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 CHAPTER FIFTEEN

PAN-AFRICAN EDUCATION:
A CASE STUDY OF THE KWAME NKRUMAH
IDEOLOGICAL INSTITUTE, PRINT MEDIA
AND THE GHANA YOUNG PIONEER
MOVEMENT

MJIBA FREHIWOT
INDEPENDENT SCHOLAR

Abstract
Kwame Nkrumah, Ghanas leader from 1951 to 1966, and his
Convention Peoples Party (CPP), created formal and informal educational
institutions to promote Pan-Africanism in Ghana and throughout the
African world. Expanded to meet the needs of the country, the formal
education system retained the curriculum and features of British colonial
education. Informal educational institutions were created to supplement
the program of study offered at formal institutions and to promote Pan-
Africanism to Ghanaians and Africans alike. The Kwame Nkrumah
Ideological Institute, print media and the Ghana Young Pioneer Movement
represent a small portion of the informal institutions that operated during
the time period. This paper will critically examine the impact of education,
the features and curriculum of the Kwame Nkrumah Ideological Institute,
the Ghana Young Pioneer Movement, the Accra Evening News and the
Daily Graphic as mediums exposing Ghanaians to Pan-African
consciousness. Included in the study will be a content analysis of print
media during the tenure of the Convention Peoples Party (19611966) to
determine the depth of the impact of these institutions.
 Pan-African-Education 297

IntroductionThe Role of Education in Social

Transformation
As a carrier of societys principles, values, history and culture,
education is responsible for shaping, directing and reinforcing a
communitys structure, leadership, government and inner workings. In
some African communities, chiefs, medicine men and women and elders
held higher levels of knowledge than the general population. The balance
of power and equality, in any given community or society, is dictated by
individuals who have access to higher education.
The ruling class typically controls the education system; as a result, the
content of the curriculum reflects its interests and allows a minority group
to dominate the power structure. While accessing education does not
necessarily guarantee that all students will hold leadership roles in
government, it does significantly increase the chances of the educated
rising to the top tier of the community or society. During the colonial
period, socio-political ideology reflected that of the colonial power. By
employing an ideological framework that strategically supported its
objectives, the regime used education to reinforce and advance its agenda.
Nkrumah discusses the role of ideology in his book Consciencism (1964)
in these terms:
The ideology of a society is total. It embraces the whole life of a people,
and manifests itself in their class-structure, history, literature, art, and
religion. It also acquires a philosophical statement. If an ideology is
integrative in intent, that is to say, if it seeks to introduce a certain order
which will unite the actions of millions towards specific and definite goals,
then its instruments can also be seen as instruments of social change.
(Nkrumah 1964, 59)

Described as a practice of freedom by Paulo Freire, education can be

used as a platform for humanization and/or dehumanization. As an
impetus for a paradigm shift towards liberated thought, formal and
informal education was a needed asset in pre- and post- independent states.
The Pan-African movement recognized this and used education to spread
knowledge to achieve its final objective which was the liberation and
unification of Africa and African people.
Education, as an instrument of culture, should be a direct reflection of
students backgrounds and aspirations. Culture, which embodies the
overwhelming majority of humanities interactions, leads the forward
movement of society. Sekou Toure, in A Dialectical Approach to
Culture, defines culture this way:
298 Chapter Fifteen

By culture, we understand all the material and immaterial works of art and
science, plus knowledge, manners, education, a mode of thought, behavior
and attitudes accumulated by the people both through and by virtue of their
struggle for freedom from the hold and dominion of nature; we also
include the result of their efforts to destroy the deviationist politico-social
systems of domination and exploitation through the productive process of
social life. (1969, 12)

Education, both formal and informal, serves as the primary venue for
disseminating and developing social standards, political agendas and
economic policies. The transfer of knowledge, norms, principles and
values also falls under the guise of education. In some cases, culture
disseminated through education can result in a dialectical relationship
between formal and informal education.

Kwame Nkrumah Ideological Institute

The Kwame Nkrumah Ideological Institute (KNIT), known originally
as the Kwame Nkrumah Institute of Economics and Political Science,
provided an avenue for Ghanaians, the CPP leadership and freedom
fighters to study Pan-Africanism and embrace an alternate way of thought
and practice. Officially established in 1961, the institute was the nucleus
of ideological education for the CPP and its leadership, who were
mandated to attend. The success of the new nation depended on the
unification of the CPP leadership and the support of the masses. The
central committee of the CPP coordinated KNITs functions as well as the
content of the curriculum as a result of its political nature and continental
significance. As a result, the Education Department and/or Education
Trust did not have jurisdiction over KNIT (Ministry of Information and
Broadcasting 1966, 44). Principally political, the purpose of the institute is
summarized as follows:

(1) To train Socialist Ghanaians capable of taking into their hands the
key posts in all sectors of the apparatus of the state and the
economy, and to take an active part in the Socialist Peoples Party;
(2) To train African freedom fighters in the spirit of the African
revolution, Pan-Africanism and Socialism in such a way that when
they return to their homelands they will be better armed to take an
active part in liberating their countries from imperialism,
colonialism and neo-colonialism;
(3) To train Africans in the spirit of Pan-Africanism as a method of
making progress toward an African union;
 Pan-African-Education 299

(4) To train Africans in the spirit of Nkrumahism which is considered

the development of Marxism in conditions and circumstances
peculiar to Africa; and
(5) To train Africans in the spirit of proletarian internationalism (44).

