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Relevant bibliographies by topics / Education, Higher – Ghana

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Academic literature on the topic 'Education, Higher – Ghana'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Education, Higher – Ghana"

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Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (March 7, 2016): 269–80. http://dx.doi.org/10.1108/ijshe-07-2015-0121.

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Purpose – The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/methodology/approach – Documentary research is the approach used to analyse the curriculum document for the programme of study. Findings – Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least. Practical implications – Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability. Originality/value – This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).

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Owusu-Agyeman, Yaw, and Magda Fourie-Malherbe. "Workforce development and higher education in Ghana: A symmetrical relationship between industry and higher education institutions." Industry and Higher Education 33, no. 6 (September 8, 2019): 425–38. http://dx.doi.org/10.1177/0950422219875000.

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This article is based on an empirical study of the importance of a symmetrical relationship between higher education institutions (HEIs) and cognate industry in Ghana. Using social capital theory as the theoretical underpinning of the study, the authors investigate how social structure and networks serve to explain HEI–industry relationships. The research follows a mixed-methods approach for gathering and analysing data from students, academics and industry representatives. The results suggest that the current relationships between HEIs and industry in Ghana could be improved through joint agreements, academic engagement and the development of policies that create synergy between the two entities. Additionally, the benefits to HEIs from such symmetrical relationships include the development of students’ employability skills and technology proficiency as well as the contribution of industry experts to educational programmes. The authors discuss the implications of their findings in relation to theory, practice and future research.

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Newman, Emmanuel. "Budgeting and Fund Allocation in Higher Education in Ghana." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 275–86. http://dx.doi.org/10.22610/jevr.v4i9.131.

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The National Council for Tertiary Education (NCTE) the coordinating body for tertiary education in Ghana) and the Ministry of Education established norms in the early 1990s to assist higher education institutions in planning and ensuring efficiency of their operations and foster performance monitoring and evaluation. The norms also serve as standardised input factors for budgeting and allocation of public funds for higher education. During the past years, budgetary allocation to higher education institutions for recurrent expenditure has fallen short of the norm-based costs. Indeed, the difference between the normbased costs of university education and resources made available to the institutions by the Government were 28.9% in 2005/06 and 23.4% in 2009/10. The consequence of the inability of the state to provide funds to meet the norm-based costs of higher education is the breakdown of norm-based budgeting which was instituted in the early 1990s and a reversion to incremental and ad-hoc budgeting without due regard to the volume of activities performed by the institutions. This development has had grave consequences for equity and efficiency in fund management in higher education. This work assesses the factors behind the discontinuance of the norm-based budgeting approach and the use of the incremental budgeting approaches in higher education in Ghana.

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Gbadago, Frank, Alfred Morrison, and Francis Donkor. "Assessment in Higher Education: Perceptions among Stakeholders from Ghana." British Journal of Education, Society & Behavioural Science 20, no. 3 (January 10, 2017): 1–18. http://dx.doi.org/10.9734/bjesbs/2017/29093.

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Morley, Louise. "Inside African Private Higher Education: Contradictions and Challenges." International Higher Education, no. 76 (May 12, 2014): 14–15. http://dx.doi.org/10.6017/ihe.2014.76.5525.

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This article discusses the findings that relate to quality and standards in two private universities from a recent research study on widening participation in higher education in Ghana and Tanzania. It interrogates how students experience assessment, facilities, pedagogy and resources and whether the private universities attach value to the quality of student experiences.

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Tsevi, Linda. "Private Higher Education’s Quality Assurance in Ghana." International Higher Education, no. 75 (March 17, 2014): 22–24. http://dx.doi.org/10.6017/ihe.2014.75.5437.

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This article discusses factors influencing the establishment of Ghana’s National Accreditation Board. Salient aspects are the growing population’s demand for higher education, increase in private providers and concerns about quality. Also discussed are the accreditation board’s quality assurance procedures and attendant problems.

