Relevant bibliographies by topics / Communication in education – Ghana

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communication in education – Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Communication in education – Ghana"

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Greenstreet, Miranda. "Empowerment through Education and Reproductive Health Communication in Ghana." Development 42, no. 1 (March 1999): 67–69. http://dx.doi.org/10.1057/palgrave.development.1110015.

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Thompson, Esi Eduwaa. "Public relations education in an emerging democracy: the case of Ghana." Journal of Communication Management 22, no. 4 (November 5, 2018): 476–89. http://dx.doi.org/10.1108/jcom-04-2018-0038.

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Purpose The purpose of this paper is to examine how lecturers in public relations (PR) in Ghana are preparing students to be effective practitioners. The study also aims to extend understanding of PR education to an emerging democracy in response to calls for examining how future practitioners are shaped in different contexts. Design/methodology/approach The paper adopted a qualitative open-ended key informant in-depth interview approach with 12 purposively sampled PR lectures in accredited higher education institutions in Ghana. Findings PR education in Ghana is shaped by the local socio-political and economic context and influenced by western approaches. The opportunity to teach PR at the diploma level (prior to a bachelor’s level) provides another layer of PR training. Extensive use of social media in Ghana suggests that more focus should be placed on teaching about the strategic use of these technologies in industry. In the face of real challenges, under-resourced lecturers find ways to appropriate and provide students with skills needed for industry. Research limitations/implications The use of a qualitative data gathering method suggests that this study should be considered an introduction into PR education in Ghana, which requires further investigation with generalizable samples. Originality/value This study profiles PR education in Ghana. It also responds to calls to examine the preparation of future practitioners in different context beyond the western world.
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Akrofi-Quarcoo, Sarah, and Audrey Gadzekpo. "Indigenizing radio in Ghana." Radio Journal:International Studies in Broadcast & Audio Media 18, no. 1 (April 1, 2020): 95–112. http://dx.doi.org/10.1386/rjao_00018_1.

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Radio is hailed as Africa’s medium of choice in the global communication age. Introduced as a colonial tool of information, education and entertainment in the early 1930s, radio broadcasting was mainly in colonial languages as colonial administrators perceived local language broadcasting a threat to their empire building and ‘civilization’ agendas. The fortunes of local language broadcasting did not dramatically change in the independence era when broadcast media were in the firm control of the state. From the beginning of the twenty-first century, however, mostly resulting from a more liberalized media environment, local language broadcasting has undergone unprecedented growth. Drawing on written archival material, including internal communication among policy-makers, audience letters, key informant interviews and findings from a recent audience study, this article charts the progressive development of local language radio broadcasting in Ghana, and engages with the role played by early audiences and broadcasters in indigenizing broadcast content.
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TAWIAH, E. O. "FACTORS AFFECTING CONTRACEPTIVE USE IN GHANA." Journal of Biosocial Science 29, no. 2 (April 1997): 141–49. http://dx.doi.org/10.1017/s0021932097001417.

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The relationships between selected demographic and socioeconomic variables and current use status of contraception were examined using logistic regression technique. Information on current contraceptive use was provided by 3156 out of 4488 currently married women aged 15–49 interviewed in the 1988 Ghana Demographic and Health Survey. Respondents' approval of family planning emerged as the most important predictor of current contraceptive use, followed by discussion of family planning with partner and level of education. As a policy measure, information, education and communication programmes on family planning should be intensified, particularly in rural areas. Female education, at least up to secondary level, should be given top priority.
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Akyeampong, Kwame. "Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana." Comunicar 16, no. 32 (March 1, 2009): 109–18. http://dx.doi.org/10.3916/c32-2009-02-009.

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This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.
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Appiah, Bernard, Barbara Gastel, James N. Burdine, and Leon H. Russell. "The future of science journalism in Ghana: evidence-based perspectives." Journal of Science Communication 11, no. 01 (March 16, 2012): C04. http://dx.doi.org/10.22323/2.11010304.