Prior to the creation of the institute, the Bureau of African Affairs was
established in 1960. The Bureau worked in concert with the African
Affairs Centre and the African Affairs Secretariat. Ama Biney, in her book
The Political and Social Thought of Kwame Nkrumah (2011), outlines the
evolution of these institutions: The ramification for the first CIAS
(Conference of Independent African States) was Nkrumahs subsequent
support for African liberation movements across the African continent
through the apparatus of the BAA (Bureau of African Affairs), and the
AAS (African Affairs Secretariat) (144). Comprised of two sections, the
Positive Action Training Center and the Ideological Training Center, the
Institute offered courses for individuals interested in studying Pan-
Africanism, Socialism or Nkrumahism. The leading members of the CPP
attended courses at KNIT, as did general members of the CPP. It was
paramount that the leadership understood and embraced the partys
ideology because of the volatile position of the government during the
transition to a Socialist state. This type of economic system was a dramatic
shift from the previous capitalist economy that operated in Ghana under
British colonialism. The transition would not be easy and it was vital that
all leading CPP members were intimately familiar with Socialism,
imperialism, capitalism and the road ahead. As such, members of the
central committee, ministers, regional commissioners and secretaries of
the subsidiary bodies of the party were required to attend a one-week
residential course at the institute conducted by Kwame Nkrumah. The
second group of students comprised the bureau of the party, the TUC,
ministerial secretaries, and corporation and board chairpersons. Finally,
the third group of participants comprised staff members of the regional
officers of the party, subsidiary organizations and other individuals who
may be considered significant (Ziorklue 1988, 38).
The rallying cry of Nkrumah and the CPP to liberate and unify Africa
became the mantra of the institute. As the only ideological institute on the
African continent, KNIT opened its doors to freedom fighters from any
liberation movement willing to study in Ghana. Additionally, it provided
monetary and political support for newly independent African nations.
Non-Ghanaian students were required to be affiliated with a political party
or organization fighting for independence. This was reinforced in the
300 Chapter Fifteen

prospectus published to educate potential students about the courses

available, tuition, room and board, and qualifications. It says:

(1) Admission into this institute is open to all students of popular

political parties of the various African countries, trade unions, youth,
women, and other political organizations which are struggling for national
independence as well as the unity of the entire African Continent.
(2) The students to be admitted must be sponsored by any of the
political organizations mentioned in paragraph (1) above.
(3) A prospectus containing list of subjects for study at the Institute
will be posted to the various organizations which will select and sponsor
the students. The students will be taught according to the subjects selected
as such (Kwame Nkrumah Institute of Economics and Political Science, 6).

The principal and most noteworthy function of the Kwame Nkrumah

Ideological Institute was bequeathing Ghanaians and Africans with the
resources to choose an alternate ideology. However, the use of the institute
to provide ideological education and train the workforce also increased the
richness of the school and the diversity of students. The skills attained at
the institute were designed to equip students with the ability to be active
partners in the development of their community, nation and continent.
Workers could attend the institute for a short time to improve their skills
or take one of the two-year courses offered in political science, economics,
political institutions, African Studies, leadership, and many more.
In 1963, the institute had seventy-seven students enrolled in the two-
year diploma course taught by eight staff members (Folson 1963, 1).
Student enrolment increased each year, as did the expertise and number of
staff, particularly lecturers. Every year, the institute gained dramatic
increases and by 19656 it had 250 students enrolled for various courses.
In a memo to the principal secretary, the director, Kodwo Addison,
describes the diversity of the student population: Many factors are
considered in the course of selection of students, such as party
membership, educational background, ability to pass the entrance
examination, experience in life, character, etc. Guided by the above
standard, we have tried to have students from all parts of the country
(1965, 1).
In February 1966, the Institute had 546 employees. Students took
courses from twelve expatriate lecturers and nine Ghanaian lecturers
(Central Revenue Department 1966, 1). Expatriate lecturers were often
affiliated with institutes abroad and came to Ghana on appointment by the
Institute or the CPP. Students gained a greater sense of achievement and
empowerment, and were able to move forward professionally while
 Pan-African-Education 301

contributing to the development of their communities. With this incentive,

the government made an effort to increase the numbers at the institute.
Public officers who were admitted were given the option of attending
while still receiving full salary. This provision is outlined in a memo from
the office of the President dated January 14, 1963 to local government
offices, stating: It has been decided that study-leave terms should be
granted to public officers who have been given admission to take courses
at the Kwame Nkrumah Institute of Economics and Political Science,
Winneba (1). Government workers were released from their regular
duties and granted study-leave with pay while at the Institute. Freedom
Fighters, whose needs could not be met by the standard curriculum, were
offered specialized courses. The Ministry of Information and Broadcasting
published a report titled Nkrumahs Subversion in Africa (1966) which
outlined the courses offered for freedom fighters. The report stated that in
1962 the Institute housed forty-six graduates of the Mankrong Camp
training course. This course taught students how to handle weapons and
explosives (44).
The scope of the institute evolved and expanded from its original intent
as a result of popularity and demand. Its accomplishments, and the free
tuition and room and board, aided the expansion beyond the original plans.
The expansion served as a mechanism to provide more students with
ideological education in a non-traditional setting. Addison notified the
President in a letter on May 31, 1963 of the expansion of the duties of the
Institute:
A number of students have applied from other African States to study in
the Institute and a lot of them have been sponsored by friendly political
organizations of their respective countries. A number of orientation courses
must be held regularly for district commissioners and regional
commissioners in order to help them organize their areas on the basis of
Socialism. It has fallen to our lot in recent times to give orientation courses
to potential ambassadors also. (Addison 1963, 1)

