Africa's Development Agenda
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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. -
A Case Comparison of Ghana, Kenya, and Senegal
1 Democratization and Universal Health Coverage: A Case Comparison of Ghana, Kenya, and Senegal Karen A. Grépin and Kim Yi Dionne This article identifies conditions under which newly established democracies adopt Universal Health Coverage. Drawing on the literature examining democracy and health, we argue that more democratic regimes – where citizens have positive opinions on democracy and where competitive, free and fair elections put pressure on incumbents – will choose health policies targeting a broader proportion of the population. We compare Ghana to Kenya and Senegal, two other countries which have also undergone democratization, but where there have been important differences in the extent to which these democratic changes have been perceived by regular citizens and have translated into electoral competition. We find that Ghana has adopted the most ambitious health reform strategy by designing and implementing the National Health Insurance Scheme (NHIS). We also find that Ghana experienced greater improvements in skilled attendance at birth, childhood immunizations, and improvements in the proportion of children with diarrhea treated by oral rehydration therapy than the other countries since this policy was adopted. These changes also appear to be associated with important changes in health outcomes: both infant and under-five mortality rates declined rapidly since the introduction of the NHIS in Ghana. These improvements in health and health service delivery have also been observed by citizens with a greater proportion of Ghanaians reporting satisfaction with government handling of health service delivery relative to either Kenya or Senegal. We argue that the democratization process can promote the adoption of particular health policies and that this is an important mechanism through which democracy can improve health. -
LETTER to G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS
LETTER TO G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS We write to call for urgent action to address the global education emergency triggered by Covid-19. With over 1 billion children still out of school because of the lockdown, there is now a real and present danger that the public health crisis will create a COVID generation who lose out on schooling and whose opportunities are permanently damaged. While the more fortunate have had access to alternatives, the world’s poorest children have been locked out of learning, denied internet access, and with the loss of free school meals - once a lifeline for 300 million boys and girls – hunger has grown. An immediate concern, as we bring the lockdown to an end, is the fate of an estimated 30 million children who according to UNESCO may never return to school. For these, the world’s least advantaged children, education is often the only escape from poverty - a route that is in danger of closing. Many of these children are adolescent girls for whom being in school is the best defence against forced marriage and the best hope for a life of expanded opportunity. Many more are young children who risk being forced into exploitative and dangerous labour. And because education is linked to progress in virtually every area of human development – from child survival to maternal health, gender equality, job creation and inclusive economic growth – the education emergency will undermine the prospects for achieving all our 2030 Sustainable Development Goals and potentially set back progress on gender equity by years. -
Rawlings, Sankara, Ghaddafi, and Nasser: Soldiers As Intellectuals, Nationalists, Pan-Africanists, and Statesmen
H-Announce Rawlings, Sankara, Ghaddafi, and Nasser: Soldiers as Intellectuals, Nationalists, Pan-Africanists, and Statesmen Announcement published by Sabella Abidde on Monday, March 29, 2021 Type: Call for Papers Date: May 30, 2021 Location: Alabama, United States Subject Fields: African History / Studies, Area Studies, Black History / Studies, Middle East History / Studies, Political Science Rawlings, Sankara, Ghaddafi, and Nasser Soldiers as Intellectuals, Nationalists, Pan-Africanists, and Statesmen Editors: Sabella Abidde, Ph.D. and Felix Kumah-Abiwu, Ph.D. In the annals of modern African political history, four soldiers and coup plotters -- Jerry Rawlings (Ghana), Moammar Gaddafi (Libya), Thomas Sankara (Burkina Faso), and Gamal Abdel Nasser (Egypt) -- were rarities. They were at once intellectuals, nationalists, pan-Africanists, and statesmen. Their exceptionality is the reason for this edited volume. For more than four decades, beginning in the early 1950s through the tail-end of the twentieth century, Africa was the bastion of military coups bested perhaps only by Latin America. These sudden and extralegal overthrows of governments were so routine that many came to view coupists as unprofessional and unpatriotic members of the military that were ill-equipped to govern modern states and their various institutions. Nonetheless, there were exceptions to the typical: soldiers who transformed their immediate communities and, by extension, the continent. While the military’s role in politics is still a subject of intense debate in the scholarly/public domain, it is indisputable that some of Africa’s former military leaders went on to become icons and respected leaders of their time. The aim of this paper, therefore, is to examine why and how Rawlings, Gaddafi, Sankara, and Nasser became rarities in African and world politics. -