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Despite the boom in science journalism in developing countries, little is known about the views of reporters in Sub-Saharan Africa on the future of science journalism. This commentary, based on a recent survey of 151 Ghanaian journalists, focuses on the journalists' wishes for the future of science journalism in Ghana and on ways that the power of the Web can be harnessed to help achieve those wishes. Many of the surveyed journalists indicated that the inadequate access to contact information for scientific researchers was a barrier to science reporting. Most journalists (80.8%) indicated that they would like to increase the amount of science journalism in Ghana in the next decade. Two specifically mentioned that information and communication technology can help increase the amount of science journalism in the next decade. We believe that use of the Web can increase the quantity and quality of science journalism in Ghana, both by facilitating information gathering and by serving as a medium of science communication. Education of journalists regarding use of the Web will be important in this regard.
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Kheni, Nongiba, and Mushiatu Adamu. "Assessment of Information and Communication Technology (ICT) Use in Construction Education in Ghana." Journal of Scientific Research and Reports 14, no. 6 (January 10, 2017): 1–11. http://dx.doi.org/10.9734/jsrr/2017/34462.

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Gyamfi, Samuel Adu, and Patrick Ohemeng Gyaase. "Virtualization of University Education." International Journal of E-Services and Mobile Applications 9, no. 4 (October 2017): 24–40. http://dx.doi.org/10.4018/ijesma.2017100102.

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The increasing intake of students in tertiary institutions has resulted in large classes sizes in the universities in Ghana with the attendant reduction in quality in teaching and learning. This study was carried out to assess the impact of integrating ICT to teaching and learning in Universities on students' performance. This study adopted formative experimental approach using Moodle, an online learning platform to supplement the traditional face-face lecturing. This was carried out using seventy-five first year students on a communication skills course over two semesters. The Students' score in four learning outcomes were collected before and after the experiment. The data were quantitatively analyzed and compared to identify the impact of the ICT-mediated learning environment on students' performance. The results showed marked improvement in the students' performance in all aspects of communication skills. The lecturers of the course also confirmed improvements in students' performance, engagement and participation in the course compared to previous years.
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Biney, Isaac Kofi. "Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana." Journal of Adult and Continuing Education 26, no. 2 (July 26, 2019): 262–82. http://dx.doi.org/10.1177/1477971419864372.

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The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.
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deGraft-Yankson, Patrique. "Of the Akan people: Colour and design education in Ghana." International Journal of Education Through Art 16, no. 3 (September 1, 2020): 399–416. http://dx.doi.org/10.1386/eta_00041_1.

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This article digests some of the general ideas that constitute the concept of colour among the Akan people of Ghana and how their proper understanding and desirable consideration will enhance effective visual communication in the Ghanaian visual arts curriculum. The investigation, which involved a number of conversations with knowledgeable personalities in the teaching and speaking of the Akan language, sought to bring out the perceptions, beliefs and functions of colour among the people. The outcome of the study pointed to how colour resides deeply within the traditional lives of the Akan people, not only as aesthetical experience but also as an ‘object’ of cultural and spiritual signification. The study therefore recommends a proper understanding of and conscious respect to the perceptions and meanings of colour among contemporary Akan designers and design educators to improve the design experience of teachers, learners and practitioners.
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Dissertations / Theses on the topic "Communication in education – Ghana"

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Kutufam, Doreen Vivian. "Gendering of health communication campaigns in Ghana cultural relevancy and social identity /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1375538411&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Awusabo-Asare, K. "Education and fertility in Ghana." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233449.

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Alhassan, Amin. "Development communication policy and economic fundamentalism in Ghana /." Finland : Tampere University Press, 2004. http://acta.uta.fi/pdf/951-44-6023-5.pdf.

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Originally presented as author's Thesis (doctoral--University of Tampere, Department of Journalism and Mass Communication).
Includes bibliographical references (p. 223-235). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://acta.uta.fi/pdf/951-44-6023-5.pdf.
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Ahulu, Samuel Tetteh. "English in Ghana." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385315.

