FEES and CHARGES (MISCELLANEOUS PROVISIONS) ACT, 2018 (ACT 983) ARRANGEMENT of SECTIONS Section 1
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Home Office, United Kingdom
GHANA COUNTRY ASSESSMENT APRIL 2002 COUNTRY INFORMATION & POLICY UNIT IMMIGRATION & NATIONALITY DIRECTORATE HOME OFFICE, UNITED KINGDOM CONTENTS I. Scope of Document 1.1 - 1.5 II. Geography 2.1 - 2.2 Economy 2.3 III. History 3.1 - 3.2 IV. State Structures The Constitution 4.1 - 4.3 Political System 4.4 - 4.8 Judiciary 4.9 - 4.15 Military 4.16 (i) National Service 4.17 Internal Security 4.18 - 4.22 Legal Rights/Detention 4.23 - 4.24 Prisons and Prison conditions 4.25 - 4.30 Medical Services 4.31 - 4.38 Educational System 4.39 - 4.41 V. Human Rights V.A Human Rights Issues Overview 5.1 - 5.4 Freedom of Speech and the Media 5.5 - 5.11 Freedom of Religion 5.12 - 5.19 Freedom of Assembly & Association 5.20 - 5.25 Employment Rights 5.26 - 5.28 People Trafficking 5.29 - 5.34 Freedom of Movement 5.35 - 5.36 V.B Human Rights - Specific Groups Women 5.37 - 5.43 (i) Female Genital Mutilation (FGM) 5.44 - 5.45 (ii) The Trokosi system 5.46 - 5.48 Children 5.49 - 5.55 Ethnic Groups 5.56 - 5.60 Homosexuals 5.61 V.C Human Rights - Other Issues Non-Government Organisations (NGOs) 5.62 Annexes: Chronology of Events Political Organisations Prominent People References to Source Material I. Scope of Document 1.1. This assessment has been produced by the Country Information & Policy Unit, Immigration & Nationality Directorate, Home Office, from information obtained from a variety of sources. 1.2. The assessment has been prepared for background purposes for those involved in the asylum determination process. -
The Competency Based Training (Cbt)
THE COMPETENCY BASED TRAINING (CBT) CONCEPT OF TEACHING AND LEARNING IN THE TECHNICAL UNIVERSITIES IN GHANA: CHALLENGES AND THE WAY FORWARD Prince Charles Acquaha, Elijah Boadu Frimpongb, Julius Kwame Borkloec abc Kumasi Technical University, P. O. Box 854, Kumasi, Ghana Corresponding email: [email protected] Abstract Competency Based Training (CBT) concept of teaching and learning introduced in the technical universities in Ghana has proven to be a very important educational programme in the technical and vocational education in Ghana. It has greatly improved the employability skills of graduates from the technical universities who have gone through this training and it is also helping to address the shortage of skilled and competent workforce needed in the country. In spite of its importance and prospects, there are some challenges in the CBT implementation that require urgent attention. This paper therefore seeks to address these challenges in the CBT concept. Twenty-five (25) academic staff across eight (8) out of the ten (10) technical universities in Ghana were interviewed. The findings revealed that inadequate funding, lack of infrastructural support and lack of policy guidelines and institutional support are the major challenges in the implementation process. The paper discusses these challenges and concludes with some recommendations that would help to improve the CBT concept of teaching and learning in technical universities in particular and the technical and the vocational education in Ghana in general. Keywords: Competency Based Training, Technical University, Ghana Education, CBT Challenges. 1. Introduction The polytechnic education in Ghana has gone through many transformational changes since its establishment in the early sixties (1960s), all with the aim of addressing deficiencies identified in the system. -
GHANA COUNTRY ASSESSMENT OCTOBER 2001 Country
GHANA COUNTRY ASSESSMENT OCTOBER 2001 Country Information and Policy Unit CONTENTS 1. SCOPE OF THE DOCUMENT 1.1 - 1.5 2. GEOGRAPHY 2.1 - 2.2 3. HISTORY 3.1 - 3.9 The Economic situation 3.10 - 3.14 4. INSTRUMENTS OF THE STATE Political situation Recent Events 4.1 - 4.3 The Constitution 4.4 - 4.7 The Police 4.8 – 4.9 The Judiciary 4.10 - 4.17 Arrest, detention and the death penalty 4.18 - 4.22 Prisons 4.23 - 4.24 Health care 4.25 - 4.28 4.29 - 4.35 5. HUMAN RIGHTS: GENERAL Introduction 5.1 - 5.4 Freedom of Assembly 5.5 - 5.9 Freedom of Association 5.10 -5.12 Freedom of Speech and the Press 5.13 - 5.24 Freedom of the Individual 5.25 - 5.27 Freedom of Movement 5.28 - 5.29 Freedom of Religion 5.30 - 5.34 Freedom from Racial Discrimination 5.35 6. HUMAN RIGHTS: SPECIFIC GROUPS Ethnic groups 6.1 - 6.4 Religious groups 6.5 - 6.7 Homosexuals 6.8 The disabled 6.9 7. HUMAN RIGHTS: WOMEN AND CHILDREN Women 7.1 - 7.4 (i) Female Genital Mutilation 7.5 - 7.6 (ii)The Trokosi system 7.7 - 7.9 Children 7.10 - 7.15 (i) Education 7.16 – 7.18 8. HUMAN RIGHTS: OTHER ISSUES Civil disturbances 8.1 - 8.4 Security situation 8.5 (i) National Service 8.6 Non-Government Organisations (NGOs) 8.7 ANNEX A: POLITICAL PARTIES ANNEX B: PROMINENT PEOPLE PAST AND PRESENT ANNEX C: CHRONOLOGY ANNEX D: Committees for the Defence of the Revolution (CDRs) ANNEX E: BIBLIOGRAPHY 1 1. -
“The World Bank Did It
CDDRL Number 82 WORKING PAPERS May 2008 “The World Bank Made Me Do It?” International Factors and Ghana’s Transition to Democracy Antoinette Handley University of Toronto Center on Democracy, Development, and The Rule of Law Freeman Spogli Institute for International Studies Additional working papers appear on CDDRL’s website: http://cddrl.stanford.edu. Paper prepared for CDDRL Workshop on External Influences on Democratic Transitions. Stanford University, October 25-26, 2007. REVISED for CDDRL’s Authors Workshop “Evaluating International Influences on Democratic Development” on March 5-6, 2009. Center on Democracy, Development, and The Rule of Law Freeman Spogli Institute for International Studies Stanford University Encina Hall Stanford, CA 94305 Phone: 650-724-7197 Fax: 650-724-2996 http://cddrl.stanford.edu/ About the Center on Democracy, Development and the Rule of Law (CDDRL) CDDRL was founded by a generous grant from the Bill and Flora Hewlett Foundation in October in 2002 as part of the Stanford Institute for International Studies at Stanford University. The Center supports analytic studies, policy relevant research, training and outreach activities to assist developing countries in the design and implementation of policies to foster growth, democracy, and the rule of law. “The World Bank made me do it”? Domestic and International factors in Ghana’s transition to democracy∗ Antoinette Handley Department of Political Science University of Toronto [email protected] Paper prepared for CDDRL, Stanford University, CA March 5-6, 2009 DRAFT: Comments and critiques welcome. Please do not cite without permission of the author. ∗ This paper is based on a report commissioned by CDDRL at Stanford University for a comparative project on the international factors shaping transitions to democracy worldwide. -
Ansre Selorm Rehabilitation of Inmates in the Nsawam Prison.Pdf
ASHESI UNIVERSITY COLLEGE ANALYSIS OF THE REHABILITATION OF INMATES AT THE NSAWAM MEDIUM SECURITY PRISON By SELORM KWAMI ANSRE Dissertation submitted to the Department of Business Administration Ashesi University College In partial fulfillment of Bachelor of Science degree in Business Administration MAY 2010 i DECLARATION I hereby declare that this dissertation is the result of my own original work and that no part of it has been presented for another degree in this university or elsewhere. Candidate’s Signature:…………………………………………………………………… Candidate’s Name:……………………………………………… Date:………………………….. I hereby declare that the preparation and presentation of the thesis were supervised in accordance with the guidelines on supervision of thesis laid down by Ashesi University College. Supervisor’s Signature:…………………………………………………………………….. Supervisor’s Name:……………………………………………. Date:………………………………….. ii ACKNOWLEDGEMENTS Without God, this study would not have been possible. He gave me strength and a positive attitude to make this study a success. I am particularly grateful to Dr. Esi Ansah, my supervisor for her immense help and guidance throughout the period of this study. She gave very constructive criticism which helped in conducting the study. Special thanks also go to Mr. and Mrs. Ansre (parents) for bearing my financial costs related to this work. I dedicate this work to my mother – Mrs. Edith Ansre; she always helped with her views, checking on my progress of the work and her prayers. There are so many friends to thank - I am very grateful to my friends for the diverse ways in which they helped me in this work, especially Maxwell Vorsah who got me access into the prison. Their views came in handy and helped through the study. -
