Abstract:
This thesis interrogates the politics of governments that shaped and directed the formulation and implementation of educational policies and reforms in
Ghana from 1852 to 2008. Using various sources such as archival documents,
old newspapers, white papers, articles, books, and through the use of the
qualitative method of historical studies, the thesis examines the visions of such
governments in their efforts to achieve accelerated socio-economic growth and
emancipation and how education was used to achieve such goals. Furthermore,
the thesis discusses how the pre-colonial and colonial philosophies were
applied to education in the Gold Coast. It notes that some of the educational
interventions of the early European nations, missionary societies and colonial
government which introduced and spread Western education such as sending
brilliant students overseas for further studies, supplying of free school
materials, introducing industrial and vocational programmes in the curriculum are still relevant for governments to draw lessons to shape their educational
policies. Moreover, the thesis explores how education was reshaped during the
post-colonial era and how Ghanaian leaders linked education to the nation’s
development and its socio-economic emancipation. This called for the
expansion of education at all levels—basic, secondary, tertiary and the
establishment of various education committees to advise governments on the
clear focus of education. This, resulted in frequent educational restructuring
and reforms, especially in the 21st Century, where education was used for the
realization of the national developmental goals of poverty alleviation and
wealth creation.