Conflict Prevention in the Greater Horn of Africa
UNITED STATES INSTITUTE OF PEACE Simulation on Conflict Prevention in the Greater Horn of Africa This simulation, while focused around the Ethiopia-Eritrea border conflict, is not an attempt to resolve that conflict: the Organisation of African Unity (OAU) already has a peace plan on the table to which the two parties in conflict have essentially agreed. Rather, participants are asked, in their roles as representatives of OAU member states, to devise a blueprint for preventing the Ethiopian-Eritrean conflict from spreading into neighboring countries and consuming the region in even greater violence. The conflict, a great concern particularly for Somalia and Sudan where civil wars have raged for years, has thrown regional alliances into confusion and is increasingly putting pressure on humanitarian NGOs and other regional parties to contain the conflict. The wars in the Horn of Africa have caused untold death and misery over the past few decades. Simulation participants are asked as well to deal with the many refugees and internally displaced persons in the Horn of Africa, a humanitarian crisis that strains the economies – and the political relations - of the countries in the region. In their roles as OAU representatives, participants in this intricate simulation witness first-hand the tremendous challenge of trying to obtain consensus among multiple actors with often competing agendas on the tools of conflict prevention. Simulation on Conflict Prevention in the Greater Horn of Africa Simulation on Conflict Prevention in the Greater Horn -
07. Juli 2020 Das Kabinett Castex 1. Jean-Yves Le Drian Ministre De L
Stand: 07. Juli 2020 Das Kabinett Castex 1. Jean-Yves Le Drian Ministre de l’Europe et des Affaires étrangères Minister für Europa und auswärtige Angelegenheiten 2. Barbara Pompili Ministre de la Transition écologique Ministerin für den ökologischen Wandel 3. Jean-Michel Blanquer Ministre de l’Éducation nationale, de la Jeunesse et des Sports Minister für Bildung, Jugend und Sport 4. Bruno Le Maire Ministre de l’Économie, des Finances et de la Relance Minister für Wirtschaft, Finanzen und Aufschwung 5. Florence Parly Ministre des Armées Ministerin für die Streitkräfte 6. Gérald Darmanin Ministre de l’Intérieur Minister des Innern 7. Elisabeth Borne Ministre du Travail, de l’Emploi et de l’Insertion Ministerin für Arbeit, Beschäftigung und berufliche Eingliederung 8. Sébastien Lecornu Ministre des Outre-mer Minister für die Überseegebiete 9. Jacqueline Gourault Ministre de la Cohésion des territoires et des Relations avec les collectivités territoriales Ministerin für den territorialen Zusammenhalt und die Beziehungen zu den Gebietskörperschaften - 2 - 10. Éric Dupond-Moretti Garde des Sceaux, ministre de la Justice Siegelbewahrer, Minister der Justiz 11. Roselyne Bachelot Ministre de la Culture Ministerin für Kultur 12. Olivier Véran Ministre des Solidarités et de la Santé Minister für Solidarität und Gesundheit 13. Annick Girardin Ministre de la Mer Ministerin für Meeresangelegenheiten 14. Frédérique Vidal Ministre de l’Enseignement supérieur, de la Recherche et de l’Innovation Ministerin für Hochschulen, Forschung und Innovation 15. Julien Denormandie Ministre de l’Agriculture et de l’Alimentation Minister für Landwirtschaft und Ernährung 16. Amélie de Montchalin Ministre de la Transformation et de la Fonction publiques Ministerin für den öffentlichen Wandel und den öffentlichen Dienst Ministres délégués Staatsminister 1. -
The Educators'network 2Nd Literacy Forum
