Volume 3, Issue 3, May 2014, Pages: 159-169
Received: Apr. 12, 2014;
Accepted: May 4, 2014;
Published: May 20, 2014
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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
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.
Irene Akobour Debrah,
Joseph Yaw Dwamena Quansah,
Convoluted Path, Invisible Force and Girls’ Education in Ghana, Education Journal.
Vol. 3, No. 3,
2014, pp. 159-169.
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