Country Profile: Creative Thinking, Critical Thinking, and Design Thinking
Added on 2023-04-24
8 Pages1278 Words249 Views
RUNNING HEAD: COUNTRY PROFILE 1
Country Profile: Creative Thinking, Critical Thinking,
and Design Thinking
Student Name
Student Code
Name of the Professor
Sociology
Date
Country Profile: Creative Thinking, Critical Thinking,
and Design Thinking
Student Name
Student Code
Name of the Professor
Sociology
Date
COUNTRY PROFILE 2
Table of Contents
Development profile of Ghana.................................................................................................3
Research Problem Statement...................................................................................................3
Central Questions....................................................................................................................3
Introduction.....................................................................................................................................4
Innovative Model Design: Microfinancing structure for education....................................................5
Response with respect to sociological aspects..................................................................................6
Conclusion...............................................................................................................................6
References...............................................................................................................................8
Table of Contents
Development profile of Ghana.................................................................................................3
Research Problem Statement...................................................................................................3
Central Questions....................................................................................................................3
Introduction.....................................................................................................................................4
Innovative Model Design: Microfinancing structure for education....................................................5
Response with respect to sociological aspects..................................................................................6
Conclusion...............................................................................................................................6
References...............................................................................................................................8
COUNTRY PROFILE 3
Development profile of Ghana
In March 2007, Ghana completed the first 50 years of its independence since the colonial role.
However, owing to the major flaws in the colonial and post-colonial development through
African and Sub-Saharan African countries have not only created problems and destabilization in
their political and economic growth, but has caused deeper flaws and obstructions in the
education and training systems of countries like Kenya and Ghana (Nugent, 2012). Despite being
independent for over 50 years, Ghana has seen quite some struggle in achieving the desired
economic stability and has been able to make up for very little since the economic and social
transformations took place post-independence. From decolonizing authorities to failed decisions
made by the French and British colonies have led to very little revenue generation, which
continues even today due to the failed educational attempts and training systems in the country
(McKay, 2013).
Research Problem Statement
As a result of biased educational reforms during the colonial period, the same system continues
today hampering the society on a different level, be it education or training. This profile focuses
on how educational conditions can be changed in order to improve accessibility and quality of
training, further addressing challenges like poverty and unemployment rates in Ghana.
Central Questions
How can authorities develop a sustainable model for microfinance in Ghana to increase
investments in education and training facilities?
Is it possible to completely eradicate the superficial and biased educational system that
has its prevalence in Ghana and other African countries for years?
Development profile of Ghana
In March 2007, Ghana completed the first 50 years of its independence since the colonial role.
However, owing to the major flaws in the colonial and post-colonial development through
African and Sub-Saharan African countries have not only created problems and destabilization in
their political and economic growth, but has caused deeper flaws and obstructions in the
education and training systems of countries like Kenya and Ghana (Nugent, 2012). Despite being
independent for over 50 years, Ghana has seen quite some struggle in achieving the desired
economic stability and has been able to make up for very little since the economic and social
transformations took place post-independence. From decolonizing authorities to failed decisions
made by the French and British colonies have led to very little revenue generation, which
continues even today due to the failed educational attempts and training systems in the country
(McKay, 2013).
Research Problem Statement
As a result of biased educational reforms during the colonial period, the same system continues
today hampering the society on a different level, be it education or training. This profile focuses
on how educational conditions can be changed in order to improve accessibility and quality of
training, further addressing challenges like poverty and unemployment rates in Ghana.
Central Questions
How can authorities develop a sustainable model for microfinance in Ghana to increase
investments in education and training facilities?
Is it possible to completely eradicate the superficial and biased educational system that
has its prevalence in Ghana and other African countries for years?
End of preview
Want to access all the pages? Upload your documents or become a member.