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This thesis brings to light political dynamics related to clientelism and other forms of corruption in Ghanaian electoral campaigns from 2012 to 2023. Specifically, the study seeks to answer the research question: how do political actors of the two major political parties in Ghana –the NPP and NDC –debate and argue about clientelism in Ghana? To answer this question, it analyzes three 2012, 2016, and 2020 elections and alternations in power, while also considering the upcoming 2024 elections. Using Discourse Analysis and drawing on primary and secondary data collected in Ghanian media (YouTube videos of political campaigns; televised interviews given to local media; etc.), this study unravels the cultural, religious and historical imports of language in the Ghanaian context of clientelism, veering away from the traditional definition of clientelism. The study finds that leading political actors in Ghana produce three types of discourses when they talk about clientelism: discourses on food and clientelism; discourses on family, clan, ethnicity and clientelism; and discourses on clientelism, wrongdoings and promises of politicians. These discourses use metaphors, proverbs, songs, speeches and other cultural references.

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Yes / Indian interaction with the global South is at a crossroads. For a long time wedded to Nehruvian values of South-South cooperation, there are now considerable claims that economics underpins interactions. This article looks at current Indian ‘development cooperation’ in Ghana and, crucially, also asks what form Ghanaian responses take. The article concludes that while the rhetoric and ideas behind South-South cooperation are toned down, there are still ideas: Indian ‘development cooperation’ is partly ideologically and normatively informed, is not simply national interests, and has effects; whilst being extremely broad in content and significantly adding to global re-conceptualisations of development assistance.

The United Nations declared the years 1995 to 2004 as the Decade for Human Rights Education. The principles of human rights education promote dignity, tolerance, and peace by educating individuals and groups to respect, defend, and advocate for their rights. These rights are enshrined in the Universal Declaration of Human Rights, which was adopted in 1948 making human rights a global responsibility. During this decade nations are called upon to promote and implement human rights education in all sectors of their society. In 1992 Amnesty International Norway developed a human rights education program called Teaching for Freedom (TFF). This program was implemented in 26 countries worldwide including all ten administrative regions in Ghana, West Africa. The purposes of the TFF program were to educate the youth and train final year teachers in the principles of human rights. These programs are based on the notion of universal human rights that are sometimes criticized as Western and non-applicable to the African context. Human rights education programs are tasked with not only making these universal principles meaningful and participatory in the lives of the people on the ground, but also implementing culturally legitimate programs in local contexts with few resources. This study attempted to understand how the Teaching for Freedom program accomplished these aims and the barriers that impeded it. Using qualitative analysis and the grounded theory approach, I conducted a case study of one TFF program located in one school in one region of Ghana. This human rights education program operated as a club and was studied within the context of the school and society in which it operated. Grounded theory analysis revealed that the TFF club was a conflicted organization whose operation was greatly shaped by forces within the school that were also present in larger society. I describe the operation of the club in terms of awareness, empowerment, and implementation. Barriers to the operation of the TFF club were identified within these three areas of operation and were closely related to the conflicting cultural forces within the school and Ghanaian society / Ph. D.

D. Tech. Human Resources Management / The main purpose of this study was to develop a framework that could be used to build the capacity of academic staff to enhance teaching and learning in Ghanaian polytechnics. In order to achieve this objective, a central argument in the study is that building the capacity of academics is not only critical to successful teaching and learning, it should also be the starting point for the on-going transformation in the polytechnic system in Ghana. The approaches to capacity building of employees in organisations were analysed critically and justified. To provide a strategic context to the study, four capacity building factors, namely institutional training and development, performance and professional development, academic competence, and a learning and developmental environment, were identified and clarified and their strategic contributions toward developing a capacity building strategy were outlined.