Scanned Policy literature:

Global Trends in Education Policy – (eds) Baker & Wiseman: Chapters of particular interest included (1) FPE in Malawi (Haulger, D) tracing how the initial enthusiasm for state education has deteriorated and discussing the existing discrepancy between state objectives and opinion and the reality on the ground, most notably in terms of the drawbacks associated with democratisation. (2) Globalisation and Stigma (Haulger, D) decribing how failure in the formal education system (non-enrollment, non-completion, non successful etc.) creates child stigmatisation, not in the modern perspective but ironically in the traditional perspective.

In following up references in this book, I have also traced a whole bundle of UNESCO policy documents associated with Ghana. From an Alexanderian (culture and values) perspective, the official mission statement appears to have nothing to do with any local/traditional objectives related to community/social cohesion etc and everything to do with a western (EFA) agenda of production and quality.

Further to the research objectives, I have found a definition to self organised learning that might help me reveal a potential theory: autodidacticism or self learning. I need to link this to Vygotsky’s social cultural theory if possible. I have ordered an electronic book by Joan Solomon (A Passion to Learn) on the subject.

Also Bray et al in Comparative and International Research in Education have cogently reiterated the political significance of education and the importance of cultural sensitivity in research noting the importance of narrative and discourse theory as a means of characterising contextual settings. To this end also note Cummings et al (2001) and his contribution to values education in comparative research and NEPAD in relation to African Self-Determination. Bray also assesses the impact of the World Bank and particularly the fall out of the SAP in HIPC.

In the context of overpowering Western influence in developing nations Bray et al assess the impact of western ideas and experts and the subsequent marginalisation of local traditional knowledge and ways of perception. Finally, Bray assesses financiers and the World Bank continued predeliction with Beckers Human Capital theory and its potential conflict with educations authentic role in developing world society