Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Challenges of Universal primary education programme in Uganda
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Ghana is a country in Africa that is native to 25 million people. It is neighbored by the Ivory Coast to the West, Togo to the East and Burkina Faso to the North. It is also bordered by the Gulf of Guinea to the south. It is about the size of Oregon and it’s religions include Christianity, Islam, and other Indigenous beliefs (Bbc news, 2013). Ghana has different climates in different parts of the country. Near the coast, there are tropical forests, in the middle there is a transitional zone where it then transitions into the savannah in the north where it is dryer and only gets one rainy season versus two in the south (Encyclopedia of the nations). Their major exports are gold, cocoa, timber, and many other products. Their GDP is $40.71 billion and their monetary unit is Cedi which in relation to one U.S. dollar, it is equivalent to .37910 Cedi (Bbc news, 2013).
Education for children is very important for Ghana to increase their GDP. Although there is a rate of 34% for child labor, school attendance is increasing. The system is set up for eleven years: two years of Kindergarten, six years of primary school and three years of Junior High School. There are certain programs that are helping Ghana achieve their Millennium Development Goal (MDG) of universal education. There has been an implementation of an incentive in some areas providing one hot meal a day for students who attend school. Also, there was a new education plan in 2007 that aims to provide free primary education by 2015 (UNDP, Ghana, 2012, page 3). Although this is a tough goal to meet, there has been a substantial increase in school attendance over the past decade which will improve Ghana’s human capital in the future.
Gender inequality is a huge problem in Ghana b...
... middle of paper ...
...m http://jia.sipa.columbia.edu/online-articles/roles-mother-child-rural-ghana/ Index mundi. (2013, December 6). Retrieved from http://www.indexmundi.com/ghana/age_structure.html (2012). Ghana. United States Department of Labor, Retrieved from http://www.dol.gov/ilab/reports/child-labor/ghana.htm Oppong-Anane, K. (2001). Ghana. Retrieved from http://www.fao.org/ag/agp/AGPC/doc/Counprof/ghana/Ghana.htm Benin, S. (2013). Revisiting agricultural input and farm support subsidies in africa. International
Food Policy Research Institute, Retrieved from http://www.ifpri.org/publication/revisiting-agricultural-input-and-farm-support-subsidies-africa-case-ghana Kwateng, Y. (2013). Natural resources depletion costs ghana $520 million annually. Retrieved from http://gh.chm-cbd.net/biodiversity/biodiversity-and-agriculture-85256/natural-
resources-depletion-costs-ghana-520
Between the 9th and 11th centuries, the kingdom of Ghana, established by the Soninke people in the 4th century, prospered in Northwest Africa. The kingdom became very rich because its location was in the middle of the trading routes of northwest Africa and it had many resources. Ghana traded salt for gold with its Northern neighbor. Also Ghana taxed every trader who went through Ghana to fund their army. The kings of Ghana ruled from their capital of Kumbi Saleh. The country had a rich cultural tradition that was reflected in religion. The kingdom of Ghana fell because of droughts, attacks, and lack of gold.
In Kevin Gaines’ book, American Africans in Ghana, Gaines combines both African and African American history together unlike others have done in the past. Gaines’ book gives his audience insight on the relationship that many prominent African Americans in the Mid-nineteenth century had with Africa. Gaines tackles many issues that were prevalent during this time period, for instance, he tackles race, class, citizenship, independence and freedom. Gaines does this to change the narrative that existed about Africa. Many Black Nationalist, had romanticized Africa to be this place that once had thriving empires but lost everything due to colonization, and westernized blacks needed to go to Africa to help liberate it. Gaines dispels these myths, and
The second reasons to think that foreign aid should be spend is that it improves the quantity and quality of education in ways of learning environment and data which is clearly illustrated by the increased enrolment (Recom). There are more than 50 million children are educated in the last ten years time (BBC). For example, in Malawi, as a result of aid disbursement for education, the primary enrolment rates has dramatically increases up to 66% in 2010 although it was only 22% in 1975. On the other hand a consideration against the idea indicates that aid for education is inefficie...
There was also a Kingdom called Mali that broke off from the Ghana Empire. At this time they had embraced the religion of Islam and had been under the great rule of Mansa Musa. This empire had the job of protecting the caravans or shipments carrying the goods, so that they can trade. They helped towards the function of trade so that both the importer and exporter gained something. In document 3 it explains how their wealth was great because of their trade. The document also talks about the fact that they had exhibited the characteristics of an advanced divination like sufficient food to feed its people, a strong army equipped with advanced weapons and income derived from taxes. Even though the Mali Empire had wealth there was very little corruption if there was with the ruler. He did not go mad with power but he was generous. In document four it states they there was no person who did not receive a sum of gold from him.