MINISTRY of the INTERIOR Management 45 47 53 53 55 55 Educational Letters Issued Institutions Greater Accra
Past Years Projections Output Republic of Ghana Main Outputs Budget Indicative Indicative Indicative Indicator 2017 2018 Year Year Year Year 2019 2020 2021 2022 Number of Audit of MMDAs Management 27 27 27 27 27 27 MEDIUM leTERMtters issued EXPENDITURE FRAMEWORK (MTEF) Number of Audit of MDA Management 275 280 360 360 375 375 Agencies FOR 2019-2022 letters issued Audit of Number of Traditional Management 5 5 15 15 15 15 Councils letters issued Audit of Pre- Number of tertiary MINISTRY OF THE INTERIOR Management 45 47 53 53 55 55 Educational letters issued Institutions Greater Accra Region NuPROGRAMMEmber of BASED BUDGET ESTIMATES Audit of MMDAs Management 16 For16 20191 6 16 16 16 letters issued Number of Audit of MDA Management 146 150 170 170 190 190 Agencies letters issued Audit of Number of Traditional Management 5 5 6 6 6 6 Councils letters issued Audit of Pre- Number of tertiary Management 33 37 43 43 45 45 Educational letters issued Institutions Central Region Number of Audit of MMDAs Management 20 20 20 20 20 20 letters issued Number of Audit of MDA Management 198 200 260 260 265 265 Agencies letters issued Audit of Number of Traditional Management 5 5 15 15 15 15 Councils letters issued Audit of Pre- Number of tertiary Management 63 62 75 75 70 70 Educational letters issued Institutions Western Region On the Authority of His Excellency Nana Addo Dankwa Akufo-Addo, 22 | President of the Republic of Ghana 2019 BUDGET ESTIMATES i | 2019 BUDGET ESTIMATES MINISTRY OFPast Yea rTHEs INTERIORProjections Output Main Outputs Budget Indicative -
Assessment of Emotional and Administrative Support Services
ASSESSMENT OF EMOTIONAL AND ADMINISTRATIVE SUPPORT SERVICES IN THE REFORMATION AND REHABILITATION OF PRISON INMATES: A CASE STUDY OF THE SUNYANI CENTRAL PRISONS. BY CHARLES NANA ADDAI-BOATENG (BBA- Human Resource Management) A THESIS SUBMITTED TO THE DEPARTMENT OF MARKETING AND CORPORATE STRATEGY OF THE KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY IN PARTIAL FULFILLMENT OF THE AWARD OF THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION (STRATEGIC MANAGEMENT AND MANAGEMENT CONSULTING) JULY 2015 DECLARATION I hereby declare that this submission is my own work towards the Masters of Business Administration and that, to the best of my knowledge, it contains no material previously published by another person or 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. Charles Nana Addai-Boateng (PG9539313) .............................. ................................ (Student) Signature Date Mr. Samuel Yaw Akomea ...................................................... ………………… (Supervisor) Signature Date Dr, Ahmed Agyapong .................................. .............................. (Head of Department) Signature Date i DEDICATION This piece of work is dedicated to my family for seeing me through this course successfully. You have proven that together we stand and one in all, Mum, Elizabeth Safoa King, Mr. and Mrs. Franklin Addai, Lily King and the little ones Elizabeth Anima Addai- Boateng and Lily Prudence Boatema Addai, God bless you all. ii ACKNOWLEDGEMENTS A successful accomplishment of a thesis of this nature is only possible with the help of a painstaking and committed supervisor. In this connection, I owe a debt of gratitude to my supervisor, Mr. Samuel Yaw Akomea of the Marketing and Corporate Strategy Department, KNUST Business School through whose constructive criticism, guidance and suggestions have I been able to produce a work of this worth. -
The Legacy of J.J. Rawlings in Ghanaian Politics, 1979-2000
