Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793945
Title: The relevance of local context to the global phenomenon of early childhood education : case study of the northern region of Ghana
Author: Ibrahim, Anyars Imoro
ISNI:       0000 0004 8497 9729
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2018
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Abstract:
Early childhood care and development (ECCD) as a global phenomenon has become integral to the Ghanaian educational system: especially since the 2004 Policy. Global meanings attached to ECCD programmes while characteristically dependent on Western notions of childhood and child rearing have dominated the terrain of early childhood education. As a result, local exemplars show increasing isomorphism with the templates from the developed world; albeit incongruously in certain instances in the Ghanaian case. This study applied a mixed methods approach through a case study methodology: using a survey (preceding case selection), interviews, observations, focus groups, and documents. Mainly, the research entail perceptions of 49 local stakeholders: children, parents, teaching staff, and key stakeholder informants; in a multiple case study set within the Northern Region of Ghana. The case study revealed crucial issues that border on contextual relevance of global ECCD and local incapacity to contextualise the phenomenon within Ghana's socio-cultural and historical realities. Moreover, entrenched developing world dependency on the developed world effectively stultified such contextual provision. Therefore, the Ghanaian case study exemplified capitulation to influences from the developed world: resulting in disjunctions at the realms of policy, provision and practice. A clear instantiation of this is the unravelled ambivalent positions that characterised stakeholder attitudes and perceptions: often insinuating both congruence and divergence on the Global-Local ECCD scene. While they perceived excessive dependence on imported global educational practices; they equally articulated divergently stances antithetical to the incorporation of the local culture and lived realities of children. Significantly, many questions remain and call for future research: in particular the effects of ECCD as conceived in the Ghanaian context on the future schooling trajectories of children.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.793945  DOI: Not available
Keywords: LB1501 Primary Education
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