VICTORIA BEMAH.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

VICTORIA BEMAH.Pdf KOKOFU TRADITIONAL MUSIC IN KOKOFU CULTURE By Victoria Bemah B.Ed (Music) A Thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the degree of MASTER OF ARTS IN AFRICAN ART AND CULTURE Faculty of Art College of Art and Social Sciences May 2009 © 2011, Department of General Art Studies DECLARATION I hereby declare that this submission is my own work towards the M.A and that to the best of my knowledge, it contains no material previously published by another person nor material which has been accepted for the award of any other degree of the University, except where due acknowledgement has been made in the text. VICTORIA BEMAH (PG9141506) ……………………. …………………….. Student’s Name & ID No: Signature Date Certified by DR. O. OSEI AGYEMAN …………………….. ……………………. Supervisor’s Name Signature Date Certified by DR JOE ADU-AGYEM ……………………. ………………………… Head of Department’s Name Signature Date ii ABSTRACT Traditional music is the modern name for what used to be called “Folk music”. However the term "Folk music" was expanded to include a lot of non-traditional matter. The music is passed down orally; this is not universal, but there must be a strong tradition of oral transmission. The music derives from, or is related to, a particular people, region or culture and lacks copyright. The problem of this thesis was that, traditional music used to be very active in Kokofu community, and the younger generation has little knowledge about the traditional music in the Kokofu culture. The aim of this study is to identify the various traditional music types found in Kokofu community and discuss the functions of the traditional music in the religious, political, economic and social activities and its importance in the Kokofu culture. To elicit information for the study, 300 people were targeted and sampled. These include chiefs, health workers, teachers, students, children, market women, tailors and seamstresses, bankers and elders in the Kokofu town and its environs. Stratified and purposive sampling techniques were used and instrument for data collection include participation observation, questionnaire and structured interviews. Libraries were consulted to review literature.It was found out that traditional music performed in Kokofu community is indispensable in the political, social, religious and economic life of the people at Kokofu and it is important to the culture, most especially in the area of chieftaincy. It is also recommended that the old folks in the Kokofu community should teach the younger generation to ensure its continuity. In the nutshell, traditional music is important to Kokofu community and the youth must be encouraged and motivated to perform it to ensure its continuity. Though it has suffered because of modern education and some religious beliefs but due to chieftaincy and its activities, it has been able to survive the test of time. iii ACKNOWLEDGEMENTS I am most grateful to the Almighty God for his love, guidance and protection and for making it possible for me to undertake this programme successfully. I wish to extend my gratitude to my supervisor, Dr O. Osei Agyeman, under whose suggestions and guidance this work has become a reality.Again, I am indebted to my lovely husband, Dr Michael Asante for his suggestions and also to my children, Juliet, Yvonne, Priscilla and Michelle for their patience throughout my studies. I also like to thank my parents, Barima Offe Akwasi Okogyeasuo II, chief of Kokofu Traditional Area, and Mrs Agnes Adu-Bobi for providing some of the information on Kokofu history and their support. The same thanks go to the divisional chiefs and elders of the Kokofu palace. To my siblings Kwabena, Kofi and Fremah, thank you for your financial support. Finally, my thanks go to all the authors whose books were consulted and others who helped me in diverse ways to complete my course. May, 2009 V.B. iv TABLE OF CONTENTS TITLE PAGE DECLARATION ................................................................................................................................... ii ABSTRACT ......................................................................................................................................... iii ACKNOWLEDGEMENTS .................................................................................................................. iv TABLE OF CONTENTS ....................................................................................................................... v LIST OF PLATES ................................................................................................................................. x LIST OF TABLES ................................................................................................................................ xi CHAPTER ONE....................................................................................................................................1 INTRODUCTION.................................................................................................................................1 1.1 Overview ................................................................................................................................... 1 1.2 Background to the Study ............................................................................................................ 2 1.3 Statement of the Problem ........................................................................................................... 5 1.4 Objectives .................................................................................................................................. 