Relevant bibliographies by topics / Ghana. Commission on University Education

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

Academic literature on the topic 'Ghana. Commission on University Education'

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

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Journal articles on the topic "Ghana. Commission on University Education"

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BOAKYE, Peter, and Kwame Osei KWARTENG. "Education for Nation Building: The Vision of Osagyefo Dr. Kwame Nkrumah for University Education in the Early Stages of Self-Government and Independence in Ghana." Abibisem: Journal of African Culture and Civilization 7 (December 5, 2018): 1–26. http://dx.doi.org/10.47963/ajacc.v7i0.38.

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The Gold Coast was renamed Ghana by the political leadership on the attainment of Independence. But before 1957, Osagyefo Dr. Kwame Nkrumah had become Prime Minister of the Gold Coast in 1952, and by this arrangement ruled alongside the British Colonial Governor. Osagyefo Dr. Kwame Nkrumah set out to rebuild the new nation, and by doing so, Education, especially University Education, became a significant tool for the realization of such an objective. He, and the Convention People’s Party (CPP) Government saw education as “the keystone of people’s life and happiness.’’1 Thus, Osagyefo Dr. Kwame Nkrumah wanted the University Colleges in the Gold Coast to train intellectuals capable of combining both theory and practice as well as use their energies to assist in the task of national reconstruction.2 This explains why Osagyefo Dr. Kwame Nkrumah clearly spelt out the visions of University Education in Ghana. This paper, which is multi-sourced, uses archival documents, newspapers, interviews and scholarly secondary works such as articles, book chapters and books to examine the visions of Osagyefo Dr. Kwame Nkrumah for University Education in the early stages of self-government and independence in Ghana. The paper particularly focuses on measures adopted by the first Prime Minister of Ghana such as establishment of an International Commission on University Education (ICUE), making the existing University Colleges independent, the rationale for setting up the University College of Cape Coast (UCCC), the Africanization of the University staff, establishment of the Institute of African Studies and the formation of the National Council for Higher Education to transform the University Colleges to reflect the needs and aspirations of Ghanaians. _________________________________________ 1 H. O. A. McWilliam, & M. A. Kwamena-Poh, The Development of Education in Ghana. (London: Longman Group Ltd., 1975), 83. 2 Samuel Obeng, Selected Speeches of Kwame Nkrumah, Vol. 1 (Accra: Aframs Publication Ltd., 1997), 74.
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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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Tetteh, Edward Nartey, and Esther Julia Korkor Attiogbe. "Work–life balance among working university students in Ghana." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 525–37. http://dx.doi.org/10.1108/heswbl-08-2018-0079.

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PurposeThe purpose of this paper is to explore how working university students in Ghana are able to combine work and study, and the effect of this on their academic performance.Design/methodology/approachAn exploratory survey method is used to collect data from 360 working students randomly selected from four universities in Accra, Ghana. The study employs the Pearson product-moment correlation coefficient (r2) to test two hypotheses and both are affirmed by the results.FindingsIt is found that combining schooling with work results in less time for studies which negatively affects academic performance. Again, difficulty in finding time for studies due to work requirements ranks the highest, and finally, students receive slightly better support from their academic institutions than from their employers.Research limitations/implicationsThe study focussed only on perspectives from working students in Ghana. The dimension of employers and officials of academic institutions was not investigated.Practical implicationsThe findings imply that to achieve sustainable development in the tertiary education sector and even in industry, all stakeholders – universities, policymakers, employers, students, etc. – must find practical ways to assist these students to combine work and study.Originality/valueThe study bridges the empirical gap of this critical phenomenon in the Ghanaian context. It will inform government and corporate policy on higher-level skill development among the workforce, and also tertiary institutions on how to address the needs of the critical mass of working students.
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Onyeike, V. C., and S. O. Onyeagbako. "Enhancing employability through university education: the role of National University Commission (NUC)." Global Journal of Educational Research 13, no. 2 (April 18, 2018): 109. http://dx.doi.org/10.4314/gjedr.v13i2.7.

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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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ALLAN, ELIZABETH. "Constructing Women's Status: Policy Discourses of University Women's Commission Reports." Harvard Educational Review 73, no. 1 (April 1, 2003): 44–72. http://dx.doi.org/10.17763/haer.73.1.f61t41j83025vwh7.

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In this article, Elizabeth J. Allan explores how discourses embedded in university women's commission reports position women as victims, outsiders to the structure and culture of the institution, and as being in need of professional development. Using policy discourse analysis, Allan examines discourses generated by university women's commissions, which are policy-focused groups advocating for gender equity in higher education. Allan analyzes the text of twenty-one commission reports issued at four research universities from 1971 to 1996, and illustrates how dominant discourses of femininity, access, and professionalism contribute to constructing women's status in complex ways and may have the unintended consequence of undermining the achievement of gender equity. She also explores how a caregiving discourse is drawn on and challenges institutional norms of the academic workplace. Allan provides four suggestions for improving university women's commissions, including promoting awareness of policy as discourse; analyzing frameworks and assumptions of policy reports; examining implications of policy recommendations; and looking at how policy discourses construct images of women.
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Murunga, Edgar Sikuku, and Jane Esther Karugu. "Organizational Culture and Strategy Execution at Commission for University Education, Kenya." International Journal of Current Aspects 3, no. V (October 8, 2019): 76–90. http://dx.doi.org/10.35942/ijcab.v3iv.62.