African Studies Quarterly | Volume 5, Issue 2 | Summer 2001 The Legacy of J.J. Rawlings in Ghanaian Politics, 1979-2000 JOHN L. ADEDEJI Abstract: Jerry John Rawlings, Ghana's leader since the December 31, 1981 coup until the 2000 elections, was a Flight Lieutenant in the Air Force and a militant populist when he led the first coup of June 4, 1979, that overthrew the regime of Gen. Fred Akuffo, who had, in turn, deposed his predecessor, Gen. I.K. Acheampong, in a palace coup. According to Shillington (1992), Rawlings was convinced that after one year of the Akuffo regime, nothing had been changed and the coup amounted to a "waste of time," and "it was then up to him to change not only the status quo, but also put the country back on track."1 Rawlings, unlike many other leaders in Ghana's history, subsequently led the country through the difficult years of economic recovery and succeeded in giving back to Ghanaians their national pride. Chazan (1983) observes "without Rawlings' strength of character and unwavering determination, Ghana would not have survived the Economic Recovery Programs (ERPs) of the 1980s put in place by the ruling Provisional National Defence Council (PNDC)."2 Rawlings saw his leadership role to be that of a "watchdog" for ordinary people and he addressed problems of incompetence, injustice and corruption. Rawlings also instituted a transition from authoritarianism to multi-party democracy by attempting to decentralize the functions of government from Accra to other parts of the country.3 When the PNDC established the People's Defence Committees (PDCs), a system of cooperatives, it became a unique move never before seen in Ghana's political economy. -
Ghana Background Note
Country Policy and Information Note Ghana: Background information, including internal relocation Version 1.0 September 2020 Preface Purpose This note provides country of origin information (COI) and analysis of COI for use by Home Office decision makers handling particular types of protection and human rights claims (as set out in the Introduction section). It is not intended to be an exhaustive survey of a particular subject or theme. It is split into two main sections: (1) analysis and assessment of COI and other evidence; and (2) COI. These are explained in more detail below. Assessment This section analyses the evidence relevant to this note – i.e. the COI section; refugee/human rights laws and policies; and applicable caselaw – by describing this and its inter-relationships, and provides an assessment of, in general, whether one or more of the following applies: • A person is reasonably likely to face a real risk of persecution or serious harm • The general humanitarian situation is so severe as to breach Article 15(b) of European Council Directive 2004/83/EC (the Qualification Directive) / Article 3 of the European Convention on Human Rights as transposed in paragraph 339C and 339CA(iii) of the Immigration Rules • The security situation presents a real risk to a civilian’s life or person such that it would breach Article 15(c) of the Qualification Directive as transposed in paragraph 339C and 339CA(iv) of the Immigration Rules • A person is able to obtain protection from the state (or quasi state bodies) • A person is reasonably able to relocate within a country or territory • A claim is likely to justify granting asylum, humanitarian protection or other form of leave, and • If a claim is refused, it is likely or unlikely to be certifiable as ‘clearly unfounded’ under section 94 of the Nationality, Immigration and Asylum Act 2002. -
Emerging Themes in Educational Reforms in Ghana As Seen Through Education Reforms in the United States
EMERGING THEMES IN EDUCATIONAL REFORMS IN GHANA AS SEEN THROUGH EDUCATION REFORMS IN THE UNITED STATES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Padmore Godwin Enyo Agbemabiese, B.A., DIP., DIP., M. A. The Ohio State University 2007 Dissertation Committee Professor Charles R. Hancock (Advisor/Chair) Approved by Professor Valerie Lee Professor Mac Stewart Advisor Graduate Program in Education ABSTRACT The purpose of this study was to examine Ghana’s education reform initiatives between 1975 and 1996 in the light of contemporary linguistic and diversity issues. The goal was to identify emerging themes and determine the extent to which Ghana’s education reform can be improved by drawing upon the rich resources of education reforms in both Ghana and the U. S. The study sought to create a broader framework for understanding Ghana’s education system by situating it in the contexts of debates and practices in English education in the United States. The context for this study included multiple years of educational reforms in Ghana and the United States as well as the educational reform initiatives put forward by various governments and agencies. This study addressed a number of research questions related to reform initiatives in Ghana’s educational programs between 1975 and 1996? Drawing upon Kirk and Miller (1986), Bissex (1990), Denzin and Lincoln (2000), the study utilized a qualitative and interpretive case study format to present a critical analysis of issues emerging from Ghana’s educational reform documents. In this study, the argument had been made that, the desire to restructure the education system of Ghana, must include expansion of the i-i - processes of negotiating alternate approaches to education reforms in the nation. -
