EXAMINING THE IMPACT OF ETHNIC CONFLICT ON BASIC EDUCATION IN EASTERN GHANA: LESSONS FROM NORTHERN GHANA

Abstract

This study investigates the impact of ethnic conflict on basic education in Eastern Ghana, drawing insights from experiences in Northern Ghana. Ethnic conflicts have posed significant challenges to educational activities in various regions, including Chereponi in Northern Ghana. The study adopts a mixed-method approach, combining qualitative and quantitative data collection methods to provide a comprehensive understanding of the phenomenon.

The research focuses on stakeholders in the education sector, including teachers, current students, School Management Committee (SMC) members, and Parent-Teacher Associations (PTAs) in the Eastern Ghana region. It explores the causes and nature of ethnic conflicts in Chereponi and the consequences of these conflicts on educational activities. Findings reveal that conflicts have led to school closures, increased absenteeism among teachers and students, teacher migration to other districts, disruptions of examinations, and violations of child rights.

The study underscores the need for proactive measures to mitigate the impact of ethnic conflicts on education in Eastern Ghana. It recommends that the Ministry of Youth and Local Government collaborate with indigenous conflict resolution mechanisms and advocates for policies preventing warring factions from targeting educational facilities and personnel.

This research contributes to the understanding of the complex relationship between ethnic conflicts and education, shedding light on the unique challenges faced by educational institutions in Eastern Ghana. By drawing lessons from Northern Ghana's experiences, it offers valuable insights into conflict-sensitive educational policies and practices that can promote sustainable peace and educational development in the region