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Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana LMU/LLS Theses and Dissertations Fall October 2011 Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana Camillo Abatanie Bonsuuri Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Bonsuuri, Camillo Abatanie, "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana" (2011). LMU/LLS Theses and Dissertations. 248. https://digitalcommons.lmu.edu/etd/248 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana by Camillo Abatanie Bonsuuri A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial fulfillment of the requirements for the degree Doctor of Education 2011 Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana Copyright © 2011 by Camillo Abatanie Bonsuuri Loyola Marymount University School of Education Los Angeles, CA 90045 This dissertation written by Camillo Abatanie Bonsuuri, under the direction of the Dissertation Committee, is approved and accepted by all committee members, in partial fulfillment of requirements for the degree of Doctor of Education. ii ACKNOWLEDGEMENTS AND DEDICATION To God, who deserves all the credit for all that we are and all that we achieve. To the Archdiocese of Tamale (Ghana) and the Archdiocese of Los Angeles (California, USA), and their Archbishops and Vicars for Clergy, for making it possible to avail myself of the opportunity to pursue the Ed.D. program. Also, to the pastors and parishioners of St. Anthony (El Segundo), St. Mariana de Paredes (Pico Rivera), Holy Redeemer (Montrose), St. James the Less (La Crescenta), and St. Catherine Labouré (Torrance), for giving me residence and various forms of assistance. To all persons who gave me material, financial as well as moral support and encouragement, including: Mrs. Shirley Merrill, the Edays, the Raggios, the Bosaks, Mrs. Kathy Dutchess, the Amuraos, the Fawcettes, the Martinellis, the Matas, and many others. To Loyola Marymount University (LMU) for providing scholarship grants and an excellent learning environment. To Marilyn Tullius at Ace Words, Etc., for her efficient editorial work. To my learned and indefatigable Chair, Prof. Mary McCullough, whose keen interest and resourcefulness gave me just what I needed to keep going to the very end. To the other two members of my dissertation team, Prof. Shane Martin and Dr. Kevin Baxter, for accompanying me devotedly and sharing their immense knowledge and experience. To the knowledgeable and experienced participants in this study, for the invaluable knowledge and insights they shared. To other persons who shared documents and suggestions, including Archbishop Philip Naameh, Prof. Bagulo Bening, Mr. Chris Bakaweri, and Mr. Samuel Zan. To my niece, Ophelia Nubabaare, and my nephew, Joel Nubabaare, who helped unearth documents essential to this study. Finally, I dedicate this work to my dear parents of blessed memory, Mr. Denis Bonsuuri and Mrs. Mary-Magdalene Dabuo Bonsuuri, who, while remaining unlettered themselves, spared no sacrifice to ensure that I was not denied the education that their own era and circumstances had failed to provide them. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS AND DEDICATION ........................................................ iii LIST OF TABLES .............................................................................................................x LIST OF FIGURES ......................................................................................................... xi LIST OF ABBREVIATIONS ........................................................................................ xii ABSTRACT .................................................................................................................... xiii CHAPTER ONE: BACKGROUND OF THE STUDY ..................................................1 Introduction………………………………………………………………… ......................1 Problem Statement ...............................................................................................................1 Basic Facts about Ghana ......................................................................................................2 Education in Ghana ..............................................................................................................5 General Outline of the Ghana Education System ………………………………...6 Secondary Education ……………………………………………………..7 Senior High School Schedule …………………………………….7 WAEC Senior High School Examinations ……………………….8 Impact of WAEC Senior High School Certificate Examinations .10 Prospects for Secondary School Graduates …..…………………10 Context for the Study .........................................................................................................13 Purpose and Significance of the Study ..............................................................................13 Research Questions ............................................................................................................15 Research Design and Methodology ...................................................................................15 Theoretical and Empirical Frameworks .............................................................................16 Assumptions .......................................................................................................................16 Limitations of the Study.....................................................................................................17 Delimitations of the Study .................................................................................................18 Definition of Terms............................................................................................................18 Operational Definition of Extra Classes ………………………………………18 Organization of the Study ..................................................................................................20 Summary ............................................................................................................................20 CHAPTER TWO: LITERATURE REVIEW ..............................................................22 Introduction ........................................................................................................................22 Research Focus: Purpose, Significance, Questions, and Methodology .............................22 Theoretical Lens: Education Stratification ........................................................................23 Main Inequities Impacting Education Stratification in Ghana ..........................................25 Socioeconomic Stratifications ……...……………………………………………25 Gender Inequities ………………..………………………………………………27 Spatial Stratifications ……………………………………………………………31 Rural-Urban Disparity ………...………………………………………….31 North-South Disparity ……………………………………………………33 iv Colonial Legacy …………………………………………………………………42 Roots of Constricted Development of Education in Northern Ghana ...............................47 British Colonial Education Effort and Policy …...………………………………47 The Missionary Contribution ……………………………………………………48 Obstacles to Education Development in Northern Ghana ………………………50 The Seeds of North-South Education Stratification ….....………………………56 Other Enhancers of Education Stratification .....................................................................59 Macro-Structural Factors ……..…………………………………………………59 National Education Policies ……………………………………………..59 Globalization, Structural Adjustment and Cost Sharing Policies ……….62 Family and School Factors ………………………………………………………64 Family Factors ……..……………………………………………………66 School Factors ………...…………………………………………………67 Time Management and Education Stratification ...............................................................68 Time Management in Ghana Schools …………………………………………68 Disparities in Equity, Adequacy, Access, and Participation ..............................................73 Empirical Framework ........................................................................................................76 Basic and Secondary Education Studies Conducted in Ghana ………………….76 Accra Research Department, WAEC. (1993) ……………………………76 RAINS Consultancy (1997) ……...………………………………………78 Education Reform Studies ………………………………………………………79 Avotri (1993) ……….……………………………………………………79 De Heer-Amissah, et al. (Education Reform Review Committee) (1994) ……………………………………………………………………80 Studies on Nonproductive Schooling ……………………………………………81 Atakpa (1996) ………..………………………………………………….81 Ampiah (2004) ……………………………………………………..……82 Studies on Extended Education in the USA ……………………………………..83 National 21st Century Community Learning Centers Program ………….83 Kentucky Extended School Services (ESS) Program ...…………………84 Resume of Theoretical and Empirical Frameworks ...........................................................85 The Concept of Extra Classes ............................................................................................86
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