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.
Beyond the Basics: Post-Basic Education, Training and Poverty. Post-Basic Education and Training Working Paper Series - Nº4. Reduction in Ghana