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Cynthia, Salkovic. "Esoko and WhatsApp Communication in Ghana : Mobile Services such as Esoko and WhatsApp in Reshaping Interpersonal Digital Media Communication in Ghana." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-10424.

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The predominant use of mobile media such as SMS and MIM across various sectors in Ghana is incontrovertibly influencing and reshaping interpersonal communications. This paper looked at the use of the Esoko SMS and WhatsApp MIM platforms and how the use of these two dominant platforms are enhancing and reshaping digital communication in the rural and urban Ghana respectively, as barriers of socioeconomic factors limits the use of sophisticated technologies in the rural setting. This is done by employing Madianou and Miller's notion of polymedia” to draw on the moral, social and the emotional use of mobile media in enacting interpersonal relationships and communications whilst keeping in focus the recursive repercussions.
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Adumpo, Emile Akangoa. "Regional Inequality of Education in Ghana." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/22118.

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Bildung ist ein Instrument, das zur Bekämpfung von Armut, Ungleichheit und sozialer Ausgrenzung in jeder Gesellschaft eingesetzt werden kann. Für eine nachhaltige und ganzheitliche nationale Entwicklung ist daher eine gerechte Verteilung der Bildungsressourcen unter den Menschen erforderlich. Dies ist jedoch nicht immer ohne Weiteres zu erreichen, insbesondere in Afrika, wo der Kolonialismus in vielen Ländern teilweise zu einer ungleichen Entwicklung unter den Menschen geführt hat. Schon bald nach der Eingliederung der Northern Territories of the Gold Coast (heute Ghana) in die Kolonialherrschaft vernachlässigte die Bildungspolitik der Kolonialisten den nördlichen Teil des Landes. Obwohl es einige Studien zum Kolonialismus in Afrika im Allgemeinen gibt, wurde nur wenig darüber berichtet, welche Rolle er bei der Schaffung eines ungleichen Bildungswesens spielte. Auch die Auswirkungen von aktiven Förderungsmaßnahmen, die zur Überbrückung der Kluft zwischen dem Nord-Süd-Gefälle in Ghana eingeführt wurden. Die wichtigsten Fragen, die diese Studie daher zu beantworten versucht, sind die Folgenden: Was waren die kolonialen Begegnungen mit dem Norden Ghanas, die die Unterentwicklung des Bildungswesens in der Region bewirkten? Wie überbrücken die aktiven Förderungsmaßnahmen bzw. die positive Diskriminierung die Kluft zwischen dem Norden und dem Süden des Landes? Zur Beantwortung der Forschungsfragen wurde in der Studie ein methodengemischter Ansatz verwendet, bei dem Tiefeninterviews, Q-Methoden, Dokumentenanalyse und Beobachtung als Datenerhebungsmethoden Einsatz fanden. Es stellte sich heraus, dass die Kolonialisten eine bewusste Strategie verfolgten, den Norden zu einer Reserve ungelernter Arbeitskräfte zu machen, was erklärt, warum sie dort anfangs nur wenige Schulen bauten. Die Ergebnisse der Studie zeigen darüber hinaus, dass die positive Diskriminierung die Nord-Süd-Lücke nicht wie erwartet schließt. So kommt man zu dem Schluss, dass die Ausbeutung weitesgehend für die Unterentwicklung des Bildungswesens in Nordghana verantwortlich ist.
Education is a tool that can be used to fight poverty, inequality, and social exclusion in every given society. Thus, for a sustainable and holistic national development, there is the need for an equitable distribution of educational resources among the people. This is however hardly achievable, especially in Africa where colonialism has partly brought about unequal development among the people in many countries. Soon after the Northern Territories of the Gold Coast (now Ghana) was incorporated under colonial rule, the educational policy of the colonialists did not favour the northern part of the country. Even though, there have been some studies on the colonialism of Africa in general, little has been done regarding the role it played in (re)producing unequal development of education in Africa. Likewise, the impact of an affirmative action instituted to bridge the gap between the north-south divide in Ghana has not been evaluated. The main questions this study thus seek to answer are: What were the colonial encounters with the north that brought about the underdevelopment of education in the area? How is the affirmative action bridging the gap between the north and the south? To answer the research questions, the study used a mixed-methods approach where in-depth interviews, Q methods, document analysis and observation were adapted as data collection methods. It was revealed that the colonialists adopted a deliberate strategy of making the north an unskilled labour reserve, thus accounting for why they did not build many schools there in the beginning. The findings of the study also show that the effect of the affirmative action has not been able to appreciably contribute to closing the north-south gap as expected. It is concluded that exploitation largely accounted for the underdevelopment of education in northern Ghana.
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Bamora, Florence Naah. "Gender inequality in secondary education in Ghana." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.

