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Challenges of Universal primary education programme in Uganda
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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...
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...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
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.
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.
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...
"Ghana." Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption. Index of Economic Freedom, n.d. Web. 08 Apr. 2014. .
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.
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.
Collet, Michele Scribol: Art and Design. The Incredible Tata Somba Houses of West Africa's Tammari
“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.
Accra, the capital of the beautiful and welcoming nation Ghana, is located in West Africa, West Africa’s Gulf of Guinea. It is known for its wildlife, beauteous attractions, and richness in gold and secluded beaches. Ghana also known as the “Gold Coast,” gained their independence on March 6th 1957 from the British. The nation was led to independence by the first president Kwame Nkrumah, who altered the country to a republic. Ghana continues to grow each day as a nation, Though Ghana is growing each day they face many economic and social problems, such as poverty, health issues, education, corruption, and economic challenges.
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).
In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
A dusty, one-room schoolhouse on the edge of a village. An overworked teacher trying to manage a room full of boisterous children. Students sharing schoolbooks that are in perpetual short supply, crammed in rows of battered desks. Children worn out after long treks to school, stomachs rumbling with hunger. Others who vanish for weeks on end, helping their parents with the year-end harvest. Still others who never come back, lacking the money to pay for school uniforms and school supplies. Such is the daily dilemma faced by many young people in the developing world as they seek to obtain that most precious of all commodities, an education.
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
Ghana News Agency (2003), Educationist laments poor supervision in basic schools [Internet], Ghana News, Available from: , [Accessed 11 March 2011].
Ghana: The Gold Coast of Africa The Gold Coast, now known as Ghana, is one of many civilizations of Africa. It was a British Colony until March 6, 1957, when it became independent as the State of Ghana. In 1471, the Portuguese invaded this area and became involved in gold trade, giving the region the name, The Gold Coast.