Annual Report 2017 – 2018
The John A. Kufuor Foundation Annual Report 2017-2018 THE JOHN A. KUFUOR FOUNDATION Leadership. Governance. Development VISION STRATEGIC GOALS Our long term vision is to establish a peaceful, well Our strategic focus is on promoting effective governed and economically sustainable societies in leadership, good governance, and sustainable Ghana and Africa. development. Operationally, these strategic goals are not mutually exclusive. MISSION Effective Leadership: Recognizing the central We seek "to promote effective leadership as the catalyst role of leadership in national development, for good governance, and socio-economic development particularly governance, the Foundation places through advocacy, programmatic interventions and high premium on preparing young people for strategic partnerships with like-minded organizations leadership through specialized training programs. and institutions." Good Governance: The Foundation advocates good democratic governance and supports peace initiatives, elections management and institution CORE VALUES building. The values of transparency, accountability, equity, inclusion, fairness, and commitment to excellence are Sustainable Development: Liberal towards the the guiding principles that regulate the operations and all economy, the Foundation believes in agriculture- relationships of the Foundation. led growth and job creation. It recognizes the imperative of healthy populations and public- private partnerships for sustainable development. No 9, Sixth Circular Road Cantonments, Accra, GHANA Call: 030 396 9615 Email: [email protected] 1 INTRODUCTION e continued to reap the results of Through the CARI project, a number of activities engagements and initiatives of 2016. were undertaken to enhance the livelihoods of small W scale farmers in Ghana, Nigeria, Burkina Faso and Tanzania. Also, the Africa Rice Advocacy Platform This report presents key actions and achievements introduced in 2016 was consolidated and expanded. -
Assessment of Mental Distress Among Prison Inmates in Ghana's
Ibrahim et al. International Journal of Mental Health Systems (2015) 9:17 DOI 10.1186/s13033-015-0011-0 RESEARCH Open Access Assessment of mental distress among prison inmates in Ghana’s correctional system: a cross-sectional study using the Kessler Psychological Distress Scale Abdallah Ibrahim1*, Reuben K Esena1, Moses Aikins1, Anne Marie O’Keefe2 and Mary M McKay3 Abstract Background: Applying global estimates of the prevalence of mental disorders suggests that about 2.4 million Ghanaians have some form of psychiatric distress. Despite the facts that relatively little community-based treatment is available (only 18 psychiatrists are known to actively practice in Ghana), and that mental disorders are more concentrated among the incarcerated, there is no known research on mental disorders in Ghana prisons, and no forensic mental health services available to those who suffer from them. This study sought to determine the rate of mental distress among prisoners in Ghana. Methods: This cross-sectional research used the Kessler Psychological Distress Scale to estimate the rates and severity of non-specific psychological distress among a stratified probability sample of 89 male and 11 female prisoners in one of the oldest correctional facilities in the country. Fisher’s exact test was used to determine the rates of psychological distress within the study population. Results: According to the Kessler Scale, more than half of all respondents had moderate to severe mental distress in the four weeks preceding their interviews. Nearly 70% of inmates with only a primary education had moderate to severe mental distress. Though this was higher than the rates among inmates with more education, it exceeded the rates for those with no education.