6 1.5 Hypothesis.................................................................................................................................. 6 1.6 Delimitations .............................................................................................................................. 6 1.7 Limitations ................................................................................................................................. 6 1.8 Definitions of Terms .................................................................................................................. 7 1.9 Importance of the Study ............................................................................................................. 9 1.10 Organisation of the Study ...................................................................................................... 10 1.11 Ethnographic Background of Kokofu……………………………………………………...10 CHAPTER TWO ............................................................................................................................... 14 REVIEW OF RELATED LITERATURE ....................................................................................... 14 2.1 Overview ........................................................................................................................... 14 2.2 Traditional Music .............................................................................................................. 14 v 2.3 Historical Developments ................................................................................................... 16 2.4 Traditional Music and Religion ......................................................................................... 24 2.5 Organisation of Traditional Music Performance ............................................................... 25 2.6 Vocal Music ....................................................................................................................... 25 2.7 Instrumental Music ............................................................................................................ 27 2.8 Vocal and Instrumental Ensemble ..................................................................................... 27 2.9 Rhythmic Organization in Traditional Music .................................................................... 27 2.10 The Role of Song Text in Traditional Music. .................................................................... 28 2.11 Forms and Structure of Traditional Songs ......................................................................... 29 2.12 Musical Style ..................................................................................................................... 32 2.13 Traditional Music Instruments and their Classification .................................................... 32 2.14 Idiophones ......................................................................................................................... 34 2.15 Membranophones .............................................................................................................. 36 2.16 Mode of Drumming: .......................................................................................................... 38 2.17 Aerophones ........................................................................................................................ 39 2.18 Chordophones .................................................................................................................... 40 2.19 Categories of Traditional Music ........................................................................................ 41 2.20 Occasional Music .............................................................................................................. 41 2.21 Recreational Music ...........................................................................................................
Recommended publications
  • Music of Ghana and Tanzania
    MUSIC OF GHANA AND TANZANIA: A BRIEF COMPARISON AND DESCRIPTION OF VARIOUS AFRICAN MUSIC SCHOOLS Heather Bergseth A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTERDecember OF 2011MUSIC Committee: David Harnish, Advisor Kara Attrep © 2011 Heather Bergseth All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis is based on my engagement and observations of various music schools in Ghana, West Africa, and Tanzania, East Africa. I spent the last three summers learning traditional dance- drumming in Ghana, West Africa. I focus primarily on two schools that I have significant recent experience with: the Dagbe Arts Centre in Kopeyia and the Dagara Music and Arts Center in Medie. While at Dagbe, I studied the music and dance of the Anlo-Ewe ethnic group, a people who live primarily in the Volta region of South-eastern Ghana, but who also inhabit neighboring countries as far as Togo and Benin. I took classes and lessons with the staff as well as with the director of Dagbe, Emmanuel Agbeli, a teacher and performer of Ewe dance-drumming. His father, Godwin Agbeli, founded the Dagbe Arts Centre in order to teach others, including foreigners, the musical styles, dances, and diverse artistic cultures of the Ewe people. The Dagara Music and Arts Center was founded by Bernard Woma, a master drummer and gyil (xylophone) player. The DMC or Dagara Music Center is situated in the town of Medie just outside of Accra. Mr. Woma hosts primarily international students at his compound, focusing on various musical styles, including his own culture, the Dagara, in addition music and dance of the Dagbamba, Ewe, and Ga ethnic groups.