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Tsevi, Linda. "Quality Assurance in Private Higher Education in Ghana: Perspectives of Administrators and International Higher Education Specialists." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 1 (October 2018): 5–23. http://dx.doi.org/10.3280/exi2018-001001.

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Qua-Enoo, Albert Arthur, Brandford Bervell, Paul Nyagorme, Valentina Arkorful, and John K. E. Edumadze. "Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 304–29. http://dx.doi.org/10.26803/ijlter.20.2.17.

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This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.

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Otoo, Isaac Christopher, Juliet Assuming, and Paul Mensah Agyei. "Effectiveness of Recruitment and Selection Practices in Public Sector Higher Education Institutions: Evidence from Ghana." European Scientific Journal, ESJ 14, no. 13 (May 31, 2018): 199. http://dx.doi.org/10.19044/esj.2018.v14n13p199.

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The purpose of this paper is to assess the recruitment and selection practices of public sector higher education institutions in Ghana. The research employed quantitative research approach with a descriptive survey design. Questionnaire was used to collect data from 128 respondents. Stratified and simple random sampling techniques were used to select the sample from the targeted population. Data processing was done using SPSS version 22. Results of the analyses showed, inter alia, the following; (a) Public sector higher education institutions in Ghana predominantly relies on recommendation as its main mode of employment; (b) Identification of available vacancies and delay in feedback after interviews were the two main challenges with the public sector higher education institutions in Ghana recruitment and selection practices. It is recommended that employee referrals (recommendation) though a good idea should be reduced, public sector higher education institutions in Ghana should make use of adverts (either print or electronic or both) in publicising its vacant positions.

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Kwasi-Agyeman, Fredua, Patrício Langa, and Patrick Swanzy. "Higher Education Funding and Student Access in the Global South." Journal of Comparative & International Higher Education 12, Fall (September 19, 2020): 83–98. http://dx.doi.org/10.32674/jcihe.v12ifall.1020.

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Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.

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Dissertations / Theses on the topic "Education, Higher – Ghana"

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Atuahene, Francis. "A policy analysis of the financing of teriary education institutions in Ghana an assessment of the objectives and the impact of the Ghana Education Trust Fund /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1160006095.

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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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Tsevi, Linda. "Quality assurance in private higher education| The case of Ghana." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.

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This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.

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Yakubu, Mariama Bisongu. "Developing Higher Education Programs in Emergency Management: Ghana's Experience." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26856.

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Ghana is highly vulnerable and threatened by several hazards and has sought ways of minimizing impacts of hazards events over time including demonstrating an interest in developing an emergency management training and an higher education degree program. Yet, as of 2013, the country has not developed a disaster management training program or a degree program. This study investigated Ghana?s efforts to see these programs develop with a particular focus on identifying the factors involved in explaining the current status of Ghana?s efforts. Purposive and snowball sampling were used to select 19 emergency management scholars and practitioners who have been involved with Ghana?s efforts. An additional 6 faculty members who have been involved with development of other new degree programs in 4 Ghanaian universities were selected through snowball sampling for the purposes of comparison with the data collected from those involved in efforts to initiate an emergency management higher education degree program. The data collection was done through in-depth semi-structured face-to-face and telephone interviews. Both the data collection and analysis were guided by Rubin and Rubin?s (2005) Responsive Interviewing Model. The data show that although Ghana intends to develop an emergency management degree program in the future, its efforts, to date, have been geared towards developing a training program. The results suggest that six main factors explain why Ghana has not yet established the emergency management training program it intends to first develop. The factors include institutional support, partnership, advocacy, funding, program marketing, and cultural factors. Further, the results show that there are likely to be six other factors to address if, and when Ghana decides to pursue an emergency management degree program. These factors include faculty issues, student issues, supporting learning materials, professional legitimacy, accreditation and curriculum development, and autonomy and administrative location.

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Darko, Samuel F. (Samuel Fordjour). "An Historical Inquiry Into the Development of Higher Education in Ghana 1948-1984: a Study of the Major Factors That Have Controlled and Inhibited the Development of the Universities of Ghana." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330942/.

