Rural versus Urban
Some of the major divides in Ghana in terms of customs, culture, resources as well as teacher and school quality are between the north and south of Ghana, as well as between the rural and urban centers.
It has been found that there are statistically significant differences between the amount of children that enroll as well as the number that complete school between the north and the south of Ghana, as well as more urban versus rural areas (Fentiman, 1999). These differences were attributed to many factors, some of which were economic and labor related. In rural and subsistence communities, children are often needed to help with farming once they are old enough to be strong enough to help. This leaves it so often times children attend the lower levels of primary school until they are old enough to help in the fields, which is when they are pulled out.
Another correlation is the quality of the schools and teacher available in the urban versus the rural schools. In Helekpe, anyone that was able to afford sending their children to schools in the city did so, as they all knew the education available there was at a much higher level. Part of this might be that the city schools are often private, and therefore there are more resources available to the school and the teachers present there. I believe a bit part of it is that often times the teachers in rural schools are National Service volunteers. While they may in fact be great teachers, they are only stationed at a school for a year, creating a great inconsistency in the teaching style and material covered from year to year. It is also the case that rural villages are mainly subsistence farming families, while in urban cities parents may have higher paying jobs. This allows them to afford better opportunities for their children, not require their assistance in fields, as well as pay higher fees for their schooling.
It has been found that there are statistically significant differences between the amount of children that enroll as well as the number that complete school between the north and the south of Ghana, as well as more urban versus rural areas (Fentiman, 1999). These differences were attributed to many factors, some of which were economic and labor related. In rural and subsistence communities, children are often needed to help with farming once they are old enough to be strong enough to help. This leaves it so often times children attend the lower levels of primary school until they are old enough to help in the fields, which is when they are pulled out.
Another correlation is the quality of the schools and teacher available in the urban versus the rural schools. In Helekpe, anyone that was able to afford sending their children to schools in the city did so, as they all knew the education available there was at a much higher level. Part of this might be that the city schools are often private, and therefore there are more resources available to the school and the teachers present there. I believe a bit part of it is that often times the teachers in rural schools are National Service volunteers. While they may in fact be great teachers, they are only stationed at a school for a year, creating a great inconsistency in the teaching style and material covered from year to year. It is also the case that rural villages are mainly subsistence farming families, while in urban cities parents may have higher paying jobs. This allows them to afford better opportunities for their children, not require their assistance in fields, as well as pay higher fees for their schooling.