    [Show full text]
  • The Use of Art in Preservation of History: A
    DESIGN AND FABRICATION OF A METAL MURAL DEPICTING THE CHRONOLOGICAL DEVELOPMENT OF THE ASANTE KINGDOM A Project Report submitted to the Department of Industrial Art, Kwame Nkrumah University of Science and Technology Kumasi, in partial fulfilment of the requirements for the award of a Master of Fine Art Degree in Jewellery and Metalsmithing. BY BARNABAS KWESI OKYERE (B.A Industrial Art) KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI - GHANA. MARCH, 2016. i DECLARATION I hereby declare that this submission is my own work towards the MFA and that to the best of my knowledge, it contains no material previously published by another person nor material which has been accepted for the award of any other degree of a university, except where due acknowledgement has been made in the text. BARNABAS KWESI OKYERE (PG5507711) ………………… ……………. Student’s Name and Index Number Signature Date Certified by: MR. H. OFORI DOMPREH ……………….. ……………. Supervisor’s Name Signature Date Certified by: DR. EBENEZER HOWARD ………………. ………..… Head of Department’s Name Signature Date ii ACKNOWLEDGEMENTS I wish to thank the Almighty God for helping me right from the beginning to the end of this project. Secondly, I wish to express my deepest gratitude to my supervisor, Mr. Hughes Ofori Dompreh of the Industrial Art Department, Kwame Nkrumah University of Science and Technology for his advice, inputs and corrections in making this project a success. I am again grateful to him for his tolerance throughout this project. I also want to thank all those who willingly provided information during the data collection for the research project especially Mr. Justice Brobbey (Senior Curator of Manhyia Palace), Mr.
    [Show full text]
  • 1 Africa Center Stage in Peace Corps Celebrations
    alliancesFall 2010 University of Michigan No. 3 Member of the University of Michigan International Institute AFRICA CENTER STAGE IN PEACE CORPS CELEBRATIONS n the early hours of Thursday, October of the Peace Corps and of newly independent 14, 2010, some 1,500 U-M students and African states—was surely not coincidental. I faculty gathered on the steps of the The hope, enthusiasm and ideals for a peaceful Michigan Union to recreate a semblance of world held by youth and a youthful president the 5,000 that had gathered there that same mirrored the widespread hope, enthusiasm day, at that same 2 a.m. hour, 50 years earlier and sense of triumph in nations recently to be inspired by presidential candidate liberated from colonial rule. Since 1961, over Senator John F. Kennedy. In an impromptu 200,000 Peace Corps volunteers have served speech, Kennedy in 139 host countries assisting in the realms threw down a gauntlet of education, health, business, technology, before the U-M campus environment, agriculture and youth/ to test whether idealism community development. Over one-third still flourished and have served in countries in Africa whether youth would be willing to sacrifice A yearlong series of celebrations honoring a small portion of their the 50-year history of the Peace Corps begins lives to improve the and ends in Ann Arbor, its acknowledged lives of others in birthplace. Later on October 14th, a symposium distant lands. He entitled “Spending Your Days in Ghana” took asked: “How many of place (see pg. 15) highlighting current work you who are going in Ghana being pursued by U-M faculty.
    [Show full text]
  • KWAHU CULTURAL VALUES-CONTENTS.Pdf
    Kwahu Cultural Values: Their Impact On The People’s Art BY Emmanuel Yaw Adonteng (BE.D. IN ART) A thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the Degree of Master of Arts in African Art And Culture on July, 2009. July, 2009 © 2009 Department of General Art Studies DECLARATION I hereby declare that this submission is my own work towards the MA (African Art and Culture) and that, to the best of my knowledge, it contains no materials previously published by another person nor material which has been accepted for the i award of any other degree of the University except where due acknowledgement has been made in the text EMMANUEL YAW ADONTENG ( 20045462) ………………………………………….…….. ……………… ………… Student Name & ID Signature Date Certified by: DR. O. OSEI AGYEMANG ………………………………………….. ……………… ………… Supervisor‟s Name Signature Date Certified by: DR. JOE ADU-AGYEM ………………………………………….. ……………… ………… Head of Dept Name Signature Date ACKNOWLEDGEMENTS First and foremost, I express my gratitude to God Almighty for the love, kindness and protection accorded me and also enabling me to write this thesis. I also want to extend my heartfelt gratitude and appreciation to those who extended the love ii and support needed most in making this thesis a reality. I also register my sincere thanks to the authors whose books and articles I cited as sources of references. My utmost thanks go to Dr Opamshen Osei Agyeman, my supervisor and a lecturer of the college of Art, KNUST, KUMASI for his assistance, guidance and encouragement. I am grateful to Dr Ben K.