The development of the institute provided vital political education in

Ghana and throughout Africa. The establishment of study groups
throughout the nation served as a mechanism to expose citizens to the
partys ideology and Pan-Africanism. These groups were generally housed
at educational institutions. John K. Bonsu, the party attach, was
responsible for organizing the study groups around Ghana. In
correspondences with the headmaster of the Keta School, Bonsu
reinforced the importance of creating study groups at corresponding
institutions.
302 Chapter Fifteen

Osagyefo, the General Secretary of the Party, Chairman of the Central

Committee and President of the Republic of Ghana, strongly advised that
special party branches without charters would be established in all
working places for the purpose of studying Nkrumahism and propagating
party decision, programmes, and policies, and that within educational
institutions party study groups shall be set up for the same purpose (Bonsu
1963, 1).
While these study groups were not operated by the institute, their
establishment reinforced the fact that the CPP utilized alternate avenues to
expose Ghanaians to Pan-African consciousness. According to Bonsu, the
study groups were also created to involve citizens with party decisions,
programmes and policies. The establishment of study groups absolves the
institute of the responsibility of providing political education to the entire
population. Rather, with this addition of study groups it was able to focus
on providing high-level political education and training for sustainable
development.
The institute and the study groups provided a large audience with
access to political education. Moreover, study groups engaged the
population in the political process and served as an apparatus to change the
political direction of the nation. However, the limited nature of this source
left a large percentage of the population without access to ideological
education. The Ministry of Education, on July 17, 1963, requested that all
secondary schools and higher institutions begin incorporating ideological
education into the curriculum. In response to this memo, the Conference of
Heads of Assisted Secondary Schools of Ghana pledged their willingness
to implement ideological education but sought further guidance: As
already stated, the governments programme of ideological education is a
new thing. We are therefore of the opinion that in order to make for the
effective teaching of the subject, some hints or guidance from the Ministry
as to the approach, methods of teaching and test of the subject would be
extremely helpful (Conference of Heads of Assisted Secondary Schools
1963, 1).
Finally, the institute hosted conferences of independent states and
those individuals involved in the struggle against colonialism. Notably,
they hosted the Conference of Independent States in 1958, the All-African
Peoples Conference in 1958, and the Freedom Fighters Conference in
1962. Hosting various Pan-African meetings allowed Ghana to become the
centre of Pan-African activity on the continent, through which
incorporated it into their policies and extended assistance to struggling
African nations.
 Pan-African-Education 303

Ghanas Young Pioneer Movement

Prior to independence, many youth organizations operated throughout
Ghana. The impact and direction varied greatly, depending on what entity
created the organization. There were the Boy Scouts and the Girl Guide
movements (from the United Kingdom), the Catholic Youth Organization
and the Boys Brigade, among others. Government-run youth organizations
such as the Boys Camp, operated by the Colonial Government, reinforced
a worldview through British cultural and historical lenses. In a memo
dated October 22, 1952, the purpose of the youth camp was described as:
It has been suggested that, in addition to associating the name of His late
Majesty with the new assembly buildings, there should also be a national
memorial to the late King in the form of a fund to be devoted to the
improvement of welfare and amenities for young people, which might take
the form of the encouragement and development of Boys Camps in the
Gold Coast. (Gold Coast Government File 1952, 1)

Primarily founded and facilitated by members of religious organizations

or the colonial government, youth clubs frequently embraced the parent
organizations philosophy and ideology; they reinforced the status quo and
propagated the legitimacy of the colonial administration. M. N. Tetteh, in
The Ghana Young Pioneer Movement (1999), discusses the influences of
these organizations on Ghana and the need to create youth organizations
that benefited the nation:
There were the foreign and the religious youth organizations in the country
operating in the various schools, with their strong foreign support, doing
their own things in the country. It was needless, therefore, to point out the
need for a powerful youth organization that would mobilize the youth into
a disciplined, well educated, well informed, directed and prepared civil
body, which is able to defend their motherland at all times and under all
conditions without compromise. (59)

Prior to the establishment of the GYPM, the CPP created a youth

league comprised of children of current members. As a wing of the CPP,
the youth league stood for all of the objectives and aims of the larger party
since it was also intended as the source from which the party would be
replenished with a membership already groomed ideologically and
culturally to maintain the progressive traditions of the CPP (53). Much
like the Youth League, the Young Farmers League targeted a small sector
of the population. The list that follows contradicts that there was one
single purposedispelling the negative views on manual labour, training
young people, and increasing the number of farmers. However, these
304 Chapter Fifteen

organizations unintentionally excluded the overwhelming majority of

youth in the country. The formation of a multi-level nationwide youth
organization provided a much needed entity to organize and train
Ghanaian youth.
The GYPM was launched during Ghanas first Republic Day
Celebration in 1961. It officially replaced the CPP Youth League and all
additional youth organizations in the country, both religious and
governmental. Prior to the creation of the GYPM, the CPP sent a
delegation of Ghanaian officials to several nations that had youth
organizations. The delegation included: (1) Minister of Information-Mr.
Kofi Baako; (2) Minister of the Interior-Krobo Edusei; (3) Professor
Abrahams, University of Ghana; (4) Mr. Kofi Batsa; (5) Mowbray Elliot;
and (6) Rev. J. A. Stephens. They visited East Germany, the USSR, the
United Kingdom, the United States and Israel to critically analyze the
youth organizations in these nations. Youth programs in Germany and the
USSR emerged as the most compatible models for Ghana. These two
programs were more appealing and directly in line with the new nations
future socially, politically and spiritually (Tetteh 1999, xii). The GYPM,
unlike other youth organizations, aimed to develop citizens loyal to the
African continent and masses. In a publication of the Ghana Young
Pioneers Regional Headquarters in Kumasi, Nkrumah said:
Place the young at the head of the awakened masses; you do not know
what strength, what magic influence the voices of the young have on the
crowd. You will find in them apostles of the new social order. But youth
lives on movement, grows great by example and emulation. Speak to them
of country, of glory, or great memories.

