Relevant bibliographies by topics / Education – Ghana

Contents

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

Academic literature on the topic 'Education – Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Education – Ghana"

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Agbodeka, Francis. "Education in Ghana." Ghana Studies 5, no. 1 (2002): 21–42. http://dx.doi.org/10.3368/gs.5.1.21.

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Dovonou, Franck, and Berit Stoppa. "DaF-Unterricht in Ghana: Geschichte, Status quo und Perspektiven am Beispiel der University of Education, Winneba (UEW)." Informationen Deutsch als Fremdsprache 46, no. 6 (December 2, 2019): 736–48. http://dx.doi.org/10.1515/infodaf-2018-0092.

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ZusammenfassungDer vorliegende Artikel befasst sich mit der Stellung der deutschen Sprache im ghanaischen Bildungssektor, mit Fokus auf die tertiäre Bildung, und arbeitet die Relevanz der Sprache für Ghana heraus. Einige Versuche von verschiedenen Einzelpersonen sowie Institutionen, die deutsche Sprache in Ghana zu fördern, wurden in der Vergangenheit unternommen, aber nur wenige konnten Erfolge vorweisen. Diese holprige Reise der deutschen Sprache in Ghana wird im vorliegenden Artikel aufgezeigt und mit Erfahrungsberichten der Autoren untermauert. Zunächst wird ein kurzer Einblick in die ersten Schritte des Deutschunterrichts in Ghanas Geschichte gegeben und ein Überblick über die Sprachlernmöglichkeiten auf allen Bildungsebenen vorgenommen, die es derzeit in Ghana gibt. Hierauf folgt eine Beschreibung der Entwicklung des Fremdsprachenunterrichts für DaF an der University of Education, Winneba. Im Fazit werden mögliche Perspektiven für den Deutschunterricht in Ghana aufgezeigt.
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Asare, Kwame Bediako, and Seth Kofi Nti. "Teacher Education in Ghana." SAGE Open 4, no. 2 (April 4, 2014): 215824401452978. http://dx.doi.org/10.1177/2158244014529781.

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Flynn, J. "Malaria Education in Ghana." Journal of Investigative Medicine 54, no. 1_suppl (January 2006): 133. http://dx.doi.org/10.1177/108155890605401s195.

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Akrofi, Eric A. "Ghana." International Journal of Music Education os-10, no. 1 (November 1987): 60–62. http://dx.doi.org/10.1177/025576148701000123.

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Dodoo, F. Nii-Amoo. "Education and Changing Reproductive Behavior in Ghana." Sociological Perspectives 36, no. 3 (September 1993): 241–56. http://dx.doi.org/10.2307/1389244.

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This study employs recent data from the 1988 Ghana Demographic and Health Survey to assess earlier speculation of fertility change in Ghana. The findings are cautiously optimistic. Although there is little evidence to support any hypothesis of a fertility turnaround in Ghana, there is some indication that continued increases in the proportion of women with some secondary education may yet induce a fertility transition in Ghana.
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Dei, George J. Sefa. "Education and Socialization in Ghana." Creative Education 02, no. 02 (2011): 96–105. http://dx.doi.org/10.4236/ce.2011.22014.

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B. K. Djietror, Beauty, Edward Okai, and Olivia A. T. Frompong Kwapong. "Promoting Inclusive Education in Ghana." i-manager's Journal on School Educational Technology 6, no. 3 (February 15, 2011): 16–28. http://dx.doi.org/10.26634/jsch.6.3.1375.

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Flynn, J. "312 MALARIA EDUCATION IN GHANA." Journal of Investigative Medicine 54, no. 1 (January 1, 2006): S133.6—S133. http://dx.doi.org/10.2310/6650.2005.x0004.311.

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Amo-Agyemang, Charles. "Valorising University Education in Ghana." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 14, no. 2 (July 3, 2019): 55–80. http://dx.doi.org/10.1080/18186874.2019.1697187.

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Dissertations / Theses on the topic "Education – Ghana"

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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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Agbley, Gideon Kofi. "Social mobility and education in Ghana : interactions between capabilities and educational outcomes." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.

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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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Apusigah, Agnes Atia. "Restructuring education in Ghana, a case for reconceptualizing educational aims." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52037.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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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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Agbemabiese, Padmore G. E. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1173366013.

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Oduro, Georgina Yaa. "Gender relations, sexuality and HIV/AIDS education : a study of Ghanaian youth cultures." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609013.

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Braimah, Imoro. "The implications of income generation for agricultural higher education in Ghana /." Kassel : Kassel Univ. Press, 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008954428&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Books on the topic "Education – Ghana"

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Council, Ghana Environmental Protection, ed. Environmental education strategy for Ghana. Accra, Ghana: The Council, 1994.

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C, Abosi Okechukwu, and Brookman-Amissah Joseph, eds. Introduction to education in Ghana. Accra: Sedco, 1992.

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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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Kouwenhoven, G. W. Trends in polytechnic education in Ghana. [Netherlands?]: [VindBoek?], 2009.

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Senior Academic Leadershp Training (SALT) Programme. Towards quality higher education in Ghana. Accra, Ghana: Woeli Publishing Services, 2015.

