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PurposeThe government of Ghana since independence has undertaken steps to develop educational infrastructure setup. This notwithstanding, the educational sector is beset with challenges such as low-quality education and low enrolment rates in Senior High Schools (SHS) of children from large households, among others. Given the myriad of challenges bedevilling the education sector, there have been calls for collaboration among public leaders to promote education. The paper, therefore, examines traditional leaders' roles in promoting quality education in Ghana.Design/methodology/approachThrough a desk review approach, the study examines the role of traditional leaders in promoting quality education in Ghana. This approach was adopted due to its flexible nature.FindingsThe study found that traditional leaders have provided educational materials and resources to deprived schools. They have established scholarship schemes for needy but brilliant students, promoted gender parity in education, constructed educational facilities and promoted a healthy teaching environment.Practical implicationsThe paper provides stakeholders in Ghana’s educational sector with the opportunity to review educational policies and include traditional leaders to influence educational policies. The recommendations call for support from the GETFUND and Scholarship Secretariat of Ghana to assist community-initiated projects and scholarship schemes established by traditional leaders.Originality/valueThe paper provides evidence to support the importance of traditional leadership, which has come under criticism from a democratisation perspective in contemporary times.
PurposeThe government of Ghana since independence has undertaken steps to develop educational infrastructure setup. This notwithstanding, the educational sector is beset with challenges such as low-quality education and low enrolment rates in Senior High Schools (SHS) of children from large households, among others. Given the myriad of challenges bedevilling the education sector, there have been calls for collaboration among public leaders to promote education. The paper, therefore, examines traditional leaders' roles in promoting quality education in Ghana.Design/methodology/approachThrough a desk review approach, the study examines the role of traditional leaders in promoting quality education in Ghana. This approach was adopted due to its flexible nature.FindingsThe study found that traditional leaders have provided educational materials and resources to deprived schools. They have established scholarship schemes for needy but brilliant students, promoted gender parity in education, constructed educational facilities and promoted a healthy teaching environment.Practical implicationsThe paper provides stakeholders in Ghana’s educational sector with the opportunity to review educational policies and include traditional leaders to influence educational policies. The recommendations call for support from the GETFUND and Scholarship Secretariat of Ghana to assist community-initiated projects and scholarship schemes established by traditional leaders.Originality/valueThe paper provides evidence to support the importance of traditional leadership, which has come under criticism from a democratisation perspective in contemporary times.
Limited research exists on the association between cumulative risk factors and the psychosocial well‐being of adolescents in low‐income, culturally distinct settings. This study aimed to fill this gap by examining the impact of cumulative risk exposure on Ghanaian adolescents' psychosocial problems and exploring the mediating role of parenting. The study involved 212 adolescents (61% girls; average age = 13.38) who completed measures on cumulative risk, maternal and paternal warmth, behavioral control, anxiety, depression, overt aggression, and relational aggression. The results indicated that cumulative risk indirectly influenced adolescents' depression and overt aggression through paternal warmth. Furthermore, paternal behavioral control mediated the relationship between cumulative risk and adolescents' overt aggression. Findings highlight the importance of fathers' parenting in mediating cumulative risk effects.
This article demonstrates how decentralization can lead to development at the local level, albeit in moderate form. Analyzing data collected from 660 respondents based on face-to-face interviews, focus group discussions, and personal observations, we found that the transfer of power and resources to the district assemblies (DAs) has led to the provision of critical social amenities such as roads, education, health-care facilities, and management of environmental sanitation at the sub-national level. Respondents are satisfied with the provision of these social amenities because they have led to relative improvements in their basic social needs. Yet, delays and the accumulation of arrears associated with the transfers of the District Assemblies Common Fund (DACF) have deprived the DAs of the needed revenue to deliver far-reaching social services to the people. The grant of more financial autonomy to the DAs and measures to curtail the overbearing influence of the central government over the administration of the DACF will enhance their capacity to deliver substantial development projects to accentuate the transformation of the rural districts.
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