Convoluted Path, Invisible Force and Girls’ Education in Ghana

Emmanuel Wedam; Irene Akobour Debrah; Joseph Yaw Dwamena Quansah

doi:doi:10.11648/j.edu.20140303.17

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Convoluted Path, Invisible Force and Girls’ Education in Ghana

Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah

Published in Education Journal (Volume 3, Issue 3)

Received: 12 April 2014 Accepted: 4 May 2014 Published: 20 May 2014

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Abstract

The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.

Published in	Education Journal (Volume 3, Issue 3)
DOI	10.11648/j.edu.20140303.17
Page(s)	159-169
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Formal Education, Girls, School, Parents and Guardians, Educational Status

References

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Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah. (2014). Convoluted Path, Invisible Force and Girls’ Education in Ghana. Education Journal, 3(3), 159-169. https://doi.org/10.11648/j.edu.20140303.17

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Emmanuel Wedam; Irene Akobour Debrah; Joseph Yaw Dwamena Quansah. Convoluted Path, Invisible Force and Girls’ Education in Ghana. Educ. J. 2014, 3(3), 159-169. doi: 10.11648/j.edu.20140303.17

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AMA Style

Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah. Convoluted Path, Invisible Force and Girls’ Education in Ghana. Educ J. 2014;3(3):159-169. doi: 10.11648/j.edu.20140303.17

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@article{10.11648/j.edu.20140303.17,
  author = {Emmanuel Wedam and Irene Akobour Debrah and Joseph Yaw Dwamena Quansah},
  title = {Convoluted Path, Invisible Force and Girls’ Education in Ghana},
  journal = {Education Journal},
  volume = {3},
  number = {3},
  pages = {159-169},
  doi = {10.11648/j.edu.20140303.17},
  url = {https://doi.org/10.11648/j.edu.20140303.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.17},
  abstract = {The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.},
 year = {2014}
}

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TY  - JOUR
T1  - Convoluted Path, Invisible Force and Girls’ Education in Ghana
AU  - Emmanuel Wedam
AU  - Irene Akobour Debrah
AU  - Joseph Yaw Dwamena Quansah
Y1  - 2014/05/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140303.17
DO  - 10.11648/j.edu.20140303.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 159
EP  - 169
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140303.17
AB  - The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.
VL  - 3
IS  - 3
ER  -

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Author Information

Emmanuel Wedam

Department of Development Studies, University for Development Studies, Wa, Ghana
Irene Akobour Debrah

Faculty of Education, University for Development Studies, Wa, Ghana
Joseph Yaw Dwamena Quansah

Faculty of Education, University for Development Studies, Wa, Ghana

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APA Style

Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah. (2014). Convoluted Path, Invisible Force and Girls’ Education in Ghana. Education Journal, 3(3), 159-169. https://doi.org/10.11648/j.edu.20140303.17

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ACS Style

Emmanuel Wedam; Irene Akobour Debrah; Joseph Yaw Dwamena Quansah. Convoluted Path, Invisible Force and Girls’ Education in Ghana. Educ. J. 2014, 3(3), 159-169. doi: 10.11648/j.edu.20140303.17

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AMA Style

Emmanuel Wedam, Irene Akobour Debrah, Joseph Yaw Dwamena Quansah. Convoluted Path, Invisible Force and Girls’ Education in Ghana. Educ J. 2014;3(3):159-169. doi: 10.11648/j.edu.20140303.17

Copy | Download

@article{10.11648/j.edu.20140303.17,
  author = {Emmanuel Wedam and Irene Akobour Debrah and Joseph Yaw Dwamena Quansah},
  title = {Convoluted Path, Invisible Force and Girls’ Education in Ghana},
  journal = {Education Journal},
  volume = {3},
  number = {3},
  pages = {159-169},
  doi = {10.11648/j.edu.20140303.17},
  url = {https://doi.org/10.11648/j.edu.20140303.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.17},
  abstract = {The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.},
 year = {2014}
}

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TY  - JOUR
T1  - Convoluted Path, Invisible Force and Girls’ Education in Ghana
AU  - Emmanuel Wedam
AU  - Irene Akobour Debrah
AU  - Joseph Yaw Dwamena Quansah
Y1  - 2014/05/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140303.17
DO  - 10.11648/j.edu.20140303.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 159
EP  - 169
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140303.17
AB  - The prognosis in tomorrow’s crowded competitive economic environment will be for people to sharpen their skills, build their capacities and obtain the requisite succours that can enable them achieve their dreams especially, those already disadvantaged by natural collage and human disarrangements. Even though local or indigenous knowledge is appropriate in this regard, it does not suffice as a contrivance that can radically stimulate long term growth, and by transforming or renovating human aptitude as formal education does. This study examines whether there were any differences between parents educational status and girls acquisition of formal education and the effect of girls’ acquisition of formal education. In conducting this study, a mixed method approach was adopted. The study revealed that the probability of girls acquiring formal education in Ghana can be directly related to the educational status of their parents. Thus, there were significant relationships in the response variables. About 76% of the respondents believed that formal education can help the girl child achieve her dreams in future while 24% of respondents shared a different view. In this study, we argue that any effort at promoting or enhancing the acquisition of formal education for girls in Ghana must be focused on putting greater emphasis on influencing the perception and personal beliefs of parents who have never been to school before. This is because parents provide a source of motivation and model for their children. The study concludes that the educational status of parents has a direct effect on the future of girls.
VL  - 3
IS  - 3
ER  -

Copy | Download