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Special Graduate Schools Graduate School of International Studies Department of International Development Cooperation 3. Theses(Master)

SOCIO- CULTURAL FACTORS AFFECTING GIRL-CHILD EDUCATION IN THE NORTHERN PART OF GHANA: A case of Gushegu/ Karaga District

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dc.contributor.advisorKim Heungkyu-
dc.contributor.authorBEATRICE, BOAKYE BOATENG-
dc.date.accessioned2018-11-08T08:21:36Z-
dc.date.available2018-11-08T08:21:36Z-
dc.date.issued2015-02-
dc.identifier.other19626-
dc.identifier.urihttps://dspace.ajou.ac.kr/handle/2018.oak/13055-
dc.description학위논문(석사)--아주대학교 Graduate School of International Studies :국제개발협력과,2015. 2-
dc.description.tableofcontentsTable of Contents Abstract …………………………………………………………………………………...iii Acknowledgements………………………………………………………………………...iv Dedication.…………………………………………………………………………………v Table of contents …………………………………………………………………………..vi Abbreviations ……………………………………………………………………………..vii CHAPTER ONE:................................................................................................................1 General Introduction..........................................................................................................1 1.1. Introduction ……………………………………………………………………………1 1.2. Research design…………………………………………………………………….......1 1.3. Significant of the Study……………………………………………………………......6 CHAPTER TWO:…………………………………………………………………………9 Introduction........................................................................................................................9 2.1. Overview of Formal Education……………………………………………………...9 2.1.1. Historical development of girl-child education…………………………………….10 2.1.2. Formal Education and Human Development………………………………………13 2.2. Demographic Features………………………………………………………………15 2.2.1. Location of Gushegu/ Karaga district………………………………………………15 2.2.2. Population…………………………………………………………………………..15 2.2.3. Topology and drainage……………………………………………………………..16 2.2.4. Climate and vegetation……………………………………………………………..16 2.2.5. Geology and soil……………………………………………………………………17 2.2.6. People and social organization……………………………………………………..17 2.3. The Southern and Northern division……………………………………………….18 2.4. Factors affecting girl-child education……………………………………………..21 2.4.1. Social factors……………………………………………………………………….21 2.4.2. Cultural factors……………………………………………………………………..22 2.5. International and legal frame work.........................................................................25 2.5.1. Efforts of NGO’s …………………………………………………………………...26 CHAPTER THREE: Review of Related Literature …………………………………..28 CHPTER FOUR: Methodology ......................................................................................37 Introduction….……………………………………………………………………………37 4.1. Research design……………………………………………………………………….37 4.2. Methodology and data sources ……………………………………………………….37 4.3. Critical view of research questions …………………………………………………..38 4.3.1. Parental level of education …………………………………………………………38 4.3.2. The role of NGOs and Government of Ghana in supporting girl-child education …40 4.3.3. Poor academic performance and dropout …………………………………………..43 4.3.4. Prejudice of the Northern part of Ghana about girl-child…………………………...45 CHAPTER FIVE: Analysis of findings and discussion ………………………………..46 Introduction ……………………………………………………………………………….46 5.1. Household size ………………………………………………………………………..46 5.2. The extent to which result in high rate of girl-child drop out from school …………..47 5.3. The extent to which Socio cultural factors hinders the success of girl-child education.51 5.4. Discussions ………………………………….………………………………………...57 CHAPTER SIX: …………………………………………………………………………..61 Conclusion ………………………………………………………………………………….61 Recommendation …………………………………………………………………………..62-
dc.language.isoeng-
dc.publisherGraduate School of International Studies Ajou University-
dc.rights아주대학교 논문은 저작권에 의해 보호받습니다.-
dc.titleSOCIO- CULTURAL FACTORS AFFECTING GIRL-CHILD EDUCATION IN THE NORTHERN PART OF GHANA: A case of Gushegu/ Karaga District-
dc.typeThesis-
dc.contributor.affiliation아주대학교 국제대학원-
dc.contributor.department국제대학원 국제개발협력학과-
dc.date.awarded2015. 2-
dc.description.degreeMaster-
dc.identifier.localId695434-
dc.identifier.urlhttp://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000019626-
dc.description.alternativeAbstractABSTRACT This paper examines the Socio Cultural factors that affect girl-child education in the Northern Region of Ghana in a case of Gushegu/karaga district. Global disparities in education remain everywhere although narrowing considerable from 1970s to 1990 (UN 2006). Ghana has made progress towards achieving equal access to education but it is still a long way from achieving this goal. One might expect that, the proportion of women in the population of Ghana could have been a determined factor for the access and participation of girl child in education, yet gender gaps had always existed. The girl child often faces discrimination from the earliest stages of life through childhood to adulthood. Overall, girl’s school attendance still lags severely behind that of boys. Education of the girl-child has suffered many setbacks both in the past and at the present. As a result some girls are denied access while others are forced to drop out-of-school especially in rural Ghana. This thesis also examines some of the issues surrounding extensive girl-child education operating within the school, family and the wider society which affect girls‟ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality which continues to limit girl’s access to school and in performing equally to boys. It explores the ways in which teachers, parent and the community of Gushegu/ karaga attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. It brings out the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on social issues such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls through a Multi Stage sampling technique was adopted for the data collection especially the primary data, while the secondary data were collected from The Ghana Education Service NGOs working on girl child education, Ministry of Education and Ghana Statistical Service. It evaluates the successes and challenges of Girls‟ Education Unit (GEU) and government policies at improving girls‟ educational attainment and opportunities with emphasis on how educational officials perceive government policies in promoting girl-child education in the study area. Above all, there is the need for parents and the society at large to wear positive attitude towards girls’ education. This will help the girl-child to build up a strong ego and confidence to go through school.-
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