Abstract:
Right to education is a fundamental necessity for the development of every aspect of human life. Globally, it has been enshrined in various laws, legislations and sector policies of nearly every country to guarantee access to acquisition and impartation of knowledge, skills and attitude as means of safeguarding opportunities for attaining the individual’s full potentials. This notwithstanding, there are a number factors that pose as hindrances to the fulfillment of its full benefits. Learner pregnancy among others poses a significant barrier to the success of inclusive education as it is generally regarded a policy against traditional norms and expectations. This research was conducted to examine the challenges pregnant learners faced, establish the nexus between policies to tackle it and recommend alternative strategies. It applied purposive sampling from a qualitative approach drawing a sample size of 28 participants, the study included District Education Officers, the school management unit and teachers, pregnant learners, parents and traditional rulers in Bunkpurugu-Nakpanduri local government in North-East Region of Ghana. Semi-structured interview guide was drafted, followed by a one-on-one interview session with participants. The study found out that pregnant learners faced challenges such as loss of concentration, learning difficulties, low performance; natal health related issues, criticisms, shame and dejection at both school and society levels. The policy of inclusive education for pregnant learners was found out to be incompatible with local norms resulting in inability to smoothly integrate with the cultural values regarding learner pregnancy at the pre-tertiary level. It is therefore recommended that there should be collaboration between the Ghana Education Service at the district level and the traditional authorities to address the issue of the incompatibility of learner pregnancy and the customs of the people. Stakeholders should liaise with both the Ghana Health Service and school managers to ensure accessibility to antenatal services. There should be a restructure of time table for those whose pregnancy may require less sitting during instructional period.
University of Education,Winneba http://ir.uew.edu.gh
Description:
A thesis in the Department of Political Science Education,
Faculty of Social Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Political Science Education)
in the University of Education, Winneba