Most sectors of the GYPM released newsletters written by and about

members monthly to report to their activities to the community. In addition
to serving as a mechanism of information, the newspaper exposed Young
Pioneers to the power of print media under the assumption that this would
creat more trained reporters and editors for Ghanas exploding field of
communication.
The GYPM operated in all regions of the nation originating in the
Western Region. Responsible for organizing the movements in each
region, two cadres were trained for six months prior to taking their posts.
Within two years the organization had branches all over the country with a
membership of 500,000, 190,000 of whom were female. Partnering with
local educational institutions, the GYPM chapters and curriculum were
integrated into the students educational experience. The curriculum also
included the introduction of auxiliary non-academic subjects that provided
 Pan-African-Education 305

a balance to the formal institution structure, that was an extension of the

British.
The marriage between the Ghana Young Pioneer Movement and the
formal school system legitimized the movement throughout the nation.
Each new branch was officially acknowledged through an inauguration,
often attended by local dignitaries, CPP representatives and the
community. This is demonstrated by the Asankrangwa Secondary School,
which in July 1964 invited Kofi Baako to be the keynote speaker at the
inauguration. Later that year, there was an inauguration of the Ghana
Young Pioneer Movement for three institutions: the Tarkwa Secondary,
the Royal Secretariat College and the Tarkwa School of Mines. The
secretary to the regional commissioner, in a memo to the ministry of
defence, described his request to speak at the event:
I have been approached by the regional organizer of the Ghana Young
Pioneers Sekondi to invite your minister to be the guest speaker at the
inauguration of the Pioneer Movement in the above institutions on
Saturday 31st October, 1964 at Tarkwa Pioneer Park at 2:00pm. (Ampaw
1964, 1)

The Young Pioneers received training in a wide array of subjects that

targeted their love and respect for Ghana and provided them with basic
skills. The training was well-rounded and included both ideological
subjects and hands-on, skills-based courses. These courses sought to
replenish the ranks of official government branches, local organizations
and small businesses. Several of the subjects focused on topics like
defence, culture, health care and communications. During the initial call
for the GYPM there were seven proposed key fields. Prime Minister
Nkrumah defined the scope of the GYPM in a memo on May 19, 1960
titled The Young Pioneers. In it, he stated:
About 300 school children, between the ages of 8 and 16, have formed the
nucleus of the Young Pioneers in Accra and it is intended to teach these
children elementary rudiments in: (1) Navel seamanship; (2) Flying; (3)
Airmanship; (4) Soldiering; (5) Tele-communications with particular
emphasis on Morse messages; (6) First Aid; and (7) Physical education. (1)

Instructors for these classes hailed from the ranks of the pre-existing
workforce in these particular segments. The GYPM appealed to members
of these branches and the general public for volunteer instructors, staff
members, coaches and leaders. This was evident in May 1962 when Z. B.
Shardow, the national organizer for the GYPM, requested that the ministry
of defence release service men to train the Young Pioneers.
306 Chapter Fifteen

Courses were offered in traditional professions like economics,

soldiering and first aid. However, the apprenticeship program also
provided opportunities for GYPM members to experience non-traditional
professions like transportation or telecommunications. In March 1962,
thirty-two members participated in an apprenticeship program with the
local municipal transport service in Cape Coast (Dadson 1962, 4). The
training of Young Pioneers alleviated dependence on a labour force
comprising a large number of expatriates. This planning could have
positioned Ghanaians to take full control of the nation in ten to twenty
years. Pioneers trained members in hard skills and also introduced
ideological education which was integrated with the curriculum.
Theoretically, these individuals would be intimately familiar with the
culture, history and people of Ghana and Africa, and would work to
improve the nation.
The movement was designed to accommodate young people ranging
from four to twenty-five. Pioneers were assigned to a cluster based on
their age and progressed through the association as they got older. The
African personality grouping catered to young people aged 48, the Young
Pioneers comprised individuals 916, and the Nkrumah Youth for
individuals 1725. Activities planned at each Young Pioneer unit differed
based on age and level of ability and skill (Ghana, Ministry of Information
and Broadcasting 1966, 49).
Membership in the movement spanned the nation with chapters in all
regions. As a national organization, the Young Pioneers participated in
similar activities and operated from a uniform curriculum. However, at the
local level the GYPM implemented the curriculum based on their local
and cultural circumstances. The popularity of the movement mushroomed
within a year of its founding. The enrolment of new members and
retention of existing members soared in 1963, as reported in the Evening
News. The report identified that the GYPM had a membership of over one
million youths, with the largest percentage of members in the Ashanti
region. The graph below breaks out the numbers by region.
Ghanas ability to successfully emerge from colonialism and
implement programs that would eventually be directed by Ghanaians
greatly depended on the success of the movement. The role of the youth,
within the fabric of the nation, heightened the importance of exposing
members of the Young Pioneers to Pan-African Consciousness. The
Young Pioneer code and pledge is an example of these efforts. It served as
a reminder to young people of the significant role they would play in
Ghana and Africa. The most significant line in the pledge is: To be the
first ranks of men fighting for the total liberation and unity of Africa, for
 Pan-African-Education 307

Fig. 15.1.

