http://41.74.91.244:8080/handle/123456789/91 Mon, 06 Apr 2026 10:17:18 GMT 2026-04-06T10:17:18Z http://41.74.91.244:8080/handle/123456789/537 Savings Groups, Livelihoods and Education: Two Case Studies in Ghana Cameron S.; Ananga E.D. Does access to better village-level facilities for saving and borrowing improve educational outcomes and expenditure? Based on a literature review and case studies in Ghana commissioned by Plan UK, this paper finds that savings groups programmes, such as village savings and loans associations, help poor rural households pay for education in some contexts but not others. Households use loans directly to pay school expenses and also invest in income-generating activities that allow them to raise educational expenditure in the longer term. There are additional indirect effects on education through health care, nutrition and household decision-making. � 2015 John Wiley & Sons, Ltd. Cameron, S., Oxford Policy Management, Oxford, United Kingdom; Ananga, E.D., National Centre for Research into Basic Education (NCRIBE), University of Education, Winneba, Winneba, Ghana Thu, 01 Jan 2015 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/537 2015-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/354 Being a young Muslim woman in Southern Ghana: intersections of nation, religion and gender Crossouard B.; Dunne M.; Ananga E.D.; Adzahlie-Mensah V.; Adu-Yeboah C. This paper draws upon recent research that explored Muslim youth identity constructions in southern Ghana. At a time when Muslim youth are often demonised and Islam is represented as incompatible with western democratic ideals, the research explored the intersections of nation, religion, ethnicity and gender in identity narratives of female students in high school and higher education in southern Ghana. After describing the Ghanaian socio-historical context, we outline the post-structural and post-colonial theories used to understand key concepts such as identity and youth. We then describe our methodological approach before presenting our intersectional analysis of data from the focus group discussions. This highlights female youths� deep commitments to nation and religion, the marginalisation of young Muslim females in this Christian-majority context, and finally, the identity tensions articulated by participants between different Islamic traditions. We further show how all of these identity constructions were intersected by gender. � 2021 The Institute of Social and Economic Research. Crossouard, B., Centre for International Education, Department of Education, University of Sussex, Brighton, United Kingdom; Dunne, M., Centre for International Education, Department of Education, University of Sussex, Brighton, United Kingdom; Ananga, E.D., National Centre for Research into Basic Education (NCRIBE), Institute for Educational Research and Innovations Studies (IERIS), University of Education, Winneba, Ghana; Adzahlie-Mensah, V., University of Education, Box 25, Winneba, Ghana; Adu-Yeboah, C., Institute of Education, School of Educational Development and Outreach, College of Education Studies, University of Cape Coast, Cape Coast, Ghana Fri, 01 Jan 2021 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/354 2021-01-01T00:00:00Z