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Universities in many industrialized countries including Japan, and Australia, have enabled those countries to achieve rapid economic and social advancement. However, this is untrue for the universities of Ghana, due to the country's ailing economy, its continued dependence on foreign manpower, aid, and material goods. The purpose of this study, therefore, was to illuminate the major factors and events that have controlled and inhibited the development of higher education in Ghana from 1948 to 1984. The method of acquiring data involved a computer and manual search for documents from 1) ERIC Database, 2) libraries , and 3) Embassy of Ghana, Washington, D.C. The findings include (1) Establishment of universities on the basis of the Asquith Doctrine; (2) Imitation of British universities' curriculum, constitution, standards and social functions; (3) Characterization of universities by elitism, lack of diversity and adaptation, autonomy, excellence and narrow specialism in their honor degree programs; (4) Emphasis on cognitive rather than psychomotor learning; (5) Matriculation of inadequately qualified secondary school science students; (6) Absence of a nationally formulated statement of manpower needs, goals, and effective long-term planning; (7) Financial exigencies; (8) Suppression, perversion and abuse of academic and intellectual freedom by the government and universities; (9) Inconsistent governmental policies due to abrupt changes in government by military coups.

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Atuahene, Francis. "A Policy Analysis of the Financing of Tertiary Education Institutions in Ghana: An Assessment of the Objectives and the Impact of the Ghana Education Trust Fund." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1160006095.

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Wurah-Norgbey, Enyonam. "Women in Science and Technology in Higher Education in Ghana: Policy Environments and Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39669.

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In the current era of globalization, knowledge-based innovations are critical for socio-economic development. In most African countries, however, the level of African-based research and development is minuscule. In addition, there continues to be a considerable gender gap in higher education throughout Africa, where male enrolments far outweigh female enrolments, particularly in the science and technology (S&T) fields. This gender discrepancy has raised concerns about the factors that underlie reduced female enrolment in S&T programs in African universities. Equally intriguing, in view of the relative scarcity of women in the S&T fields, there is surprisingly little knowledge concerning the attributes and the experiences of those African women who do enrol and teach in S&T fields, and who thus can serve as role models for younger girls who have an interest or the potential for pursuing studies in these fields. In Ghana, although policy initiatives have been undertaken to increase women’s participation in higher education, women remain underrepresented in science and technology (S&T) fields, particularly, at the graduate education level. To gain a better understanding of how some women have overcome longstanding obstacles to gender equality in S&T, my dissertation focused on the evolving status of 24 African women in three S&T graduate education programs – Africa Centres of Excellence (ACE) – in two universities in Ghana. To shed light on the factors that facilitate or hinder women’s participation in S&T graduate programs, a qualitative inquiry, into the experiences and perceptions of these women was undertaken. The conceptual framework presents the sequence of three approaches: (a) advocacy to raise consciousness about underlying gender-disparity issues; (b) a gender-affirmative-action approach to recruit and train a critical mass of female scientists and researchers; and (c) promotion of gender mainstreaming as a way of bringing gender perspectives into the universities’ cultures. This framework has been complemented by the structuration theory that has been useful in illuminating the experiences and perceptions of the women in the S&T ACE graduate programs in Ghana. These conceptual and theoretical frameworks have helped elucidate how the development and effective implementation of gender policies and procedures can lead to the transformation of institutional, social and global structures. Structures in turn can impact women’s agency and help overcome gender disparity in S&T higher education. The analysis of the women’s stories provided insights into the intersection of gender, socio-cultural factors, organizational cultures, and how gendered challenges impacted the professional aspirations of the women academics in the two public universities studied in Ghana. Beyond a better understanding of women’s experiences, this study helps us understand gender inequalities and the societal norms and practices, as well as patriarchal forces that permeate societies and impose structural barriers to women’s advancement. The study also helps to address a major research gap concerning the forces that affect, for better or worse, women’s experiences and potential academic contributions in S&T in Ghana and elsewhere in the world and adds to the broader literature on women’s experiences in male-dominated fields.