Ghana Youngg Pioneer Moveement Member Statistics

(Accra Eveninng News, June 15, 1963, 2)

these are thee noble aims guiding the Ghana

G Youngg Pioneers (143). This
not only reinnforced the Young
Y Pioneers commitmennt to Ghana but
b also to
Africa as a whole. The pledge was designed
d to seerve as an id
deological
foundation ffor the rest of their lives.
308 Chapter Fifteen

Young Pioneers participated in national events as representatives of

their movement and displayed their discipline, talent and determination.
The Young Pioneer National Band provided entertainment at events
throughout the nation. The movement was recognized and supported by
international youth wings such as those of Czechoslovakian and Bulgarian.
Czechoslovakia provided two instructors from their Union of Youth to
train the pioneers. The National Organizer of the GYPM crafted a memo
titled Training of Ghana Young Pioneers for Mass Physical Training
Displays by Two Physical Training Instructors from Czechoslovakia to
the minister, requesting approval of the exchange of instructors (Principle
Secretary 1964, 1). The movement was invited to participate in
international conferences targeting youth, including the Congress of the
Bulgarian Youth League held in Sofia, April 25, 1963, attended by Rev. J.
S. A. Stephens, the Chief Officer of the Kwame Nkrumah Training School
(Secretary to the Cabinet, Office of the President 1963, 1).
The GYPM participated in both Pan-African and international
conferences that focused on liberating the African continent and building
Socialism. The movements commitment to Pan-Africanism is evidenced
by the World Federation of Democratic Youth Executive meeting and the
Pan-African Youth Leaders seminar held April 1524, 1965 in Accra.
The conference opened with the executive meeting of the World
Federation of Democratic Youth at the University of Ghana-Legon in the
Great Hall. The opening ceremony of the Pan-African Youth Leaders
Seminar was held at the same location on April 20, 1965. The summit
ended on April 24, 1965 with a celebration of World Youth Day at Black
Star Square (Convention Peoples Party Greater Accra Regional Secretariat
1965, 1).

Print Media and the CPP

In September 1948, in the Gold Coast, Kwame Nkrumah established
the Evening News as a mechanism to engage Ghanaians and propel them
to become part of the independence movement. The Evening News
targeted all sectors of the population as potential readers and contributors
to the movement. By specifically recruiting youth, women and workers
into the ranks of the CPP, the associated paper reflected the views and
concerns of these sub-sections of the nation. Jennifer Hasty, in The Press
and Political Culture in Ghana (2005), articulates the role of the Evening
News in the years leading up to independence as follows:
As a mass medium, the press has long been associated with the popular
veranda boy politics of the African socialist tradition founded in Ghana by
 Pan-African-Education 309

Kwame Nkrumah. Breaking away from the more conservative and

conciliatory UGCC (United Gold Coast Convention) Party, the young
Nkrumah began to demand Self-Government Now! through his own
newspaper, shifting the heart of the nationalism movement from
professional bigmen to the school leavers and veranda boys. (117)

After independence, the Evening News became an official state-owned

newspaper, which seemingly served as a mode of transmitting political
education and Pan-African thought to Ghanaians and Africans alike. Mass
communication as a field was included in development plans created by
the CPP, from the Accelerated Development Plan in 1957 to the Seven-
Year Development Plan in 1964. The establishment of the Guinea Press
Ltd., funded by state and local businesses, was a milestone towards
establishing Ghana as a frontrunner in African mass communication. The
creation of an institution primarily responsible for promoting mass media
reinforced Ghanas efforts to institutionalize mass communications during
Nkrumahs tenure and beyond. The investment, both financially and
structurally, served as the foundation for mass media in Ghana today (33).
The use of mass media outlets in Ghana and Africa resulted in most
African nations having several newspapers operating simultaneously. The
mass of papers in Ghana, particularly pre- and post-independence,
heightened the consciousness of Ghanaians to embrace independence and
Pan-Africanism. Between 1957 and 1966, the Ghanaian Times, the
Evening News, the Sekondi Morning Telegraph, Ashanti Times and the
Daily Mail were operating and producing articles that promoted Pan-
Africanism.
These institutions were charged with exposing Ghanaians to local,
national and international news, African independence and Pan-
Africanism, and served as an agent of agitation for change. At a
symposium on Nkrumah at the Institute of African Studies at the
University of Ghana-Legon in 1991, P. A. V. Ansah argued that:
Nkrumah saw the medium of print as an important tool for political
education and mobilization (Ansah 1991, 90). Nkrumah and the CPP
were wholeheartedly committed to raising the political consciousness of
Ghanaians and used all means to achieve this goal. Naturally, they
gravitated towards resources that had the widest reach, and print media
notably proved to be that vehicle. As a form of informal education,
newspapers can reach all sectors of the population. Particularly in Ghana,
papers were multi-dimensional and catered to both the urban and rural
reader.
310 Chapter Fifteen

Analysis of Ghanas Newspapers

This research was guided by a content analysis review of newspapers
published in Ghana, West Africa, in 19571966. The survey specifically
reviewed articles printed in the Daily Graphic and Evening News in the
month of February between 1961 and 1965. In total, 52 articles were
analyzed to arrive at the findings presented in this chapter. The Daily
Graphic yielded a total of twenty-six articles, or 50% of the total number
analyzed. The articles in the Evening News included news stories,
editorials, letters to the editor and daily columns. Editorials and letters to
the editor accounted for approximately 19.2% of the articles surveyed in
the Evening News. News stories were the most prevalent pieces surveyed,
making up 69.2%. Daily opinion columns accounted for 11.6% of the
articles examined.
The Daily Graphic sample comprised primarily news articles, with a
total of 84.6%. There were no editorials in the sample collected; however,
the sample did include opinion columns and special correspondent authors.
Both of these categories made up 7.7% of the reviewed sample. News
articles dominated the sample in both newspapers. However, in the Daily
Graphic there were a limited number of articles that could not be classified
as news articles. The Evening News sample, while still heavy with news
articles, had a small percentage of editorials and letters to the editor. News
articles comprised 76% of the total sample, with only 10% of the articles
in the editorial and daily column sections of the papers. Finally, the
remaining 4% of the sample of articles was found in the special
correspondent sections of both papers. The Evening News and Daily
Graphic were chosen as the primary target of this study primarily due to
their long-standing relationship with the liberation movement and the
previous government.
The data collected specifically addressed liberation movements
throughout the African continent and Pan-Africanism or African unity.
The content analysis was conducted based on three major criteria to
determine if Ghanaians were exposed to Pan-African consciousness
through print media. The following criteria were used to determine if the
articles et at least two following conditions: (1) What articles were written
concerning independence movements throughout the African continent;
and (2) Did the articles encourage readers to engage in the Pan-African
debate around continental unity?
 Pan-African-Education 311

