Resisting change: Explaining education policy reforms in Ghana
Why this work is in the frame
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Bibliographic record
Abstract
Abstract This article examines the complexities surrounding the implementation of comprehensive sexuality education (CSE) within Ghana's basic education system, exploring the intersection of religious, cultural, and political factors. Introducing CSE has sparked significant public discourse and resistance in Ghana, where religious and cultural beliefs are deeply ingrained and often institutionalized in politics. The study utilizes punctuated equilibrium theory to understand the sustained opposition to CSE policy changes. It examines the historical progression of Ghana's educational reforms, highlighting the struggle to maintain cultural and religious values while promoting human rights and gender equality. The contribution of this study is its exploration of the political institutionalization of religion in Ghana, investigating the combined impact of religious bodies, political entities, and civil organizations in shaping public opinion on education policy reform. It further underscores the intricate task of navigating socio‐cultural beliefs and human rights in policy‐making processes. Related Articles Bingham, Natasha. 2016. “Fighting for Our Cause: The Impact of Women's NGOs on Gender Policy Adoption in Four Former Soviet Republics.” Politics & Policy 44(2): 294–318. https://doi.org/10.1111/polp.12155 . Holst, Cathrine, and Mari Teigen. 2024. “The ‘Boy Problem’ in Public Policy.” Politics & Policy 52(1): 1–19. https://doi.org/10.1111/polp.12570 . Nchofoung, Tii, Simplice Asongu, Vanessa Tchamyou, and Ofeh Edoh. 2022. “Gender, Political Inclusion, and Democracy in Africa: Some Empirical Evidence.” Politics & Policy 51(1): 137–55. https://doi.org/10.1111/polp.12505 .
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it