Education is recognized universally as a basic human right (Adekunle & Ogbogu, 2016). The article 26 of the Universal Declaration of Human Rights of 1948 declared that everyone has the right to education. Elementary education under the article is required to be compulsory and free to all regardless of religion, gender, status or ethnic background. The education of the citizenry is crucial to the socioeconomic development of individuals and the whole nation (Braimah & Oduro-Ofori, 2005). It is a crucial process in the building of individual's social, economic and physical abilities required to survive and grow in a society (Dienye, 2011). Thus, a nation that fails to educate its people is stuffing them of their basic human rights and depriving them of sustained development now and in the future. Despite the rapid increase in the access to education in the Sub-Saharan Africa, 67 million children in the basic school are out of school or dropout due to poverty and hunger (World Food Programme, 2013). From this population of drop out children, 43% were boys and 57% were girls (WFP, 2013 as cited in Yendaw & Dayour, 2015). There is slow down of enrolment due to increasing dropout, especially in nations affected by political conflicts where about 40% of dropout children live (Yendaw & Dayour, 2015). The progress achieved in the decreasing of dropout children of primary school age declined immensely in 2005 and further deteriorated in 2008 to about 61 million (UNESCO, 2011 cited in Yendaw & Dayour, 2015). The drop out of children of primary school increased to about 31 million in 2010 (WFP, 2013). The Government of these countries has developed intense interest in arresting the situation through the revamping of the piloted school feeding programme in the sub region and Ghana is not an exception. Ghana in attempt to fulfilling her part in the article 26 of the Universal Declaration of Human Rights introduced the National School Feeding Programme in the 2005/2006 academic year (Osei-Fosu, 2011). In Sub-Saharan Africa, Ghana is the first of ten implementing school feeding programme (SFP) model. The Ghana school feeding programme (GSFP) began in selected communities in September 2005 with ten schools, one from each of the ten regions. The GSFP provides children in selected public primary schools and kindergartens with one hot, nutritious meal per day, using locally-grown

Jewellery fabrication as a profession and a way of living has a socio-cultural and psychological influence in our society. It is characterized by various functional and symbolic art forms that have several ingenious techniques, skills and cultural facets undertone. Although there has been different type of Jewellery products used by the people of Wa municipality, little or no attention has been given to its viability as a means of income for those interested in its products and the sale of it. The study therefore, through the use of descriptive survey research methods ascertained the types of Jewellery works used, the frequency of their purchase and the philosophy of its use. It also unfolded some precious metals that can support the production of Jewellery in the Municipality. The population for the study comprised users of Jewellery works and mineral experts. Stratified and purposive sampling techniques were used. Primary data for the study were sampled from Jewellery consumers and precious metal dealers from the three zones in the municipality. Secondary data sources were gathered from books, journals, magazines and many others. Data gathered were assembled, analyzed and interpreted. It was found out that ten different types of Jewellery works are used in the municipality. It was discovered that 47.62% of the population of study buy Jewellery works each year. The study also unveiled the use of scrap metal made up of precious metal and pure gold as the fundamental source of material to produce Jewellery work in the Municipality. It was recommended that total attention for the potential of human resource for the Jewellery industry be given extreme support. Furthermore, the study underscored the potential of small-scale business setup in Jewellery as a means of employment.

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The implication of the location of the municipality for development is, enhancing bilateral trade and commerce with Francophone countries and the Southern part of the country. Wa has the potential to grow and be upgraded into both an industrial and commercial pivot for the northwestern corridor of Ghana. In the region, one of the crafts and manufacturing industry accounted for by the Ghana census statistics (2010) included metal design and fabrication. However, in Wa Municipality, metal design fabrication has now become one of the main vocations for the people. This is because the end product of metal design and fabrication which is metalwork is now inevitable in everyday life activity of people. Labi and Ansah (2008) emphasis that production of metal works in Ghana originated from the Northerners of Ghana. This assertion cannot be disputed since various kinds of metalworks are produced in the municipality but with some exceptions which include Jewellery. This proves that there is a human resource in terms of metalwork technology available in the municipality and must be exploited (UKEssays, 2012). Upon this basis, there was the need to investigate the abilities of metal design and fabricators in Wa municipality and the philosophical ways of how the abilities could be translated into producing Jewellery to solve their Jewellery needs. 1.1. Statement of the Problem Metalwork plays tactical, strategic and distinctive role encompassing functional imperatives. They are essentially embedded in a wide-range of social needs (Holl, 2000). There are enormous varieties in African metalworks, in terms of the metals used, the techniques employed, and the objects produced (Metropolitan Museum of Art, 2005). Metalwork embraces a wide area of profession; some of which include blacksmithing, goldsmithing, silversmithing, casting, welding and jewellery fabrication.

Education is the right of every human being, which includes females at everywhere and a key for life transformation and development of the society since females outnumber the males in the world. Without education these innocent girls are denied the opportunity to develop their full potential. It is very sad that there are few programs and support that exist to support and aid girl child education in the Zongos. It is globally known that education provides knowledge which has the potentials for empowering, social development and better life standard. Researchers such as Allen et al. (2007), Bloom et al. (2006) and von Grief (2007) have explicitly noted that education has remained the main driven force in the development and progress of societies and countries. As noted by Jekayinfa (2009), the educational system of any society is an elaborate social mechanism plan, to harness the individual certain skills and attitudes that are noted to be helpful and desirable in the society. Regarding educational importance, the United Nations General Assembly (2015) adopted the Universal Declaration of Human Rights which state that everybody has educational rights which should be free at least in elementary and primary stages. Similarly, most states in this world including Ghana prioritizes the right of education of her citizens, regardless of gender, tribe, religion, physical disability or whatsoever. According to the UNESCO (2005), there has been an increase in school enrollment in Sub-Saharan Africa with increasing national and international commitment and support to education over the past few years. Issues relating to education and its gender disparities in enrolment at schools are constantly being tackled. For instance, the World Bank works with other developmental organizations such as UNICEF, UNESCO and DANIDA to identify and assess interventions