Before the arrival of European Settlers, who introduced a formal education system addressed to the elites, education in Ghana was mainly informal and based on apprenticeship.
Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale.
As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system. After colonization, Ghana’s economy became a hybrid of subsistence and formal economy. This resulted in many changes in the lives of the people.
Education indicators in Ghana reflect disparities between , rural and urban areas, and the Southern and Northern parts of the country.
These disparities drive public action against illiteracy and inequities in access to education. Eliminating illiteracy has been a key objective of Ghanaian education policy for the last 40 years, and the difficulty of ensuring equitable access to education is likewise acknowledged by authorities.
Public action in both domains has yielded results judged significant but not sufficient by national experts and international organizations. Increasing vocational education and training in ICT within the education system are also emphasized in Ghanaian education policy.
This has raised the alarming findings of The Human Rights Measurement Initiative (HRMI) which says that when taking into consideration Ghana’s income level, the nation is achieving 76.2% of what should be possible based on its resources (income) for primary education but only 65.1% for secondary education.
This Chronicles education before the arrival of the whites.
Source: (W Page )
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