Michael Ayitey Tagoe
Biographic Data
| ID | 6300033 |
|---|---|
| NAME | Michael Ayitey Tagoe |
| GIVEN NAMES | Michael Ayitey |
| FAMILY NAME | Tagoe |
| SIGNATURE | TAGOE M A |
| AFFILIATIONS | University of Ghana |
| ORCID | 0000-0002-9228-6688 |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Lifelong education trajectories and futures in Ghana
This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no …
Sixty years of university-based education in Ghana
Within the last decade, adult education has faced significant challenges in terms of its relevance to socio-economic development as it sought to define itself through many international conferences. In spite of these re-conceptualisations, adult education continues to be relegated to the periphery, and therefore lacks the needed funding to play a key role in national development. This paper traces the history of university-based adult education i…
Incorporating cultural action models in university-based adult education
Within the past two decades, mainstreaming culture in education has taken centre stage in Africa. This development has been facilitated by the fact that western education introduced in Africa during the era of colonialism marginalised indigenous knowledge systems. Although since independence African governments have made several attempts to reform education in order to make it more culturally relevant and responsive to the needs of Africans, the …
Accelerating the achievement of the Millennium Development Goals in Ghana
The Millennium Development Goals launched in 2001 provide a worldwide agenda to reduce poverty by 2015. Though the eight goals provide synergies for the rapid reduction of poverty, the MDGs have come under criticism for being too narrow and sometimes leaving out critical aspects of human development and well-being. Although the MDGs address some of the most critical areas of human development, one relevant aspect of human development given low re…
Lifelong learning and the attainment of the education‐related Millennium Development Goals 2 and 3 in Ghana. Is there a critical nexus
In an environment of rapid technological change, countries in the developed and developing worlds need to improve the population's skills and competences. Since 1992, education reforms and various education sector documents and policy frameworks have been implemented to improve quality of education by getting more children into school through the abolishing of school fees, and the school feeding programme, whilst special efforts are made to deal …
Challenging the orthodoxy of literacy
In the last decade, the Reflect approach—an alternative to the ‘great divide’ theory of literacy—has gained wider currency in developing countries because of its ability to deal with social, cultural and political issues by placing the identification and solution of local problems in the hands of local people. In Ghana, ActionAid International Ghana (AAIG) has supported Reflect in the Upper East, Northern, Upper West, Brong Ahafo and Greater Accr…
Incorporating cultural action models in university-based adult education
Within the past two decades, mainstreaming culture in education has taken centre stage in Africa. This development has been facilitated by the fact that western education introduced in Africa during the era of colonialism marginalised indigenous knowledge systems. Although since independence African governments have made several attempts to reform education in order to make it more culturally relevant and responsive to the needs of Africans, the …
Sixty years of university-based education in Ghana
Within the last decade, adult education has faced significant challenges in terms of its relevance to socio-economic development as it sought to define itself through many international conferences. In spite of these re-conceptualisations, adult education continues to be relegated to the periphery, and therefore lacks the needed funding to play a key role in national development. This paper traces the history of university-based adult education i…
Accelerating the achievement of the Millennium Development Goals in Ghana
The Millennium Development Goals launched in 2001 provide a worldwide agenda to reduce poverty by 2015. Though the eight goals provide synergies for the rapid reduction of poverty, the MDGs have come under criticism for being too narrow and sometimes leaving out critical aspects of human development and well-being. Although the MDGs address some of the most critical areas of human development, one relevant aspect of human development given low re…
Lifelong learning and the attainment of the education‐related Millennium Development Goals 2 and 3 in Ghana. Is there a critical nexus
In an environment of rapid technological change, countries in the developed and developing worlds need to improve the population's skills and competences. Since 1992, education reforms and various education sector documents and policy frameworks have been implemented to improve quality of education by getting more children into school through the abolishing of school fees, and the school feeding programme, whilst special efforts are made to deal …
Challenging the orthodoxy of literacy
In the last decade, the Reflect approach—an alternative to the ‘great divide’ theory of literacy—has gained wider currency in developing countries because of its ability to deal with social, cultural and political issues by placing the identification and solution of local problems in the hands of local people. In Ghana, ActionAid International Ghana (AAIG) has supported Reflect in the Upper East, Northern, Upper West, Brong Ahafo and Greater Accr…
Challenging the orthodoxy of literacy
In the last decade, the Reflect approach—an alternative to the ‘great divide’ theory of literacy—has gained wider currency in developing countries because of its ability to deal with social, cultural and political issues by placing the identification and solution of local problems in the hands of local people. In Ghana, ActionAid International Ghana (AAIG) has supported Reflect in the Upper East, Northern, Upper West, Brong Ahafo and Greater Accr…
Accelerating the achievement of the Millennium Development Goals in Ghana
The Millennium Development Goals launched in 2001 provide a worldwide agenda to reduce poverty by 2015. Though the eight goals provide synergies for the rapid reduction of poverty, the MDGs have come under criticism for being too narrow and sometimes leaving out critical aspects of human development and well-being. Although the MDGs address some of the most critical areas of human development, one relevant aspect of human development given low re…
Lifelong learning and the attainment of the education‐related Millennium Development Goals 2 and 3 in Ghana. Is there a critical nexus
In an environment of rapid technological change, countries in the developed and developing worlds need to improve the population's skills and competences. Since 1992, education reforms and various education sector documents and policy frameworks have been implemented to improve quality of education by getting more children into school through the abolishing of school fees, and the school feeding programme, whilst special efforts are made to deal …
Sixty years of university-based education in Ghana
Within the last decade, adult education has faced significant challenges in terms of its relevance to socio-economic development as it sought to define itself through many international conferences. In spite of these re-conceptualisations, adult education continues to be relegated to the periphery, and therefore lacks the needed funding to play a key role in national development. This paper traces the history of university-based adult education i…
Incorporating cultural action models in university-based adult education
Within the past two decades, mainstreaming culture in education has taken centre stage in Africa. This development has been facilitated by the fact that western education introduced in Africa during the era of colonialism marginalised indigenous knowledge systems. Although since independence African governments have made several attempts to reform education in order to make it more culturally relevant and responsive to the needs of Africans, the …
Lifelong education trajectories and futures in Ghana
This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no …
Political science (6 works) · Adult education (5 works) · Economic growth (5 works) · Pedagogy (5 works) · Sociology (5 works) · Economics (3 works) · Global Education Systems and Policies (3 works) · Global Educational Policies and Reforms (3 works) · Lifelong learning (3 works) · Literacy (3 works)