    [Show full text]
  • Explore Nature, History, and Culture in Accra, Cape Coast, Kumasi and Akosombo
    Ghana Explore nature, history, and culture in Accra, Cape Coast, Kumasi and Akosombo Lawrence University Alumni Travel February 29 – March 12, 2020 1 HISTORY, NATURE, and CULTURE Ghana has the distinction of being the first African country to become an independent, sovereign state in the 20th century. Formerly known as the “Gold Coast”, Ghana led the world in cocoa production as part of the British Empire; now it has one of the fastest growing economies in all of Africa. Ghana is also a political leader and is perhaps the most stable, democratic country in Africa. Located in West Africa, Ghana is known for its rich cultural traditions and artistic endeavors. In this Alumni tour, our group will sample the best that Ghana has to offer: examining the political history of the country since independence, partaking in the vibrant arts, theatre, and dance scene in Accra, the capital city, exploring the legacy of slavery at the Cape Coast castle, and learning about traditional Ghanaian culture in Kumasi, the center of the Ashanti empire. Visitors to Ghana also quickly encounter its natural beauty -- sea coasts, sandy beaches, tropical rainforests, and mountain waterfalls. On this tour, you can take a treetop hike at the top of the rainforest, climb to the country’s highest peak, or stroll through a botanical paradise at your own speed. Our group will be limited to no more than 20, giving us an intimate look at the culture from the inside, aided by the numerous LU alums who live in the country. I look forward to you joining me in Ghana.
    [Show full text]
  • Commemorating an African Queen Ghanaian Nationalism, the African Diaspora, and the Public Memory of Nana Yaa Asantewaa, 1952–2009
    Georgia State University ScholarWorks @ Georgia State University History Faculty Publications Department of History 2014 Commemorating an African Queen Ghanaian Nationalism, the African Diaspora, and the Public Memory of Nana Yaa Asantewaa, 1952–2009 Harcourt Fuller Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/history_facpub Part of the History Commons Recommended Citation Fuller, H. “Commemorating an African Queen: Ghanaian Nationalism, the African Diaspora, and the Public Memory of Nana Yaa Asantewaa, 1952 – 2009.” African Arts 47.4 (Winter 2014): 58-71. This Article is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Commemorating an African Queen Ghanaian Nationalism, the African Diaspora, and the Public Memory of Nana Yaa Asantewaa, 1952–2009 Harcourt Fuller All photos by the author except where otherwise noted he years 2000–2001 marked the centennial of deeds of Yaa Asantewaa. The minister encouraged the nation to the Anglo-Asante War (otherwise known as the commemorate Yaa Asantewaa’s heroism, demonstrated through War of the Golden Stool) of 1900–1901. This bat- her self-sacrifice in defending the Golden Stool in 1900–1901. tle was led by Nana Yaa Asantewaa (ca. 1832– He also recommended that a history book be published on her 1923), the Queen Mother from the Asona royal life, personality, and the War of Resistance specifically. His sug- family of the Asante paramount state of Ejisu, gestions resulted in the 2002 publication of Yaa Asantewaa: An who took up arms to prevent the British from capturing the African Queen Who Led an Army to Fight the British by Asirifi Tsacred Golden Stool.1 This milestone produced several publica- Danquah, a veteran Ghanaian journalist.
    [Show full text]
  • Main Thesis.Pdf
    CHAPTER ONE INTRODUCTION 1.1 Background to the study. Art, especially the visual art can be said to be the only way of bringing out the philosophies and concepts of given society into physical form. Usually, it is these philosophies and concepts that become the norms and ethics which keep the society together. It can also help to educate people about the mindset of those who made it and the use it was intended for. Similarly, it can be used to teach others in the society to make art forms not just for its aesthetics but also as a way of preserving the culture of the people. Thus it could be realised that knowing the socio-cultural, educational as well as the philosophical importance of a particular work of art helps to tell others about the work, how it was made and what it is intended for. This helps in preserving the culture of a particular society for subsequent generations. It also helps the individuals in the society to have a common cultural identity. The quest by individual societies for a cultural identity is not just to prove to the world that, they are the most important but rather to have a stage of development that would make them fit into the dynamism of the ever growing world. Perhaps it is in line with the ever popular saying that “one needs to know where he is coming from to enable him know his ultimate destination”. This saying can also be linked to the Igbo proverb that “Onye na eweghi ihe arimama di ka onye nwuru anwu”, literally meaning “a person or people with no identity are as well as dead”.