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Karikari-Ababio, Matthew. "A case study of the development of science, technology and innovation policy at the higher education level in Ghana." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46988/.

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It has been nearly fifty-four years since Ghana nursed the dream of rapid social and economic development through science, technology and innovation. Ghana is yet to experience technological transformation to the level of other countries with which she was at par at the time of her independence. Gaps in understanding still remain in the Ghanaian experience in the development of Science, Technology and Innovation (STI) policy. As such, a radical reform of the systems to help in the restructuring and transforming the economy is still lacking. In 2010 the government of Ghana developed an STI policy. The aim of this policy is to address all sectors of the economy in order to achieve growth and economic transformation. Analytically, the thesis takes a critical perspective to situate Ghana's socio-economic and political history in the discourses of the dependency theory framework and to examine how the STI policy at the higher education level in Ghana was formulated and how this had privileged different interests and what the implications are for the country. Mindful of the gaps and historic policy flows, the study took advantage of the researcher's insider position as an education expert and experience as the government policy developer. With this position and experience, the researcher orientation from the perspectives of policy-makers in Ghana was qualitative research methodology that focused on a case study approach, documentary analysis linked to a critical discourse analysis, observations, semi-structured and informal interviews and the use of a research diary to collect field data. The field data collected for the empirical analysis were documentary data, interview transcripts, interview notes, observation data and field notes. In a constructivist analysis, the interpretive paradigm approach, the notion of triangulation and reflexivity helped not only to privilege the multiple perspectives but to also illuminate the complexity and differences among the participants and other data sources to improve the quality of the data analysis. The research found that in Ghana's trajectory to modernity through education, the country was marginalised in technology by the advanced capitalist nations to produce low-skilled personnel to be exploited by corporations. Further, the government subcontracted the World Bank and UNCTAD to produce the 2010 STI policy to the neglect of its established institutions. This makes it difficult for the country to pursue an independent reflationary STI policy. Moreover, the documentary analysis of the policy revealed that the government of Ghana had focused mostly on basic education to the detriment of higher education and STI policy to further marginalise the country in technology to produce a low-skilled Ghana to be exploited by corporations. The implication is Ghana to restructure the content of education to build a solid foundation for the development of the STI policy in the country. The study, therefore, provides a solid critique of the country's economic policy and international commitments that perpetuate a dependent model of development to the neglect of STI policy in Ghana. In the wake of the new STI policy development paradigms, the study suggests the need for a shift in paradigm from poor interactive learning space to rich interactive learning space, an interactionist model approach underpinned by a rich interactive learning space as an analytical tool and a guide for STI policy formation in Ghana.

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Adusah-Karikari, Augustina. "Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210704502.

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Adu-Yeboah, Christine. "Constructing higher education experiences through narratives : selected cases of mature undergraduate women students in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6349/.

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Higher education has expanded in many countries, including Ghana. This is attributed to the realisation that economies can only be developed and sustained through the development of human and knowledge capital, which is obtainable through higher education participation. Consequently, higher education institutions in Ghana have experienced some diversity and heterogeneity in their composition in terms of participants' ages, socio-economic status, culture and gender, among others. However, it is important to ask how different groups of students fare once entered. A recent ESRC/DFID research project by Morley et al (2010) found that mature students are most at risk of dropping out of higher education. Yet, the experiences of mature students are under researched in Ghana. My study employed the interpretive qualitative research approach to examine life narratives via interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university in Ghana. The study is based on the idea that women who combine domestic work with academic work experience tensions, and therefore must devise strategies to manage their conflicting roles in order to navigate their way through higher education. The women in this study were sampled from the departments of Sociology and Basic Education, where they are known to be clustered. The rationale was to explore their experiences, describe the strategies they adopt to navigate through HE, and to use the findings to make suggestions for institutional development and learning. The findings indicate that the women students' different socio-economic backgrounds, marital status and family lives influence the way they experience higher education and the strategies they adopt for progressing through it. Most of the participants found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Again, some women students felt out of place in the higher education arena and therefore had to ‘cut down much of their years' psychologically so that they could mix easily with the younger students. The implications drawn from this study are that there is need for the formulation of an institutional policy on mature women students in higher education, which would also ensure the regular provision of professional development programmes for higher education practitioners. It is expected that when higher education practitioners are regularly trained and sensitised about the heterogeneity in the composition of higher education, and particularly about mature women students' conflicting roles, it will improve their practice, enhance the qualitative experiences of mature women students and consequently, help to retain and increase their participation in higher education.