Criterion 1Independence Movements

The Daily Graphic sample of articles included 46% that
specifically addressed different independence movements throughout the
African continent. The content of the articles overwhelmingly supported
the independence of the nations in question. The coverage often spanned
editions over many months or years, depending on the pace of the
movement. The death of Patrice Lumumba and his comrades in the
Democratic Republic of the Congo gained international attention and
featured in two articles in 1961 and 1964. Both addressed independence in
the Congo, but also seemed to support Lumumba and his political party,
the Congolese National Movement (MNC). An article titled Jack May
Ask for Lumumbas Freedom, printed in the February 7, 1961 Daily
Graphic, states:
Diplomats in Washington believe that agreement by the United States to a
Congolese Government including Mr. Patrice Lumumba, Prime Minister,
now held prisoner, would impress many African and Asian states which, in
the past, have been critical of U.S. policy and the Congo. (Daily Graphic
1961, 1)

The article outlined the importance of a union government in the

Congo, but also articulated the different parties in the Congo and the
varying positions. The article remained neutral and merely reported the
facts of the situation, and left the reader to make a decision about the
validity of the parties. In addition to this article about the Congo and
Patrice Lumumba in 1964several years after his deaththe Daily
Graphic printed an article about a probe taking place in the Congo to
uncover the truth about his death. This article, printed on February 6, 1964
on the front page of the paper with a picture of Lumumba was titled
LumumbaThe Congo orders Probe.
The majority of articles focused on independence movements and
openly supported independence from colonial regimes. Some of the
articles also reinforced the unity and liberation of the African continent.
Many leaders reiterated the sentiments of Kwame Nkrumah during the
March 6, 1957 independence speech when he emphasized the need for all
of Africa to be liberated. This was witnessed in several articles written
during the designated period. An example of this cross-continental
commitment to African unity and independence can be found in an article
in the Daily Graphic on February 2, 1963 titled Banda Sworn in as
Premier, in which the new Prime Minister was quoted as saying: To me,
freedom and independence of this country is incomplete as long as
312 Chapter Fifteen

Southern Rhodesia (Zimbabwe) and Northern Rhodesia (Zambia) are not

free (Daily Graphic 1963). The article said further that: Dr. Banda
repeated previous warnings that civil servants, businessmen, missionaries
and other Europeans who were not prepared to accept African rule should
pack up and go (Daily Graphic 1963).
The Daily Graphic pieces that highlighted independence movements in
African nations served as a mechanism to inform citizens of Ghana about
the parallel struggles taking place in other parts of Africa. The articles
could also be used to spark debate and discussion in Ghana about their role
in independence movements and supporting their comrades in other
African nations. This is indicated in the multitude of articles about Kenya,
Swaziland, Tanzania, Ethiopia, Algeria and Uganda addressing specific
components of the internal independence struggles and offering
similarities between the struggles in Ghana and other parts of the African
world. The similarities in the stories of independence and the treatment of
the indigenous population could have been the spark that propelled
Ghanaians to continue to support Nkrumah and the CPP, as well as the
need for African unity.
The Evening News, much like the Daily Graphic, published articles
that specifically addressed National Liberation Movements throughout the
African continent. Although both papers printed articles about National
struggles, the Evening News sample comprised 19.2% of articles that
discussed national independence movements. The Evening News printed
significantly fewer articles on particular independence movements than the
Daily Graphic. This may be attributed to the Pan-African nature of the
Evening News and/or to the fact that the paper was established by Kwame
Nkrumah and the CPP, the primary proponents of Pan-Africanism. The
Evening News printed fewer articles on independence movements;
however, the articles that were published generally focused on both
national and continental independence. This was evidenced in an article
printed on February 6, 1964 titled Algeria: We Choose Socialism and
Reject Capitalism, in which the author discussed the choice of the
Algerian people to operate from a Socialist economic system. The article
states:
Capitalism, someone would tell us, has enabled the development of
Western European countries. It is true, but this development has been slow
and has only been possible at the price of the sacrifice the worst ill-
provided for classes made. Whereas eight years of war as well as the
contacts with the modes of modern life encouraged us to reject this
slowness and unfair distribution of the burden of development henceforth
incompatible with this conscience of our people. (Evening News 1963)
 Pan-African-Education 313

The article addressed the decision of the Algerian People to practice

Socialism and reject capitalism, and reinforced the position taken by
Nkrumah and the CPP on Socialism. It did not overtly address the
connection between Ghana and Algeria and the mutual desires to arrive at
a Socialist state. It did, however, provide an example of an African nation
much like Ghana that made the concrete decision to follow the Socialist
path. These types of articles reinforced the information presented to the
citizens regarding the need to embrace Socialism.
Similar to the Daily Graphic, the additional pieces highlighted specific
milestones and key events in the struggles reported. For example, on
February 7, 1963 the Evening News reported that Dr Banda took the oath
of office in a short piece highlighting the transfer of power and the victory
in Nyasaland (later, Malawi). Additional pieces were found in the sample
that addressed peace in the Congo and the Angolan struggle for
independence. These articles reported the facts of the movements based on
the respective areas and left the reader to draw the connection between
them and Ghana.
The sheer number of articles written about different independence
movements throughout the African continent reinforced the connection
between Ghana and the rest of the continent. More importantly, these
articles had the potential to spark the interest of Ghanaians in the
independence struggles of other nations. While the study did not
specifically address this impact, it can be assumed that some of the readers
identified with the struggles throughout Africa. Other citizens may have
committed to participating in anti-colonial movements and/or supporting
freedom fighters in Ghana from some of these nations.