…inspiring Ghanaian teachers PRESENTS THE EDUCATORS’ NETWORK 2ND LITERACY FORUM An intensive, wide-ranging series of workshops designed for educators who are seeking to improve students’ reading and writing skills. under the theme, THE READING-WRITING CONNECTION: BOOSTING CHILDREN’S LITERACY SKILLS Saturday 24th November 2012 8:00 am – 5:30 pm at Lincoln Community School, Abelenkpe P.O. Box OS 1952, Accra Email: [email protected] …inspiring Ghanaian teachers THE PURPOSE OF THE EDUCATORS NETWORK LITERACY FORUMS Effective educators are life-long learners. Of all the factors that contribute to student learning, recent research shows that classroom instruction is the most crucial. This places teachers as the most important influence on student performance. For this reason, teachers must be given frequent opportunities to develop new instructional skills and methodologies, and share their knowledge of best practice with other teachers. It is imperative that such opportunities are provided to encourage the refining of skills, inquiry into practice and incorporation of new methods in classroom settings. To create these opportunities, The Educators’ Network (TEN) was established as a teacher initiative to provide professional development opportunities for teachers in Ghana. Through this initiative, TEN hopes to grow a professional learning community among educators in Ghana. BACKGROUND INFORMATION ON THE EDUCATORS’ NETWORK TEN was founded by a group of Ghanaian international educators led by Letitia Naami Oddoye, who are passionate about teaching and have had the benefit of exposure to diverse educational curricula and standards. Each of these educators has over ten years of experience in teaching and exposure to international seminars and conferences. -
Guide to Material at the LBJ Library Pertaining to Africa
LYNDON BAINES JOHNSON L I B R A R Y & M U S E U M www.lbjlibrary.org Revised December 2009 MATERIAL AT THE JOHNSON LIBRARY PERTAINING TO AFRICA [Note: The following related guides are also available: the Middle East; and Foreign Aid, Food for Peace and Third World Economic Development -- Asia, Africa, and Latin America. The United Arab Republic is not included in this guide. Anyone interested in the U.A.R. should consult the guide on the Middle East.] INTRODUCTION This guide lists the principal files at the Johnson Library that contain material on Africa, but it is not exhaustive. While most of the collections listed in the guide have been processed and are available for research, some files may not yet be available. Researchers should consult the Library’s finding aids to locate additional material and to determine whether specific files are available for research. Some of the finding aids are on the Library’s web site, www.lbjlib.utexas.edu, and others can be sent by mail or electronically. Researchers interested in Africa should also consult the Foreign Relations of the United States. This multi-volume series published by the Office of the Historian of the Department of State presents the official documentary historical record of major foreign policy decisions and diplomatic activity of the United States government. The volumes are available online at the Department of State web site which may be accessed at the “Related Links” button, under the “Research” button on the Johnson Library web site, www.lbjlib.utexas.edu. NATIONAL SECURITY FILE This file was the working file of President Johnson's special assistants for national security affairs, McGeorge Bundy and Walt W. -
LE GOUVERNEMENT 18 Février 2020
Édouard PHILIPPE Premier ministre LE GOUVERNEMENT 18 février 2020 Marc FESNEAU Sibeth NDIAYE Marlène SCHIAPPA Sophie CLUZEL Ministre auprès du Premier Secrétaire d’État auprès Secrétaire d’État auprès du Premier Secrétaire d’État auprès ministre, chargé des Relations du Premier ministre, ministre, chargée de l’Égalité entre du Premier ministre, avec le Parlement porte-parole les femmes et les hommes et de la chargée des Personnes du gouvernement Lutte contre les discriminations handicapées Élisabeth BORNE Brune POIRSON Emmanuelle WARGON Jean-Baptiste DJEBBARI Ministre de la Transition Secrétaire d’État auprès Secrétaire d’État auprès Secrétaire d’État auprès de de la ministre de la de la ministre de la Transition la ministre de la Transition écologique et solidaire Transition écologique écologique et solidaire écologique et solidaire, et solidaire chargé des Transports Florence PARLY Geneviève DARRIEUSSECQ Nicole BELLOUBET Secrétaire d’État auprès Garde des Sceaux, Ministre des Armées de la ministre des Armées ministre de la Justice Jean-Baptiste LEMOYNE Amélie de MONTCHALIN Jean-Yves LE DRIAN Secrétaire d’État auprès Secrétaire d’État auprès du ministre Ministre de l’Europe du ministre de l’Europe de l’Europe et des Affaires étrangères, et des Affaires étrangères et des Affaires étrangères chargée des Affaires européennes Muriel Bruno LE MAIRE Agnès PANNIER-RUNACHER Secrétaire d’État auprès PÉNICAUD Ministre du ministre de l’Économie Ministre du Travail de l’Économie et des Finances et des Finances Cédric O Secrétaire d’État auprès du -
Physical Education in the Colonial Gold Coast: from a Civilizing Mission to “Useful Citizens”