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Books on the topic "Education, Higher – Ghana"

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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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National Council for Tertiary Education (Ghana), ed. Report of the Technical Committee on Polytechnic Education in Ghana. Accra: National Council for Tertiary Education, 2001.

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University for Development Studies in the history of higher education in Ghana. Accra, Ghana: Centre for Savana Art and Civilisation, 2005.

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Effah, Paul. Governance of tertiary education institutions in Ghana: A manual. Accra, Ghana: NCTE in collaboration with the Association for the Development of Education in Africa, Working Group on Higher Education, 2001.

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Sawyerr, Akilagpa. The student loans scheme: Two decades of experience in Ghana. Accra: National Council for Tertiary Education, 2001.

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Agbodeka, Francis. A history of University of Ghana: Half a century of higher education (1948-1998). Accra: Woeli Pub. Services, 1998.

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University Leaders' Forum, University of Ghana: Developing and retaining the next generation of academics : report of the second forum, La Palm Royal Beach Hotel, Accra, Ghana, 22-25 November 2008. Accra]: University Leaders' Forum, 2008.

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Seminar for Higher Education Administrators (1996 University College of Education, Winneba). Human resource management & faculty management in higher education institutions: The report of proceedings of two seminars for higher education administrators in Ghana. Edited by Yeboah Frank K, Ghana. Committee of Vice-Chancellors and Principals., and Ghana. Ministry of Education. Project Management Unit. [Legon, Ghana?]: Committee of Vice-Chancellors and Principals, 1998.

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Ghana. Basic laws of the University of Ghana. [Accra]: University of Ghana, 2011.

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African dance education in Ghana: Curriculum and instructional materials for a model Bachelor of Arts (Hons.) Dance in Society. Accra: Ghana Universities Press, 1994.

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Book chapters on the topic "Education, Higher – Ghana"

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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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Budu, Joseph. "Making Commitment Concrete: Policy and Practice in Access to HE in Ghana." In Access to Higher Education, 151–63. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41190-7_12.

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Morley, Louise. "Experiencing Higher Education in Ghana and Tanzania: The Symbolic Power of Being a Student." In Widening Participation in Higher Education, 245–62. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_15.

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Bello, Madinatu. "Collaborations for creative arts higher education delivery in Ghana." In Higher Education and Policy for Creative Economies in Africa, 28–43. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003127802-4.

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Adamba, Clement. "Understanding High School Students’ University Choice: Implications for Marketing and Management of Higher Education in Ghana." In Higher Education Marketing in Africa, 47–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_3.

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Adu-Yeboah, Christine. "Motives and motivations for mature women’s participation in higher education in Ghana." In Culturally Responsive Education, 174–89. New York : Routledge, 2017. | Series: Routledge Studies in Culture and Sustainable Development: Routledge, 2017. http://dx.doi.org/10.4324/9781315201900-12.

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Nunoo, Edward Kweku. "Sustainable Waste Management Systems in Higher Institutions: Overview and Advances in Central University Miotso, Ghana." In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_81-1.

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Nunoo, Edward Kweku. "Sustainable Waste Management Systems in Higher Institutions: Overview and Advances in Central University Miotso, Ghana." In Encyclopedia of Sustainability in Higher Education, 1876–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_81.

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Kobo, Ousman Murzik. "Islamic Institutions of Higher Learning in Ghana: The Case of the Islamic University College." In Muslim Institutions of Higher Education in Postcolonial Africa, 179–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_11.

