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Ghana’s School Policy, the Structure of Education and the State-Economy Configuration

  • Maxwell A. Aziabah
Chapter
Part of the Critical Studies of Education book series (CSOE, volume 7)

Abstract

The education system in Ghana is organized into three progressive levels in accordance with the 2008 Education Act (Act 778), namely, basic education, second cycle education and tertiary education. A constitutional injunction requires of government to provide access to free compulsory universal basic education and, depending on resource availability, to the next higher levels. A number of education subsector policies exist to support this constitutional injunction including the science, technology and mathematics education (STME) policy, the information and communication technology (ICT) policy and the technical and vocational education training (TVET) policy all of which aim to stimulate Ghana’s technological capacity and development and enhance productivity. In spite of these policy frameworks, however, gaps remain in the skills training regime. There are growing demands for skilled workers in the services, industry and agricultural sectors. But school policy reform has not sufficiently addressed this need. As a multiparty presidential democracy with an executive presidency, one expects the deployment of veto power to effectuate educational policy in ways that narrows the skills gap.

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Maxwell A. Aziabah
    • 1
  1. 1.Department of Community DevelopmentUniversity for Development StudiesTamaleGhana

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