Abstract:
This study examined challenges involved in North-South Collaboration in educational development in Ghana. It sought to identify the nature and sustainability of North-South collaboration in Ghana.
A qualitative research design was used for the study. Specifically, the Interpretive Phenomenological Analysis (IPA) was used. This approach was preferred because it is flexible and allowed the researcher to discover new issues related to the research topic during investigations. The study was guided by the modernization and dependency development theories.
The target population included Development Partners (North) and the Government of Ghana (South). Under the Government of Ghana, the Ministry of Education and the Fund Management and Procurement Unit (FMPU) were used. For Development Partners, the focus was on DFID, USAID and AfDB. Purposive and convenience sampling were the techniques used in the selection of participants. The data collection method used included in-depth interviews, focus group discussion and observation.
Issues that emerged from the interviews were categorized into themes and matched against the research questions. This led to a critical consideration of facts received. Triangulation included follow up interviews for clarity.
The research findings suggested positive impact of North-South collaborations on Ghana’s educational system and revealed the Government’s commitment to facilitate the operations of donor partners such as ensuring that project coordinators are made responsible and accountable for the failure and success of donor funded educational projects. Ghana still faces the challenge of getting its procurement laws respected by some Donor Partners.
