Obed Mfum‐mensah
Biographic Data
| ID | 4514464 |
|---|---|
| NAME | Obed Mfum‐mensah |
| GIVEN NAMES | Obed |
| FAMILY NAME | Mfum‐mensah |
| SIGNATURE | MENSAH O M |
| AFFILIATIONS | Messiah College |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 3 |
Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program
An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana
Complementary education programs have emerged as a useful tool for addressing the educational needs of marginalized communities in the developing world. The literature attributes the success of these complementary education programs to innovative school organization, curriculum development, and community participation. This article is based on a recent ethnographic study that explored the curriculum development process of School for Life (SFL), a…
The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities
Many ‘alternative primary education’ programmes operating in the developing parts of the world use children’s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children’s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework th…
Empowerment or Impairment? Involving Traditional Communities in School Management
Fostering educational participation in pastoral communities through non-formal education: The Ghanaian perspective
The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities
Many ‘alternative primary education’ programmes operating in the developing parts of the world use children’s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children’s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework th…
Empowerment or Impairment? Involving Traditional Communities in School Management
Fostering educational participation in pastoral communities through non-formal education: The Ghanaian perspective
An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana
Complementary education programs have emerged as a useful tool for addressing the educational needs of marginalized communities in the developing world. The literature attributes the success of these complementary education programs to innovative school organization, curriculum development, and community participation. This article is based on a recent ethnographic study that explored the curriculum development process of School for Life (SFL), a…
Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program
Fostering educational participation in pastoral communities through non-formal education: The Ghanaian perspective
Empowerment or Impairment? Involving Traditional Communities in School Management
The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities
Many ‘alternative primary education’ programmes operating in the developing parts of the world use children’s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children’s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework th…
An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana
Complementary education programs have emerged as a useful tool for addressing the educational needs of marginalized communities in the developing world. The literature attributes the success of these complementary education programs to innovative school organization, curriculum development, and community participation. This article is based on a recent ethnographic study that explored the curriculum development process of School for Life (SFL), a…
Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program
Pedagogy (5 works) · Sociology (5 works) · Political science (3 works) · Process (computing (3 works) · Adult and Continuing Education Topics (2 works) · Computer Science (2 works) · Context (archaeology (2 works) · Economic growth (2 works) · Law (2 works) · Law (2 works)