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This thesis examines some of the issues surrounding extensive gender inequalities operating within the school, family and the wider society which affect girls’ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality and continue to limit girls’ access to school and in performing equally to boys, especially in science and mathematics subjects. It is based on interviews, focus group discussions, observations and life history interviews I conducted with students (girls and boys between the ages of 15 and 22), school dropouts, teachers, parents and education officials in a secondary school in Ghana. Following a brief review of the literature on the construction of gender in general and femininity in particular, as well as literature on gender and education, focusing mainly on factors and causes of girls’ unequal access to, and performance in schooling in Ghana and Africa in general, I analyse the differential experiences of schoolgirls and how these gendered experiences impact on their performance, achievements, choice of subject and future aspirations from a gendered perspective, using the social construction of gender as a theoretical framework. It explores the ways in which teachers’ and parents’ attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. This thesis also examines the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on household factors such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls. It evaluates the successes and challenges of Girls’ Education Unit (GEU) and government policies at improving girls’ educational attainment and opportunities with emphasis on how educational officials perceive government policies in achieving gender equality in the study area and suggests gender sensitive strategies and policies that would help bridge the gender gap as well as provide guidance for educational policy makers in the Ghanaian education system.
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Darko, Christian Kweku. "Essays on education and employment in Ghana." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6794/.

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This thesis examines how family background, measured as parents education, and household access to amenities affects children’s school enrolment, and how parents education affects earnings. I also examine how education and family background affects performance of unregistered urban businesses. In the first empirical study, rural educated parents’ effects on biological children’s enrolment were stronger, with educated fathers’ effects positive for boys and girls. Educated mothers helped boys, perhaps indicating more “traditional” values among women. Urban educated parents’ effects were weaker, which is plausible, given the weaker influence of “traditional” values. For non-biological urban children, educated mothers effect were adverse, suggesting that children fulfil a servant-type role to facilitate the educated mother’s market work. Poor access to amenities reduces enrolment. In the second empirical study, while family background was important for education, there were also direct effects of family background on earnings given education for urban individuals, implying that “connections” and nepotism may be important. The final study shows that education is important for performance of unregistered businesses without workers. Among firms with workers, education is insignificant, a result admittedly difficult to explain. Parental business ownership assists performance, an implication that parental business owners can effectively train children to business ownership.
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Acquah, Shirley A. "Physician-Patient Communication in Ghana: Multilingualism, Interpreters, and Self-Disclosure." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305026002.

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Rolleston, Caine. "Education poverty and culture in Ghana, 1991-2010." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1548270/.

