Cette thèse de géographie s'est intéressée à la situation en 2008-2009 des réfugiés libériens dans deux capitales d'Afrique de l'Ouest, Conakry en Guinée et Accra au Ghana. À l'issue du conflit au Libéria, elle pose la question de l'avenir de ces réfugiés urbains dans ces deux pays proches du Libéria où ils avaient trouvé refuge entre 1990 et 2003. Inscrite dans le champ des Forced Migration Studies, elle interroge leurs conditions de vie et leurs projets migratoires : comptaient-ils rentrer au Libéria, rester dans ces pays d'asile ou bien partir pour d'autres destinations ? Leurs expériences de migration forcée sont replacées dans les contextes du conflit libérien et de l'accueil dans ces deux pays, puis présentées par la restitution de leurs parcours d'exil dans les pays de la Mano River. À travers la répartition géographique de ces réfugiés libériens, marquée par l'absence de camp à Conakry et la présence de celui de Buduburam en périphérie d'Accra, et à travers leurs modes de subsistance pour survivre et s'organiser dans chaque capitale, les processus de reterritorialisation sont interrogés. Enfin, la trilogie des " solutions durables " proposée par le HCR - rapatriement volontaire, intégration locale, réinstallation - est revisitée au prisme des tactiques migratoires post-conflit de ces réfugiés.

Herbal medicines remain integral part of indigenous health care system in Ghana. Most conventional health medicines are directly or indirectly derived from plants or herbs. Despite its significant role in modern medicine indigenous herbal practices has been on the low light for some time due to perceived antagonistic relationship that exists between practitioners of herbal medicine and their counterpart in the conventional system. Using an indigenous knowledge discursive framework, the thesis examined the relevance of herbal medicine to the contemporary Ghanaian society. The thesis also examined the tension between the indigenous herbal practitioners and their orthodox counterparts. The thesis noted that for health care system in Ghana to be effective, there is a need for collaborate relations between these two practitioners. Also, it was noted that for health care system to be effective in Ghana, spirituality has to be central in the works of the herbal practitioners.

This thesis examines the life story of Nana Yaa Asantewaa and its pedagogical implications for schooling and education in Ghana and Canada. Leadership role among women has been a topic in many debates for a long period. For many uninformed writers about the feminist struggles in Africa, Indigenous African women are docile bodies with little or no agencies and resistance power. However, the life history of Nana Yaa Asantewaa questions the legitimacy and accuracy of this misrepresentation of Indigenous African women. In 1900, Yaa Asantewaa led the Ashanti community in a war against the British imperial powers in Ghana. The role Yaa Asantewaa played in the war has made her the legend in history of Ghana and the feminist movement in Ghana. This dissertation examines the traits of Yaa Asantewaa and the pedagogic challenges of teaching Yaa Asantewaa in the public schools in Ghana and Canada.

Herbal medicines remain integral part of indigenous health care system in Ghana. Most conventional health medicines are directly or indirectly derived from plants or herbs. Despite its significant role in modern medicine indigenous herbal practices has been on the low light for some time due to perceived antagonistic relationship that exists between practitioners of herbal medicine and their counterpart in the conventional system. Using an indigenous knowledge discursive framework, the thesis examined the relevance of herbal medicine to the contemporary Ghanaian society. The thesis also examined the tension between the indigenous herbal practitioners and their orthodox counterparts. The thesis noted that for health care system in Ghana to be effective, there is a need for collaborate relations between these two practitioners. Also, it was noted that for health care system to be effective in Ghana, spirituality has to be central in the works of the herbal practitioners.

This thesis examines the life story of Nana Yaa Asantewaa and its pedagogical implications for schooling and education in Ghana and Canada. Leadership role among women has been a topic in many debates for a long period. For many uninformed writers about the feminist struggles in Africa, Indigenous African women are docile bodies with little or no agencies and resistance power. However, the life history of Nana Yaa Asantewaa questions the legitimacy and accuracy of this misrepresentation of Indigenous African women. In 1900, Yaa Asantewaa led the Ashanti community in a war against the British imperial powers in Ghana. The role Yaa Asantewaa played in the war has made her the legend in history of Ghana and the feminist movement in Ghana. This dissertation examines the traits of Yaa Asantewaa and the pedagogic challenges of teaching Yaa Asantewaa in the public schools in Ghana and Canada.

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The main objective of this study is to investigate the practical treatment of Unaccompanied Minor Refugees (UMR) in Ghana and South Africa, and to explore whether such treatment is in accordance with existing international norms and standards for the protection of refugee children. The study will focus on the realisation of children’s socio-economic rights in order to measure treatment. This study also seeks to address the obstacles which prevent the full and proper treatment of UMR, and to make recommendations as to how the international community can better regulate the treatment of UMR. In essence, this paper aims to investigate whether there is a discrepancy between the rights of child refugees acknowledged in international law and the situation of UMR in practice, and, if so, how this can be remedied. This paper seeks to show, through the case studies of Ghana and South Africa, that UMR are, to a certain extent, lost in the system / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Mr E.Y. Benneh of the Faculty of Law, University of Ghana, Legon / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism. A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables. In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism. This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.

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