Criterion 2Pan-Africanism
The Evening News, during the research period, contained 57.7%
articles whose content included African Unity, Pan-Africanism, the All-
African Conference series and/or a unified government. Some of these
articles directly called on Ghanaians and Africans alike to embrace Pan-
Africanism. The conference of African Foreign Ministers held in Lagos,
Nigeria was covered by the Evening News on February 28, 1964. The
newspaper used the opportunity to cover a key political conference and to
infuse questions or comments about the merits of Pan-Africanism. The
sheer number of conferences in Ghana between 1957 and 1966 ensured
that regular readers were exposed to some type of Pan-African thought
regularly.
314 Chapter Fifteen

On February 10, 1965 the Evening News covered the meeting of the
African Trade Unionists who joined the ranks of political institutions that
embraced Pan-Africanism at the continental level. The article reported on
the important role of the African trade union in realizing African Unity. It
specifically discussed the decisive role of the rank-and-file of the trade
union movement. The piece addressed the need for unionists to understand
and have faith in the continental liberation and unity. The African Peoples
Conference, reported on in the Evening News on February 26, 1964, also
called on African people to unite. The catchy and thought-provoking title
People of Africa, Unite: You have nothing to lose but your chains
challenged readers to discuss their role in African Unity. The piece called
on all people of African descent to unite, and since it was published in
Ghana it was also pleading with Ghanaians and Africans, generally, to
embrace African unity.
The Evening News also ran pieces that incorporated the call for African
unity from around the globe. Julius Nyerere, quoted in an article on
February 1, 1963, agreed that African unity was a necessary step to
achieving independence. It stated: President Julius Nyerere of
Tanganyika appealed here yesterday for African unity and said boundaries
in Africa were ethnological and geographical nonsense (Evening News,
1963, 9).
In addition to reporting on the importance of continental-wide unity,
the Evening News also ran articles that reported on the progress of small
acts of unity. The Ghana-Togo Union, covered in great detail in the
Evening News, served as a small step to achieving Pan-Africanism.
Another example of this reporting was an article printed in the African
Revolution Today section of the paper that addressed the Niger and Mali
Move for Unity. It discussed the progress of the movement but also
informed the public of the benefits of this union.
Editorials and letters to the editor were also key sections of the
Evening News. Many of the editorials examined and supported unity and
the road that Ghana took to African unity. Some pledged support for the
CPP and the work in Ghana. In a regular column called Through African
Eyes, a writer from Sierra Leone praised the work being done and asked
for copies of the Evening News to continue to read the paper:
It is obvious that if Ghana fails, no matter how many African states
become independent, they also will fail. But it is well-known to all Pan-
Africanists and even within the corroding ranks of the imperialists
themselves that so long as the seven million souls of Ghana stand
unflinchingly by the Redeemer of Africa, Ghana will never fail Africa.
(Evening News, February 27, 1963, 2)
 Pan-African-Education 315

The Evening News also used imagery to expose Ghanaians to Pan-

Africanism. Many of the pictures or illustrations that could be interpreted
as having a connection to African Unity generally called on the people of
Africa to react. The pictures below represent the call for Pan-African
Unity and for African people to liberate themselves from colonialism.
The picture of Nkrumah reinforces the importance of the peoples role
and African women in the liberation struggle. These pictures targeted the
entire population and do not require significant levels of literacy to be
understood. The call for unity in both reminded ordinary Ghanaians that
they had a key role to play in achieving Pan-African unity. Using multiple
ways to get the message across ensured that the Evening News and CPP
would be able to reach more people.
The Daily Graphic printed far fewer articles that specifically addressed
African unity. The total sample for the Daily Graphic contained 15.3% of
articles that directly discussed Pan-Africanism. While the paper did not
contain a large number of articles on Pan-Africanism, the few that were
printed focused on the day-to-day practice. For example, on February 23,
1963 an article was printed that supported the creation of an African
Common Market that could strengthen trade development and improve the
lives of Africans.
Unlike the Evening News, the Daily Graphic focused on informing the
public about independence movements throughout the African continent.
While these movements directly linked to African unity, they did not
explicitly draw that connection. However, the Evening News printed more
articles that were thought-provoking and may have engaged readers to
examine their role and responsibility in achieving African unity. Both the
Evening News and Daily Graphic served as vehicles to expose Ghanaians
to Pan-African consciousness. The method, style and content of the
articles differed, but the general sentiment of keeping the community at
large informed and engaged was consistent. While it is difficult to
determine if the articles raised the consciousness of Ghanaians between
1957 and 1966, it is clear that readers were exposed to Pan-African
consciousness during this time via the print media.
316 Chapter Fifteen
F

Fig. 15.2. Thee battle against neo-colonialism

m, subversion a nd exploitation
n (Evening
News, Feb 100, 1964, 3).

Fig. 15.3. Afrrica! Africa!

