Education and Human Rights in the Context of the New Pre-Tertiary Education Curriculum Framework of Ghana

Abstract

This paper contributes to the ongoing academic debate on human rights education, particularly focusing on Ghana as an ardent advocate of education and human rights. Highlighting the constitutional and international acknowledgment of education as a fundamental human right, as well as the importance of human rights education for social transformation, the study explored Ghana's dedication to human rights education. This study was basically a meta-analysis of which the current curriculum framework for the pre-tertiary education in Ghana was the focus. The findings reveal that while the new pre-tertiary curriculum framework contains elements of human rights within its core values and specific primary school modules, there's a notable absence of explicit articulation of human rights education. The study among others things, recommends that acknowledging and addressing human rights goes beyond incorporating them as cross-cutting issues. Thus, human rights ought to be deliberately incorporated throughout the curriculum for the purpose of providing a more comprehensive approach for their teaching and learning, ensuring their significance is not overlooked.

Key Words: Education, Human Rights, Curriculum, Framework, Pre-Tertiary

DOI: 10.7176/JEP/15-11-14

Publication date: October 30th 2024