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

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

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University of Ghana. Institute of African Studies and African Studies Association. Annual Meeting, eds. Knowledge transmission in Ghana: Alternative perspectives. Legon: University of Ghana, Institute of African Studies, 2009.

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Adu-Gyamfi, Juliana, and Miama Weppia Foster. Missing an education: Global Action Week on Education, Ghana 2004. Accra]: ActionAid International Ghana, 2004.

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

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Book chapters on the topic "Education – Ghana"

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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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Ayee, Joseph R. A. "Doctoral education in Ghana." In Doctoral Training and Higher Education in Africa, 137–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183952-8.

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Bitugu, Bella Bello, and Austin Wontepaga Luguterah. "(De)Colonising Physical Education in Ghana." In Decolonising African Higher Education, 120–38. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003158271-8.

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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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Agbozo, G. Edzordzi, Eliasu Mumuni, Mark Nartey, Ruby Pappoe, and Nancy Henaku. "Afterword: Democracy, Education, and Public Scholarship." In Communication and Electoral Politics in Ghana, 171–81. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-42771-8_9.

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Greenstreet, D. K., and James Nti. "Teaching public administration in Ghana." In Education and Research in Public Administration in Africa, 195–208. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003451389-13.

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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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Afutu-Kotey, Robert Lawrence, and Linda Tsevi. "Higher education institutions and the United Nations' sustainable development goals." In Sustainable Community Development in Ghana, 63–75. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003366041-7.

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Conference papers on the topic "Education – Ghana"

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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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Baah, Owusu Panin Kwame, Owusu Panin Edwina, Shaibu Mohammed, Selete Delali Komla Ofori, and Frank Paul Mathews Nti. "The Role of Technology in Art Education in Ghana." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.31.

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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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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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Sarpong, Lawrence, Humphrey Danso, and Christian Addai-Poku. "Assessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3354.

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The Teacher Education and Enhancement Programme (TEEP) is a project being implemented as part of the Commonwealth of Learning (COL)’s Integration of Technology in Teaching, Learning and Assessment (ITTLA) model that works with government agencies towards improved national effectiveness in leveraging open, distance and technology-enabled learning, for quality teacher training. The TEEP project aims to strengthen knowledge and skills in digital teaching, learning and assessment among teachers and other educators. COL is working with the National Teaching Council (NTC) of Ghana to implement TEEP in Ghana as the first-ever national online professional development programme for teachers. This study sought to assess the effectiveness of the first phase of the online training in Ghana which covered Teaching in a Digital Age (DTA). The study adopted a descriptive research design with a population consisting of teachers who participated in the training. A purposive sampling technique was adopted to collect data from 456 teachers. It was found that the online training helped to develop the participants’ competencies and skills in the areas of the training, and the overall quality of the training was found to be very good.
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Agyeman-Prempeh, Nana, Patrick Acheampong, Emmanuel Freeman, Eric Ekobor-Ackah Mochiah, Ruhiya Abubakar, and Louis David Jnr Annor. "Sustainable Waste Management Practices in a Higher Education Institution of Ghana." In 2021 International Conference on Computing, Computational Modelling and Applications (ICCMA). IEEE, 2021. http://dx.doi.org/10.1109/iccma53594.2021.00031.

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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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Gomda, Ayisha, Nashiru Sulemana, and Hudu Zakaria. "Access to Education for Persons with Disabilities in Ghana: A Review." In ICSD 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022015050.

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Ofori, Mac-Jones, and Ntombekhaya Caga. "INVESTIGATING PRE-SERVICE SCIENCE TEACHERS ICT INTEGRATION COMPETENCIES IN GHANA." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2548.

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Swanzy-Impraim, Samuel, Prince Donkor, and Gideon Otchere. "BRIDGING THE GAP IN REAL ESTATE EDUCATION AND MARKET GROWTH IN GHANA." In 21st African Real Estate Society Conference. African Real Estate Society, 2022. http://dx.doi.org/10.15396/afres2022-018.

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Reports on the topic "Education – Ghana"

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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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Radford, Kate, and Rudolph Ampofo. Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0155.

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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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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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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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Angrist, Noam, and Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/ceb2.

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Multiple randomised trials have proven that targeted educational instruction is an effective approach to addressing learning gaps in low- and middle- income countries. This approach has been tested in multiple rigorous studies, including in Ghana, Kenya and India. This evidence brief reports a formal synthesis of the evidence and assesses the strength and generalisability of the evidence and the factors that drive the largest frontier effects in the literature. This brief also provides practical guidance on elements of targeted instructional approaches that drive the greatest impacts for students, and which are critical for the successful adaptation and scale-up of the approach across contexts.
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Koomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, January 2024. http://dx.doi.org/10.53832/edtechhub.1011.

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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/
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Korboe, David, Rudolph Ampofo, and Kate Radford. Situational Analysis of Data Governance Practices of Ministries of Education in Sub-Saharan Africa. A review of the data governance practices of the Ministry of Education of Ghana, its agencies and departments. EdTech Hub, June 2023. http://dx.doi.org/10.53832/edtechhub.0169.

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