This paper is one of a series of six country papers - from Ghana, South Africa, Tanzania, Rwanda, Kenya and India. Together they form part of a Department for International Development (DFID) funded project that is exploring the possible contribution that postbasic education and training (formal and informal skills development, secondary and tertiary education) can make to poverty reduction in Sub-Saharan Africa and South Asia. The main research questions for this paper include:
- What is the poverty framework in Ghana - how is poverty defined and how does the country policy aim to reduce poverty? What assumptions underlie the policy?
- What is the relationship between basic education and post-basic education and training (PBET) in Ghana? Why are different sub-sectors of education and training supported?
- What is the relationship between donors and the government with regards to education and training priorities?
- What research evidence exists on the relationship between post-basic education and training and poverty reduction in Ghana?
- What roles does informal and formal skills development play in poverty reduction in Ghana?
- What are the country-specific transformative contexts and enabling environments that are needed for basic education and different sub-sectors of PBET to translate into positive developmental outcomes?
Centre of African Studies, University of Edinburgh, Edinburgh, UK,130 pp.