoring system, it was found that little attention is paid 

to capacity building objectives. Poverty alleviation strategies do not have proper linkage with 

education sector planning. The volume of Social Sector spending hardly correlated with 

improved poverty reduction outcomes. A set of recommendations stems from the findings. 

4.14 Stephen, David; Girls and Basic Education: A Cultural Theory, Survey Report, DFID 

Series N° 23, University of Education, Winneba Documentation Center, 1998, 160p. 

The purpose of the survey was to develop the solutions to why girls are not attending school or 

are dropping out of school. Questionnaires, interviews and focus group discussions were 

employed to collect data from 148 teachers, 19 community leaders, and 79 children. It was found 

that girls do not attend school or dropout of school because parents fear they would have wasted 

their resources if the girl became pregnant. Parents found it more profitable to keep girls out of 

school than in school because girls are engaged on domestic and economic activities. The 

recommendations are that parents should be sensitised about the benefits of girls’ education. 

School time should be made flexible to enable schoolgirls to attend school and engage in their 

out-of-school activities. Girls should be exposed to successful educated women. 

4.9 UNICEF, Situation Analysis of Children and Women in Ghana, Research report, GES 

(HQ), Accra, 2002, 181p. 

The report sought to identify the important issues affecting the realization of the rights of 

Children and Women. It used researchers, government agencies and ministries, contributions 

made by women and children at workshops, an international GNO and UNCEF as well as video 

pictures and photos to write the report. It showed there is inadequate protection of the child 

hindering his/her participation in all aspects of life. Maternal mortality is still high because health 

care provision is still inadequate. Socio-cultural factors militate against the education of the girl 

child. It recommended that early childhood education and stimulation be encouraged and all 

parties make more effort to mainstream the participation of women and children. 

4.11 University of Winneba, Language and Culture in Education and National Development, 

National Seminar Report, University of Winneba, November 2002, 51p. 

The seminar debated the importance of language and culture in education and national 

development and informed government about recommendations made on its language policy for 

education. Seminar papers were presented and discussions were held by the 400 participants from 

various departments of language and linguistics in the country. Other workshop reports were also 

reviewed. The findings are that children's low levels in achievement rise when the medium of 

instruction is switched to the Ghanaian language. If children use a poorly developed language in 

learning, their oral and written productions also become impoverished. The educational system 

itself does not allow children to develop their bilingualism. The current language policy was not 

based on solid research. The seminar recommended that the academic and social needs of 

Ghanaian school children should be examined; their reading and writing skills should be 

developed; there is the need to examine how children learn a second language formally and nonformally 

and the need to examine the influence and support of parents and communities on 

language learning is very important.

Quality of Basic Education in Ghana: An Annotated ... - ROCARE

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