    [Show full text]
  • Stamping History: Stories of Social Change in Ghana's Adinkra Cloth
    Stamping History: Stories of Social Change in Ghana’s Adinkra Cloth by Allison Joan Martino A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History of Art) in The University of Michigan 2018 Doctoral Committee: Professor Raymond A. Silverman, Chair Professor Kelly M. Askew Assistant Professor Nachiket Chanchani Professor Emeritus Elisha P. Renne Allison Joan Martino [email protected] ORCID iD: 0000-0002-1252-1378 © Allison Joan Martino 2018 DEDICATION To my parents. ii ACKNOWLEDGEMENTS In the summer of 2013, I was studying photography and contemporary art in Accra, Ghana’s capital. A conversation during that trip with Professor Kwesi Yankah changed the course of my research. He suggested a potential research project on adinkra. With adinkra everywhere in Ghana today, research possibilities seemed endless. Adinkra appealed to me from my interest in studying Akan visual and verbal arts, a research area nurtured during an ethnopoetics course that Professor Yankah taught as a visiting scholar at Michigan in 2011. That conversation led to this project. Soon after that meeting with Professor Yankah, I took an exploratory research trip to Kumasi. Professor Gilbert Amegatcher, who has a wealth of knowledge about Akan arts and culture, traveled with me. He paved the way for this dissertation, making key introductions to adinkra cloth makers who I continued to work with during subsequent visits, especially the Boadum and Boakye families. My sincerest thanks are due to Professors Yankah and Amegatcher for generating that initial spark and continuing to support my work. Words cannot express my gratitude to the extended members of the Boakye and Boadum families – especially Kusi Boadum, Gabriel Boakye, David Boamah, and Paul Nyaamah – in addition to all of the other cloth makers I met.
    [Show full text]
  • History of Ghana Advisory Board
    THE HISTORY OF GHANA ADVISORY BOARD John T. Alexander Professor of History and Russian and European Studies, University of Kansas Robert A. Divine George W. Littlefield Professor in American History Emeritus, University of Texas at Austin John V. Lombardi Professor of History, University of Florida THE HISTORY OF GHANA Roger S. Gocking The Greenwood Histories of the Modern Nations Frank W. Thackeray and John E. Findiing, Series Editors Greenwood Press Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Cocking, Roger. The history of Ghana / Roger S. Gocking. p. cm. — (The Greenwood histories of the modern nations, ISSN 1096-2905) Includes bibliographical references (p. ) and index. ISBN 0-313-31894-8 (alk. paper) 1. Ghana—History. I. Title. II. Series. DT510.5.G63 2005 966.7—dc22 2004028236 British Library Cataloguing in Publication Data is available. Copyright © 2005 by Roger S. Gocking All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2004028236 ISBN: 0-313-31894-8 ISSN: 1096-2905 First published in 2005 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48-1984). 10 987654321 Contents Series Foreword vii Frank W. Thackeray and John
    [Show full text]
  • Ghana Report
    SIMMONS COLLEGE SCHOOL OF SOCIAL WORK STUDY ABROAD 2006 GHANA, W. AFRICA May 26 to June 14, 2006 INTERNATIONAL SOCIAL WORK, SOCIAL WELFARE & SOCIAL ACTION RE ORT PO P RT RE Beverly C. Sealey, PhD Associate Professor Faculty Leader [email protected] INTRODUCTION: This past spring and summer 2006 the Simmons College, School of Social Work, launched its first study abroad course, titled “International Social Work: Social Wel- fare Policy, Social Action and Advocacy.” This course was designed to allow students an opportunity to learn about international social work, social welfare policy, advocacy and social action practices from a global perspective, using Ghana, W. Africa as the sample country. In this course students were expected to learn about international so- cial work, social welfare, advocacy and social action, using principles of social justice, human rights, and development as the overarching theoretical frameworks, and how these principles are applied in Third World, underdeveloped countries. The course in- cluded content on topics and themes ranging from pre-and-post colonialism, global- ization and its impact on Third World countries, development and sustainable develop- ment, oppression, discrimination, human rights, racism, rights of women and girls, child labor, culture and cultural diversity, etc. The course was offered in two parts: a series of classes held prior to travel that was held beginning late-January to mid-May, and a study abroad component from late- May to mid-June, with travel to Ghana, W. Africa. There were thirteen participants, nine of whom were students, two alumna's and two guests. The travel abroad allowed students to gain direct exposure to a people, their culture, and worldview very different from one’s own, and to learn about how social work is practiced through seminar presentations and service learning opportunities.
