DSpace
 

KNUSTSpace >
Research Articles >
College of Arts and Social Sciences >

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/7306

Title: Traditional Institutions and Agenda Setting: The Case of the Adoption of the Ghana Education Trust Fund
Authors: Brenya, E.
Asare Bossman, E
Issue Date: 2011
Publisher: African Research Review
Citation: African Research Review, Vol. 5 (3), Serial No. 20, May, 2011. Pp. 90-103
Abstract: This study applies agenda setting theory mostly used to examine policy making in western countries to understand educational policymaking in Ghana. It draws on a case study on the role of the Asante Traditional Council and rulers in the adoption of the Ghana Education Trust Fund (GETFund), a program that allows the public to participate in the financing of education. The study finds that the outside initiation model, consolidation, pluralist concept of policymaking, and the policy streams metaphor help to explain agenda setting for the adoption of the GETFund program. In particular, it argues that the enstoolment of Otumfuo Osei Tutu II and his activism in championing the idea of a public participation program in financing education was an intervening event that opened the window for a proposal centering on that idea to gain agenda entrance and the passage of Copyright (c) IAARR, 2011: www.afrrevjo.com 91 Indexed African Journals Online: www.ajol.info the GETFund bill by the Parliament of Ghana in 2000. Broadly, the study helps to understand the role of traditional institutions and rulers in public policy making in Ghana.
Description: Article published in African Research Review, 2011.
URI: http://hdl.handle.net/123456789/7306
ISSN: 2070-0083
Appears in Collections:College of Arts and Social Sciences

Files in This Item:

File Description SizeFormat
Brenya, E.pdf156.78 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

Valid XHTML 1.0! DSpace Software Copyright © 2002-2010  Duraspace - Feedback