Comparing Power Spaces: The Shaping of Ghana's Education Strategic Plan

Autor/in	Takyi-Amoako, Emefa
Titel	Comparing Power Spaces: The Shaping of Ghana's Education Strategic Plan
Quelle	In: Compare: A Journal of Comparative and International Education, 42 (2012) 1, S.113-135 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Strategic Planning; Educational Planning; Donors; Foreign Countries; Comparative Analysis; Public Policy; Ownership; Trend Analysis; International Education; Ghana + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Bildungsplanung; Ausland; Öffentliche Ordnung; Eigentum; Trendanalyse; Internationale Erziehung
Abstract	This article compares the power spaces occupied by both donors and the Ministry of Education in the formulation of Ghana's Education Strategic Plan (ESP). It shows that the formulation of the ESP was more donor-led than Ministry-led due to the donor-initiated global policy frameworks also referred to as the non-negotiables. Consequently, donors and the Ministry were respectively positioned as the dominant and dominated. A comparison and analysis of their unequal positions illuminates some of the reasons why the principles of aid effectiveness in terms of ownership and partnership, which persistently drive donor-recipient interactions, remain rhetorical. (Contains 1 figure, 2 tables, and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10