Significant Ghanaian educational innovations and landmarks and their socio-cultural impact dissertation
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Date
1991-04-16
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Abstract
Whenever there is a deep dissatisfaction with existing social institutions and arrangements or a conviction of the falsity of widely current estimates of knowledge and of man, then the outcome must be an attempt at the large-scale revision of existing values and concepts. Such has been the case with education in Ghana where many innovations, reforms, and landmarks have taken place geared at perfecting the educational system. Significant among these are the introduction of school type of education which was a complete departure from the indigenous educational system, the government’s involvement in education, the introduction of University education, Visual Art education, and the current P.N.D.C. government’ educational reforms, These constitute the innovations and landmarks discussed in this dissertation.
The problem that has beset the nation from the genesis of school education in the 15th Century to the present time has however been inability to fully realise the set objectives of the various innovations and reforms. What have been the major causes of these failures, and what lessons have been learnt from them? Are there any solutions to these perennial problems?
It is the unravelling of these knotty issues that this dissertation attempts to do by identifying and
analysing the rationale, nature, scope and impact of the significant innovations and landmarks that have occurred to unearth their inherent strengths and weaknesses in which may he found the causes preventing the achievement of total success It is hoped that the findings and the suggestions made on them will help future educational innovationists and reformers to avoid the mistakes of the past in order to achieve the success that has been so elusive.
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A thesis submitted to the Board of Postgraduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the award of the Degree of Doctor of Philosophy in Art Education, 1991