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Xerox University Microfilms INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. I.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus caijse a blurred image. 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Xerox University Microfilms 300 North Z « b Rood Ann Arbor, Michigan 48106 7S-3073 GLOVER, Erananuel Ablade, 1934- RATIONALE FOR RADICAL INNOVATION IN TOE GHANAIAN EDUCATIONAL SYSTBi IN GENERAL AND ART EDUCATION IN PARTICULAR. The Ohio State University, Ph.D., 1974 Fine Arts Xerox University MicrofilmsAnn , Arbor, Michigan 46106 © Copyright by Emmanuel Ablade Glover 1974 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. RATIONALE FOR RADICAL INNOVATION IN THE GHANAIAN EDUCATIONAL SYSTEM IN GENERAL AND ART EDUCATION IN PARTICULAR DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Emmanuel Ablade Glover, N.D.D., A.T.D., M.Ed. ***** The Ohio S ta te U niversity 19 74 Reading Committee: Approved By Dr. Ojo Arewa Dr. R. Norris Dr. Paul R. Klohr Dr. Arthur Efland Adviser Division of Art Education ACKNOWLEDGEMENTS I express my thanks to my Academic Adviser, Professor Arthur Efland, first and foremost, for his understanding of my peculiar situation and problems. His tactful criticism and sympathetic encouragement were my consolation through those difficult times when I was being asked to return home, even though I was in the middle of the course. For these, and all his other endearing qualities 1 find myself most indebted; I wish to put on record that appreciation here. I also thank Professor Kenneth Marantz, for giving me the opportunity at all to enter the programme; and my reading committee, Dr. Ojo Arewa, Dr. Paul R. Klohr, and Dr. R. Norris, for their cooperation and understanding. I also thank Miss Ruth Erlandson of The Ohio State University Library for her enthusiasm to guide me through the many bibliographical listings. Above a ll, I owe everything to my mother, Omanyeyoo, who built the foundations for this, and the tasks ahead; to her this dissertation is most affectionately dedicated. i i VITA August 1, 1934 Bom, Lebedi-Accra, Ghana 1962 N.D.D., Central School of Art and Design, London, England 1963-1964 Art Instructor, Winneba Training College, Winneba, Ghana 1965 A.T.D., University of Newcastle-On-Tyne, England 1971 M.Ed., Kent State University, Kent, Ohio 1965 to Present Lecturer, University of Science and Technology, Kumasi, Ghana PUBLICATIONS Adinhra Symbolism, Chart—1968, Stool Symbolism, Chart—1969, Linguist Staff Symbolism, Chart—1969. Published by the Glo Art G allery , Accra, Ghana. FIELD OF STUDY Major Field: Art Education H i \ TABLE OF CONTENTS Page ACKNOWLEDGMENTS................................................................................................ 11 VITA .................................................................................................... i l l LIST OF TABLES AND DIAGRAMS.............................. vi INTRODUCTION.................................................................................................... 1 C hapter I . BACKGROUND OF THE STUDY............................................................. 5 Identification of the Problem Meaning and Depth of this Cultural Decline Inculcating the Culture Through Art I I . HISTORICAL BACKGROUND................................................................. 22 An H is to ric a l Review o f Ghana Education—Traditional Development of Modern Education Education Administration International Schools The College of Art—University of Science and Technology I I I . IDENTIFYING CHRISTIANITY WITH THE PROBLEM....................... 69 The C h ristia n Role The Elite (Christian) Character Review of Current Newspaper Concerns IV. DEDUCTIVE INFERENCES ................................................................. 89 V. REVIEW AND RECOMMENDATIONS.................................................... 99 iv Page APPENDIX A. Teaching Service Decree—N.R.C.D. 247 ........ 114 B. New Proposals for Education.................................................. 124 BIBLIOGRAPHY................................................................................................. 129 v LIST OF TABLES Page Student Distribution By Courses—College of Art ......................... 65 Literacy By Language (In Uhich Literate) Urban/Rural Adult Only ....................................................................... 66 Literacy By Language (In Which Literate) Sex and Major T rib e ................................................................................ 67 C h r i s t i a n s ..................................... 68 LIST OF DIAGRAMS Ethnic Distribution ....................................................... 25 Ghana Regional A dm inistrative Units .................................................. 59 v i INTRODUCTION Ghana* as a nation has all the problems of development. When this former British colony gained her Independence In 1957 the world acclaimed her as one of the most promising nations in Black Africa. But the road had not been rosy, if anything it has been particularly rough all the way. The political party that led the nation into independence adopted an adulterated version of the Biblical philosophy as the war cry: "Seek ye first the political kingdom, and all things shall be added unto you." Political independence has been a reality for seven­ teen years but genuine independence which was hoped for, involving both economic and cultural factors has been extremely illusive. The search for self-realization as a people has been intensified in recent times and many level headed Ghanaians are beginning to ask if independence in the full sense of the term is a realizable aim. To consider whether independence was worth the price or not is slipping back into slave mentality. The question is irrelevant, dependent or independent; because there is no turning back. There is evidence to support the fact that since the arrival of colonlalization we have not found our *Ghana was formerly Gold Coast, a West A frican B ritish colony since 1847. After independence on March 6, 1957, she adopted the name Ghana, which was an ancient West African kingdom. 1 feet as a people.^ Our present woes therefore can be Identified with colonialism or the period that embraces it. This study will endeavour to examine this period making comparison with the era before it so as to deduce its impact on traditional life patterns to help in the search for the basis of Ghana's trouble. The tendency in recent times Is to heap the blame of our woes on the "colonialists," "im perialists," and "neo-colonialists" without first stopping to examine rationally the causes of our predicament. What needs to be done perhaps is to examine sanely and rationally the position today so as to be able to pin-point with some accuracy the causes of the downward trend in national affairs. Such a diagnosis may contribute to the finding of the necessary remedies. This study will attempt to formulate some rationale for such considerations. The task is not in fact as wide and unwieldly as it may sound. Indeed recent high level public pronouncements trace the entire affair to the doors of our educational system. This cannot be said to be un­ reasonable. Dr. E. Evans-Anfom, Chairman of the National Council for Higher Education and Research, in an article entitled "Change Colonial Education," appealed to the country's educational authorities to change the "white-collar" pattern of education inherited from the British into a viable vocational, technical, and professional training system.3 He pointed out that the main draw-back of the colonial curriculum was ^People: It needs to be emphasized though that Ghana was not one nation before the arrival of the European, nonetheless, it is a fact that in their splinter
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