    [Show full text]
  • Country Advice
    Refugee Review Tribunal AUSTRALIA RRT RESEARCH RESPONSE Research Response Number: GHA35054 Country: Ghana Date: 3 August 2009 Keywords: Ghana – GHA35054 – Chieftaincy – Succession – Disputes – Asante – Seventh- day Adventists in Ghana – Traditional Religion – State Protection – Religious Freedom This response was prepared by the Research & Information Services Section of the Refugee Review Tribunal (RRT) after researching publicly accessible information currently available to the RRT within time constraints. This response is not, and does not purport to be, conclusive as to the merit of any particular claim to refugee status or asylum. This research response may not, under any circumstance, be cited in a decision or any other document. Anyone wishing to use this information may only cite the primary source material contained herein. Questions 1. Deleted. 2. Deleted. 3. Deleted. 4. What is the “traditional” view of a Seventh Day Adventist in Ghana? 5. Deleted. 6. What information is available regarding the appointment of the Asante Chieftaincy? 7. Is it likely that an individual would be forced into the chieftaincy? 8. Are there disputes and rivalries regarding chieftaincy? If so, why? 9. What reliance/importance would Otumfo Osei Tutu II place on chieftaincy and next in line disputes? Is it likely that he could be displeased if an individual refused to join? 10. Is there information that can inform me how likely it is that people would be upset by an individual‟s stand in not joining the rituals of traditional religion? 11. What role do the elders play in this type of dispute? 12. Deleted. 13. It is likely that the police would not wish to be involved/protect an individual who refused the chieftaincy or refused to perform rituals of traditional religion? 14.
    [Show full text]
  • Asante Traditional Leadership and the Process
    ASANTE TRADITIONAL LEADERSHIP AND THE PROCESS OF EDUCATIONAL CHANGE A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy NANA KWAKU WIAFE BROBBEY OWUSU-KWARTENG August 2005 © 2005 NANA KWAKU WIAFE BROBBEY OWUSU-KWARTENG All Rights Reserved This dissertation entitled ASANTE TRADITIONAL LEADERSHIP AND THE PROCESS OF EDUCATIONAL CHANGE By NANA KWAKU WIAFE BROBBEY OWUSU-KWARTENG has been approved for the Department of Educational Studies and the College of Education by William Stephen Howard Professor of Telecommunication James Heap Dean, the College of Education OWUSU-KWARTENG, NANA KWAKU WIAFE BROBBEY. Ph.D. August 2005 Educational Studies ASANTE TRADITIONAL LEADERSHIP AND THE PROCESS OF EDUCATIONAL CHANGE (222 pp) Director of Dissertation: William Stephen Howard, Ph.D. Abstract This study lies at the intersection of contemporary research on leadership and concerns for the performance of recent African leaders and theme of participation. It utilizes qualitative approaches to examine the issue of leadership and stakeholder participation in the role of Asante traditional leadership and the process of educational change in Ghana during the last quarter of the twentieth and the beginning of the twenty- first centuries and the representations that such participation holds for the rest of the country and Africa in the quest for relevant education systems, leadership functions and expectations of stakeholders. The call of the Asantehene (King of Asante), Otumfuo Osei Tutu II at his installation that improved and quality formal education should be a criterion of assessment for his reign; the subsequent establishment of the Otumfuo Education Fund and Offinsoman Education Trust Fund provided the background to formulate the study.
    [Show full text]