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Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This thesis explores the patterns among descriptive indicators and uses regression analysis to examine possible causal relationships with special reference to the role of education in determining welfare and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. The study follows a mixed-methods design, following quantitative analysis at the national level with a mixed methods sub-study in a deprived district of Ghana. The primary quantitative study begins by reviewing the literature on modelling of the household consumption function as well as on modelling schooling decisions based on the household production function and considers these relationships in terms of a system of co-determining factors at individual, household and contextual levels. Attention is then given to important methodological issues related to the modelling approach. Two groups of models are estimated using data from the Ghana Living Standards Surveys and findings are presented. The results suggest that education levels play an important role in determining household welfare and that, for higher levels of education; these effects are considerably larger and possibly increasing over time. Educational expansion has, however, meant that access to the benefits from these effects has widened somewhat, although primarily at lower levels of access. Demographic change has also played an important role in welfare improvements. In terms of absolute numbers, access to schooling in Ghana has expanded dramatically although rates of completion and of drop-out have not improved and there appears to be a worsening of age-appropriate completion rates. Nonetheless, the first half of the period since 1991 saw substantial increases in rates of school attendance at the basic education level. This growth appears to have been driven by narrowing regional differentials, increasing welfare, urbanisation, improving gender equity, smaller and less dependent households and a reduction in the number of children involved in child labour. It is in relation to progression towards higher levels of education that more significant inequity emerges and in 2006 completion of lower secondary education in Ghana remained the preserve of children in areas and households of relative economic privilege. To explore issues of access in more detail and in context, an interview-based study was conducted in Savelugu-Nanton District, following quantitative analysis using regional and district-level data. Exploratory interviews with education professionals identified childfosterage and migration by youths into kayaye (head-porterage) as important inhibitors of access. These are considered in detail through two further sets of interviews with household caregivers and migrant workers, supported by quantitative analysis. Findings show that, fosterage, primarily motivated by cultural traditions of kinship obligation, is related to considerable educational disadvantage which, especially in the case of girls who face the additional pressure to accumulate items required for marriage, in turn is linked to migration South into menial labour. Despite recent policies to eliminate costs of schooling, low incomes in the district mean that schooling remains relatively costly, and household decision-making continues to exclude a notable portion of the child population; among whom many are fostered children.
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Books on the topic "Communication in education – Ghana"

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Dakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.

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Education inequality in Ghana. Accra]: Center for Policy Analysis, 2003.

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Australia. National Office of Overseas Skills Recognition. Ghana: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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Antwi, Moses K. Education, society, and development in Ghana. Accra-North: Unimax, 1992.

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Antwi, Moses. Education, society and development in Ghana. London: Macmillan, 1992.

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Environmental communication & education. Quetta: IUCN, The World Conservation Union, 2000.

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Education and communication. Trivandrum: Kairali Books International, 1985.

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Universities, Association of African. Study on private tertiary education in Ghana. Accra-North, Ghana: The Association, 1995.

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Wosornu, Ladé. Decentralization of postgraduate medical education in Ghana. Accra, Ghana: Institute of Economic Affairs, 1999.

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Funkor, Godfried. Your guide to higher education in Ghana. [Madina, Accra, Ghana, West Africa: Royal Gold Publishers, 2001.

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Book chapters on the topic "Communication in education – Ghana"

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Allotey, Princess, and Sarah Murray. "Supporting the Development of Information Communication Technology Education in Ghana." In Learning, Design, and Technology, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-17727-4_168-1.

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Tagoe, Michael. "Ghana." In International Perspectives on Older Adult Education, 145–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_13.

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Huq, Mozammel, and Michael Tribe. "Education and Health." In The Economy of Ghana, 321–32. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-60243-5_16.

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Feldman, Evan, and Ari Contzius. "Communication." In Instrumental Music Education, 402–13. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-25.

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Tagoe, Clifford N. B. "Higher Education Systems and Institutions, Ghana." In The International Encyclopedia of Higher Education Systems and Institutions, 1072–78. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_452.

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Tagoe, Clifford N. B. "Higher Education Systems and Institutions, Ghana." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_452-1.

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Diedong, Africanus L. "Empowering communities through liberalisation of airwaves in Ghana." In Decolonising Political Communication in Africa, 150–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003111962-13.

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Sage, Rosemary. "Intercultural Communication." In Paradoxes in Education, 113–45. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_7.

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Plaat, Felice Van Der. "Striving for Education for All in Ghana." In Campaigning for “Education for All”, 65–82. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_5.

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Colapietro, Vincent. "Communication and Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_578-1.