social sciences $€ £ ¥ Article Physical Education in the Colonial Gold Coast: From a Civilizing Mission to “Useful Citizens” Claire Nicolas 1,2 1 Swiss National Science Foundation Wildhainweg 3, 3001 Bern, Switzerland; [email protected] 2 King’s College London Strand, London WC2R 2LS, UK Abstract: This paper addresses the transfer of Physical Education to the Gold Coast, focusing on its shifting role in producing ideal subjects and its relationship to the imperial politics of the mid-20th century. It explores the contradictory ways in which, in the Gold Coast (now Ghana), the training of young teachers in higher education institutions allowed for the transfer of British citizenship training codes into a colonial setting during the first half of the 20th century. It is focused on the conversation engaged between the Education Department of the Gold Coast and specialists in higher education institutions. The paper is based on archive material collected in the United Kingdom and Ghana. Keywords: Gold Coast; Ghana; citizenship; Physical Education; sports; higher education; colo- nial; masculinities Citation: Nicolas, Claire. 2021. 1. Introduction Physical Education in the Colonial In 1954, on the verge of Ghana’s independence, a British educationalist held a confer- Gold Coast: From a Civilizing ence at Achimota School and stated as follows: Mission to “Useful Citizens”. Social Sciences 10: 77. https://doi.org/ “In a rapidly developing country like the Gold Coast, it is not only teacher, 10.3390/socsci10020077 administrators and clerks who will be in demand in the future. There will be a need for the physically skilful too—for boxers, dancers, footballers, youth-leaders, Academic Editor: Nicolas Bancel etc. -
Afex #Bestsatpreponthecontinent Afex Sat Scores 2019
AFEX TEST PREP Preparing students for success in the changing world SAT SCORES 2019 THE HIGHEST POSSIBLE SAT SCORE IS 1600, 800 IN MATH 800 IN VERBAL OUT OF ALL TEST TAKERS IN THE WORLD VER NO NAME SCHOOL MATH BAL TOTAL PERCENTILE 1 SCHUYLER SEYRAM MFANTSIPIM SCHOOL 780 760 1540 TOP 1% 2 CHRISTOPHER OHRT LINCOLN COMMNUNITY SCHOOL 800 730 1530 TOP 1% 3 ADAMS ANAGLO ACHIMOTA SCHOOL 800 730 1530 TOP 1 % 4 JAMES BOATENG PRESEC, LEGON 800 730 1530 TOP 1% 5 GABRIEL ASARE WEST AFRICAN SENIOR HIGH 760 760 1520 TOP 1% 6 BLESSING OPOKU T. I. AHMADIYYA SNR. HIGH SCH 760 760 1520 TOP 1% 7 VICTORIA KIPNGETICH BROOKHOUSE INT’L SCH. - KENYA 760 750 1510 TOP 1% 8 EMMANUEL OPPONG PREMPEH COLLEGE 740 770 1510 TOP 1% 9 KWABENA YEBOAH ASARE S.O.S COLLEGE 780 730 1510 TOP 1% 10 SANDRA MWANGI ALLIANCE GIRLS' HIGH SCH.- KENYA 770 740 1510 TOP 1% 11 GEORGINA OMABOE CATE SCHOOL,USA 750 760 1510 TOP 1% 12 KUEI YAI BROOKHOUSE INT’L SCH. - KENYA 800 700 1500 TOP 1% 13 MICHAEL AHENKORA AKOSOMBO INTERNATIONAL SCH. 770 730 1500 TOP 1 % 14 KELVIN SARPONG S.O.S. COLLEGE 800 700 1500 TOP 1 % 15 AMY MIGUNDA ST ANDREW'S TURI - KENYA 790 710 1500 TOP 2 % 16 DESMOND ABABIO ST THOMAS AQUINAS 800 700 1500 TOP 1% 17 ALVIN OMONDI BROOKHOUSE INT’L SCH. - KENYA 790 700 1490 TOP 2 % 18 NANA K. OWUSU-MENSAH PRESEC LEGON 790 700 1490 TOP 2 % 19 CHARITY APREKU TEMA INTERNATIONAL SCHOOL 710 780 1490 TOP 2 % 20 LAURA LARBI-TIEKU GHANA CHRISTIAN INTERNATIONAL 770 720 1490 TOP 2 % 21 REUBEN AGOGOE ST THOMAS AQUINAS 790 700 1490 TOP 2 % 22 WILMA TAY GHANA NATIONAL COLLEGE 740 750 1490 TOP 2 % 23 BRANDON AMBETSA BROOKHOUSE INT’L SCH. -
MENA-OECD Ministerial Conference Key Participants & Speakers
Republic of Tunisia MENA-OECD Ministerial Conference Key Participants & Speakers – Biographies Hosts Mr. Beji Caïd Essebsi - President of the Republic - Tunisia Mr. Essebsi is the President of Tunisia since 2014. Previously, Mr. Essebsi held the position of Prime Minister for a brief period – March to October 2011. During his career, the President has held various high level positions, including Head of the Administration of National Security (1963), Minister of Interior from (1965-1969), Minister of Foreign Affairs (1981-1986) and President of the Chamber of Deputies (1990-1991). The President was also ambassador of Tunisia to West Germany and France. Mr. Youssef Chahed - Prime Minister - Tunisia Mr. Chahed was appointed Tunisian Prime Minister in August 2016. Before taking office, Mr. Chahed was Minister of Local Affairs in the previous government and previously held the position of Secretary of State for Fisheries. The Prime Minister is also an international expert in agriculture and agricultural policies for the United States Department of Agriculture, Food and Agriculture Organization of the United Nations and the European Commission. Mr. Angel Gurría - Secretary-General - OECD Mr. Gurría is the OECD Secretary-General since 2006. The Secretary-General has held two ministerial posts in Mexico before joining the OECD - Minister of Foreign Affairs (1994-1998) and Minister of Finance and Public Credit (1998- 2000). Mr. Gurría chaired the International Task Force on Financing Water for All and is a member of several international initiatives, including the United Nations Secretary General Advisory Board, World Economic Forum’s Global Agenda Council on Water Security, International Advisory Board of Governors of the Centre for International Governance Innovation, among others.