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Conference papers on the topic "Education, Higher – Ghana"

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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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Armah, Justice Kofi, and Duan van der Westhuizen. "THE VALUE AND DIFFICULTIES OF LEARNING WITH DIGITAL TECHNOLOGIES AMONG HIGHER EDUCATION STUDENTS IN GHANA." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end108.

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"Students’ Learning Experience Within a Blended Learning Environment in a Higher Education Institution in Ghana." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.117.

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Antwi-Boampong, Ahmed. "INSTITUTIONAL PERSPECTIVE OF DRIVERS INFLUENCING THE ADOPTION OF BLENDED LEARNING IN HIGHER EDUCATION: THE CASE OF GHANA TECHNOLOGY UNIVERSITY COLLEGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2211.

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Iddriss, Zainab, and Amirah Al Sarraj. "Exploring Trends in Open Access Repositories: The Case of Higher Education Institutions in Nigeria, Ghana, Cabo Verde, and Senegal." In 2019 ACM/IEEE Joint Conference on Digital Libraries (JCDL). IEEE, 2019. http://dx.doi.org/10.1109/jcdl.2019.00073.

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Amponsah, Irene Kafui Vorsah, Sylvia Ankamah, Helena Amoakohene Anarfi, and Carine Lesley Malor. "Effect of COVID-19 on Education in Ghana: Narratives from Primary, Junior High and Senior High School children." In 2019 International Conference on Mechatronics, Remote Sensing, Information Systems and Industrial Information Technologies (ICMRSISIIT). IEEE, 2019. http://dx.doi.org/10.1109/icmrsisiit46373.2020.9405905.

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"Development Of Skills And Critical Thinking In Junior High School (JHS) Students Towards Quality Basic Education In Ghana." In April 18-19, 2017 Kyoto (Japan). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.dirh0417215.

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Andrews Ghanney, Robert. "Academic Performance in Mining Areas: The Case of Selected Junior High Schools in the Atwima Kwanwoma District, Ghana." In International Virtual Conference on Education, Teaching and Learning. GLOBALKS, 2020. http://dx.doi.org/10.33422/ivcetl.2020.05.165.

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h, Kusi,. "Factors Responsible For the Under-Representation of Women in Senior High School Headship in the Brong Ahafo Region, Ghana." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.80.

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Jibril, Abdul Bashiru, Michael Adu Kwarteng, and Miloslava Chovancova. "A demographic analysis of consumers’ preference for green products." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.044.

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Purpose – the aim of this research is to understand and present the outcomes of the strength of association between consumers and the use of the green (herbal) product from a demographic viewpoint. By extension, it measures the magnitude of dependents among demographic factors influencing the use of the green product in a developing country. Research methodology – to evaluate consumer’s demographics on the use of the green (herbal) product, 207 participants took part in the survey through a structured questionnaire. Data were obtained from users of green products (specifically herbs) in Ghana. A nonparametric test precisely chi-square test (x2) and Spearman's correlation rs were employed for our empirical analysis. Findings – the paper indicated the youthful population as the highest number of users of the green product in the herbal market. Results from the nonparametric test (Spearman’s rho) revealed that demographic factors (gender, age, education, and occupation) have an inverse relationship on the use of the green product. Whiles the chi-square test also discloses insignificant relationships among the observed attributes. This suggests that there is no empirical evidence to support the claim that use of green product depends on demographic factors of consumers. Research limitations – the limitation of this study considered the research scope, taking into account a smaller sample size for the study hence, future researchers should expand the sample size as well the other demographic variables necessary for a similar study. Practical implications – the practical implication of this study gives insights to practitioners and marketers in the herbal industry on how best they can progress in their quest to sustain in the business. Originality/Value – the present study aided in widening the scope of consumer behaviour towards the green product in the marketing discipline taken into consideration the widespread competition in the business nowadays especially in the herbal (green product) market

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Reports on the topic "Education, Higher – Ghana"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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