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Conference papers on the topic "Communication in education – Ghana"

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Adjin, Daniel, Emmanuel Bekyieriya, and Stephen Asunka. "EVALUATING THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING IN HEALTH TRAINING INSTITUTIONS OF GHANA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0478.

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Abdul-Karim, Kadiri, and Samuel Awuku. "INCLUSIVE EDUCATION: LEARNERS WITH DISABILITIES AND SPECIAL EDUCATION NEEDS IN GHANA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2387.

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Adu-Marfo, Ama Otwiwah, and Yaw Oheneba-Sakyi. "UNRAVELING THE SPECTER WITHIN: SOCIAL MEDIA IN EDUCATION IN GHANA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1855.

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Adu-Marfo, Ama Otwiwah, and Isaac Kofi Biney. "WOMEN AND DISTANCE EDUCATION: EXPERIENCES FROM THE UNIVERSITY OF GHANA DISTANCE EDUCATION PROGRAMME." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1871.

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Luk, Rowena, Matei Zaharia, Melissa Ho, Brian Levine, and Paul M. Aoki. "ICTD for healthcare in Ghana: Two parallel case studies." In 2009 International Conference on Information and Communication Technologies and Development (ICTD). IEEE, 2009. http://dx.doi.org/10.1109/ictd.2009.5426714.

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Abubakar, Nusrat-Jahan, Emmanuel Freeman, and Kennedy Fosu Oppong. "Modeling Total Quality Management Framework for Higher Education Institutions in Ghana." In 2019 International Conference on Computing, Computational Modelling and Applications (ICCMA). IEEE, 2019. http://dx.doi.org/10.1109/iccma.2019.00021.

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Kondrateva, Irina, and Diana Sabirova. "LANGUAGE SITUATION IN THE MULTICULTURAL EDUCATIONAL SPACE OF THE REPUBLIC OF GHANA." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1157.

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Annobil, Charles Nyarko. "PREDICTORS OF THE BASIC SCHOOL RELIGIOUS AND MORAL EDUCATION CURRICULUM IMPLEMENTATION IN CAPE COAST, GHANA." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020226.

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Essuman, Ato, and Cynthia Bosumtwi-Sam. "EDUCATION FOR ALL AND THE VOICELESS: MAKING EDUCATION BENEFICIAL FOR NIGERIEN SCHOOL-AGE IMMIGRANTS IN GHANA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2806.

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Kingsley, Akom, Thokozani Shongwe, and Meera K. Joseph. "Renewable Energy Integration in Ghana: The Role of Smart Grid Technology." In 2018 International Conference on Advances in Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2018. http://dx.doi.org/10.1109/icabcd.2018.8465445.

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Reports on the topic "Communication in education – Ghana"

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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.
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Berry, James, Dean Karlan, and Menno Pradhan. The Impact of Financial Education for Youth in Ghana. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21068.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. The Impact of Free Secondary Education: Experimental Evidence from Ghana. Cambridge, MA: National Bureau of Economic Research, June 2021. http://dx.doi.org/10.3386/w28937.

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Research Institute (IFPRI), International Food Policy. Mothers’ non-farm entrepreneurship and child secondary education in rural Ghana. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1024320660.

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Dupas, Pascaline, Esther `. Duflo, and Michael Kremer. Estimating the impact and cost-effectiveness of expanding secondary education in Ghana. International Initiative for Impact Evaluation, September 2016. http://dx.doi.org/10.23846/ow1038.

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LaChance, Nancy, and Terence Adda-Balinia. Strengthening school-based sexual and reproductive health education and services in Accra, Ghana. Population Council, 2017. http://dx.doi.org/10.31899/rh4.1006.

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Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Vivar-Zurita,, Hipólito, and Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Taddese, A. EdTech in Ghana: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0030.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Cornejo, Marco, and Rosalinda Silva. Culturally appropriate information, education and communication strategies for improving adolescent reproductive health in Cusco, Peru. Population Council, 2004. http://dx.doi.org/10.31899/rh4.1195.

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