 Pan-African-Education 317

Conclusion
Nkrumah and the Convention Peoples Party in Ghana from 1951 to
1966 created traditional and non-traditional informal educational
institutions to expose Ghanaians and Africans alike to Pan-African
consciousness. The Kwame Nkrumah Ideological Institute, The Ghana
Young Pioneer Movement and the print media were among the institutions
that served as a conduit to provide Pan-African education throughout the
nation and continent. Targeting the CPP leadership and policy makers, the
KNIT provided the curriculum needed to run and manage a newly
independent African Socialist state. The institute expanded its reach to
include freedom fighters from sister nations who were in the throes of
liberation struggles. Reinforcing the call of Pan-Africanism, this approach
strengthened the Ghanaian state by creating allies on the continent and
highlighting the notion that colonialism anywhere meant colonialism
everywhere. The institute elevated the struggle for independence from a
micro-nationalist slant to a continental approach.
The Ghana Young Pioneer Movement targeted the next generation of
Ghanaians who would eventually take on positions in the government and
in educational institutions as community leaders, as well as many other
development positions in the country. The GYPM provided both political
education and skill-based training to prepare the future generation.
Creating a milieu that embraced Pan-Africanism throughout the country
appeared to promote a sense of empowerment among members of the
movement. At its peak, the movement had more than one million members
who were exposed to some sort of Pan-African education. Encouraged to
embrace Pan-Africanism, the youth membership could have greatly
impacted the nation and continent.
The print media was used as a medium to propagate the elements of
Pan-Africanism for the benefit of the people of Ghana and Africa. While
this study did not address the impact of print media, it is safe to say that
merely being exposed to Pan-African articles on the independence
movement and illustrations about Pan-Africanism encouraged Ghanaians
to become part of the Pan-African movement.
The creation of institutions such as the Kwame Nkrumah Ideological
Institute exposed Africans to Pan-Africanism and provided much needed
information about the political process. This information could be the
foundation for individuals to make independent and informed decisions
about the economy, the political process and social institutions. Kwame
Nkrumah promoted the idea that Pan-Africanism needed to be endorsed in
every country while creating local and continental Pan-African
318 Chapter Fifteen

associations. The future and success of the Pan-African movement are

contingent upon African-centred education that aims to expose Africans to
Pan-African consciousness. Transforming the collective consciousness of
the masses of African people and providing skills-based training can serve
as a mechanism to prop up the Pan-African movement and support
continental development.

References
Newspapers
Daily Graphic
. February 1, 1961: Liberia Will Lodge Protest
. February 1, 1961: Jack May Ask for Lumumba Freedom
. February 17, 1961: Swaziland Prepares to Show Her Neighbors the
Right Way
. February 1, 1962: Angola: Portugal Told to Hasten Reforms
. February 22, 1962: Kenya on the Brink
. February 27, 1962: Kaunda Calls for 6-month Strike
. February 2, 1963: Banda Sworn in as Premier
. February 10, 1963: Algeria: De Gaulle Will Keep His Word
. February 13, 1963: Africa for Africans, Swaziland Will Be Free
. February 15, 1963: Algeria, Tunisia Reconcile
. February 23, 1963: Set Up African Common MarketUN Expert
. February 26, 1963: Big Talks in Accra
. February 27, 1963: South Africa: Profits From Gold and Poverty
. February 27, 1963: Coming Clash in South Africa
. February 1, 1964: Osagyefo is Given Full Support
. February 4, 1964: Nyerere Seeks More Powers for Courts
. February 7, 1964: Imperialist Intrigues Cant Deter African Progress
. February 10, 1964: Legon and the Revolution
. February 13, 1964: Algerian Peace Talks Begin in Secret
. February 6, 1964: LumumbaThe Congo Orders Probe
. February 20, 1964: Peace Men Leave for Addis Ababa
. February 29, 1964: African Command Now Certain
Evening News
. February 1, 1963: Ghana-Togo Barrier Out
. February 1, 1963: Boundaries in Africa are Geographical Nonsense
Nyerere
. February 5, 1963: The concept of African Unity Was Evolved in
Ghana
 Pan-African-Education 319

. February 23, 1963: Du Bois is 95 Today

. February 23, 1963: State Enterprise Co-Exists with Private Business:
Warning Against Neo-Colonialism
. February 25, 1963: Ghana-Togo Progressive Step Towards African
Unity
. February 3, 1964: Wanted Urgently: Socialists Evangelists!
. February 3, 1964: The Enemies Are Out Again with Vicious Rumors
. February 6, 1964: Algeria: We Choose Socialism and Reject
Capitalism
. February 26, 1964: A Continental Govt for Africa Must Emerge from
Lagos
. February 26, 1964: People of Africa Unite! You Have Nothing to Lose
But Your Chains
. February 16, 1964: OAU Delegation Will Be Welcomed
. February 9, 1965: Angolan Patriots Press the Struggle
. February 9, 1965: Nationalists Plan for Peace in Congo
. February 10, 1965: Todays Meeting of African Trade Unionists
. February 13, 1965: Neo-colonist Propaganda Cannot Divide Us:
Enemies of African Unity Will Fail
. February 19, 1965: Gambia Achieves Freedom on February 18

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A. B. Ampaw October 19, 1964 Regional Office Memo, Ghana Young
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Secondary, Royal Secretariat College and Tarkwa School of Mines.
Addison, Kodwo. May 31, 1963. Memo to Osagyefo The President, Accra
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 Pan-African-Education 321

. October 1961. Ghana Young Pioneer Central Region Monthly

Newsletter. Central Region Library Services and Sports by Comrade
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Folson, J. H. K. May 1963. Memo to the Secretariat of Higher Education:
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