For years, the Ghanaian Ministry of Education and the Ghana Educational service have experienced successes and difficulties in raising educated people in a country that has just reached middle-income status. These institutions acknowledge that without proper planning of education, a functioning structure and effective knowledge and skill acquisition, the country will not develop with its own efforts and Ghana will be dependent on outside forces to manage its economy. This is why there is a strong concern for the Education to reach more people and to be delivered with good quality. One of the biggest issues that confront Ghana is that, due to high costs of education and high drop-out rates, there are still thousands of children who are not able to climb through the ladder of education to the tertiary level. The numbers that drop out after every major stage are alarming and most government policies on education have not been able to solve this. The highest rate of drop that is of most concern occurs between the transitions from Junior High School to Senior high school. For any country, this should be alarming. The reason every child does not get into a Senior High school is mainly that they either cannot afford the school or they cannot get into the few competitive slots. This paper seeks to suggest why the government may be better off providing vouchers for students to go to private schools that will complement the already existing public schools. In the end, this may succeed at increasing the people who gain senior high school education and this may also push quality standards higher up.
Ghana empire had founders and they were Sonicke. They lived in the Senegal republic. The ideal location of ancient Ghana formed relationships with the North caravans. Since the trade routes were crossing the desert, Ghana’s Kingdom got a lot more money by the gold, the ivory, and the salt. The urban centers got to grow more because the markets allowed them to.
“Ghana, a land full of gold. Africa, a land full of resources.” Where is Ghana and what is it known for? In my paper, we will learn the location, population, how they citizens received their known name, and many more interesting facts.
With Niger's open plains, free space, and rich natural minerals, it is unsurprising that the French chose Niger to assimilate at the start of the twentieth century. Niger is a dry, arid country in West Africa's Sahara region with a population of 17,466,172 people, 63rd in population size worldwide (Central Intelligence Agency). It is about 1.267 square kilometers, close to the size of Texas. The large country has a vast, sprawling landscape, filled mainly with desert plains and dusty sand dunes. Some hills do appear in the north—the Aïr Mountains and the Blue Mountains are located near the Sahara Desert—but for the most part, the terrain remains entirely flat (Laya and Fuglestad).
"Ghana." Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption. Index of Economic Freedom, n.d. Web. 08 Apr. 2014. .
Collet, Michele Scribol: Art and Design. The Incredible Tata Somba Houses of West Africa's Tammari
Over the past five years, Uganda’s education system has proved both effective and successful. Although in the process of further development, it has nonetheless served as a model for many developing African countries. The Ugandan government, with President Yoweri Museveni at its forefront, has determined primary education to be one of the major channels toward poverty eradication and as a vital resource for economic and social development. The Ugandan government has made a national commitment to eradicate illiteracy and educate its citizens through the 1997 initiative, Universal Primary Education (UPE). All levels of government, the private sector, grass-root organizations, local and international non-governmental organizations (NGO’s), community and church leaders, international aid agencies, and international governments have been major players in Uganda’s universal primary education policy and continue to structure the policy in ways to benefit Ugandans, while simultaneously protecting their own interests. Unfortunately with such an enormous national commitment and the underlying interests of the many contributors, there were many shortages in the realistic policy as experienced by Ugandans. I argue that these shortages, which ultimately affect the quality of primary education, can be linked to inadequacies in the deliberations, monitoring, evaluation, and feedback of Ugandan education policy; once these areas are reformed, a more comprehensive education system can be re-established.
Ghana News Agency (2003), Educationist laments poor supervision in basic schools [Internet], Ghana News, Available from: , [Accessed 11 March 2011].
Urbanization has risen unabated in Ghana over the years resulting in deplorable housing and environmental conditions. The situation has led to severe social problems, the culminating effects of which are insecurity of lives and property, and poor health and productivity of the urban dwellers. There is an overarching need to arrest the rapid rate of urbanization in the country. Government policies have to be revisited to slow down the urbanization process. Integrated rural development is imperative in this regard. This should involve the location of educational and health institutions in the rural areas, provision
A large amount of people in poverty live on the streets of Ghana. The economy is steadily increasing about 7 percent each year. Poverty continues to be a consistent problem in specific areas of Ghana. The poverty rate in urban areas at 10.6 percent is nothing related to 37.9 percent in rural areas. Almost four million children continue to live below the poverty line, and the poverty reduction is not keeping up with the population growth. The population in Ghana is 28.21 million. A child in Ghana is about 40 percent more likely to be in poverty than a Ghanaian adult. The main causes of poverty in Ghana are lack of education, poor environment, bad character or morals, ignorance, greed and selfishness. Poverty in Ghana is also politically, culturally, and religiously driven. At least 45 percent of the population in Ghana lives on less than $1.25 a day. The highest proportion of food in households is in the upper east region, where 27 percent of households are at risk of hunger. Many of the major
According to the goal, the UN intends to make sure that there is equitable and inclusive quality education for all. However, the UN has noted that there are hindrances to this being achieved. First, there is a shortage of trained teachers in most places. It has been discovered that in most places, there is an inadequate number of teachers and for those who are there, most of them are not trained. Because of this situation, the children are not able to learn the basics such as language and math skills. The United Nations has estimated that about 2 million additional tutors are needed to acquire the common primary education by the year 2020. In addition, there is aneed for an additional 4.5 million extra teachers to acquire the universal lower secondary education by the year 2030 (Fukuda-Parr& Lopes 48). The aspect of poverty also has an impact on quality education. Since some of the families are poor, education has remained a costly affair, and the children are compelled to remain at home. In places such as in Africa, much as education is notionally free, parents will still pay for some ‘necessary items’ such as extra lessons, uniforms, stationery and infrastructure