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The effectiveness of an organization depends largely on how well the culture aligns with the organizational strategy. Boosting collaboration and fortifying culture prompts productive execution of organizational strategy. However conflict may arise between an organizational culture and the strategy, making the organizational culture a stumbling block to the success of the strategy. This study sought to find out the influence of organizational culture on strategy execution at Commission for University Education. It was guided by the following objectives; to examine the influence of consistency culture on strategy execution at Commission for University Education in Kenya; to determine the influence of mission culture on strategy execution at Commission for University Education in Kenya; to find out the influence of adaptability culture on strategy execution at Commission for University Education in Kenya and to establish the influence of involvement culture on strategy execution at Commission for University Education in Kenya. The study was guided by Denison Model and Resource Based View Theory. Descriptive research design was used in this study. The staff members at Commission for University Education formed the study’s target population. Both stratified and simple random samplings were employed in this study. The study used questionnaires as the main method of collecting data. The questionnaires were structured into closed-ended questions by use of multiple choice and likert questions. Statistical Package for Social Science (SPSS) version 20 was used to enter and analyze quantitative data. Output data was presented in form of tables showing the frequency, percentage and standard deviation. Results indicated that consistency had the highest influence on strategy execution (B=0.684). This was followed by involvement (B=0.476) and mission (B=0.203). Adaptability has the least influence on the dependent variable (B=0.096). The study concludes that consistency has the highest significant influence on strategy execution. The study also concludes that involvement culture is significant in steering towards an organizations strategy execution. The study further establishes that mission culture and adaptability culture play a significant role in influencing strategy execution. The study finally concludes that organizational culture is significant in steering towards an organizations strategy execution. The study recommends that government should emphasize on the need of aligning the company mission with the operations of the organization. Companies should consider involving their employees in decision making for them to feel part of the organization.
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Andoh, Raphael Papa Kweku, Robert Appiah, and Paul Mensah Agyei. "Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives." International Review of Research in Open and Distributed Learning 21, no. 2 (April 8, 2020): 118–35. http://dx.doi.org/10.19173/irrodl.v21i2.4589.

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The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.
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Ayam, Justice Ray Achoanya. "An Analysis of Revenue Cycle Internal Controls in Ghanaian Universities." Case Studies in Business and Management 2, no. 2 (August 9, 2015): 1. http://dx.doi.org/10.5296/csbm.v2i2.7320.

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While corporate organisations in recent years have experienced increasing demands for more effective and efficient internal controls aimed at strengthening and enhancing the reliability of financial statement there exist very little empirical studies focusing on the application of the five components of the COSO control framework in Revenue Cycle Internal Controls in Ghanaian University. The study is relevant in increasing the understanding and evaluating internal control effectiveness of Ghanaian Universities. The purpose of this research paper is to assess the level of effectiveness of the Revenue Cycle Internal Control Systems of Universities in Ghana using the Committee of Sponsoring Organisation of the Treadway commission (COSO) control framework in order to provide the basis for streamlining and improving controls in the Universities in Ghana. The study uses primary data collected through a survey instrument from respondents sampled from Universities and University Colleges. The results indicate that all five components of the COSO framework were in place and functioning effectively. The sampled population consist of Ghanaian Universities only, consequently the research outcome may not necessarily represent all Universities in the world. Only selected Universities and University Colleges in Ghana were included in the research, therefore the findings of this study cannot be attributable to all Higher Educational Institutions in Ghana.
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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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Dissertations / Theses on the topic "Ghana. Commission on University Education"

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Allan, Elizabeth J. "Constructing women's status : policy discourses of university women's commission reports /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.

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Chappell, Carolyn D. "The Virginia Commission on Higher Education Board Appointments| The Impact of Legislative Reform on Public University Governance." Thesis, George Mason University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591030.

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Recent national attention to issues of access, cost, and institutional performance in our public institutions of higher education have included numerous critiques and calls for reform at the level of board appointments and board governance. There has been considerable attention in both scholarly and popular media regarding governance issues including shoddy political appointment practices, lack of orientation and preparation, run-away boards, arrogant chief executives, and the negative effects of under-prepared, under-qualified trustees. These concerns have persisted as national, even congressional, attention has turned to high college costs, student debt-load, and the use of university endowments to offset costs to students and their families. These concerns were amplified by the recent economic recession and its impact on higher education. The use of appointment commissions or councils (whose responsibility is to recommend board member appointments based on merit) has been identified as a way in which to improve higher education governance. This study will examine the context surrounding the establishment of the 2002 Virginia Commission on Higher Education Board Appointments (which will be referred to as the Commission), and will explore its impact on subsequent boards of visitors at the four largest public universities in the Commonwealth. The question, Has board governance in Virginia state-supported higher education institutions changed with the advent of the Commission? will be investigated. The methodology employed and the conclusions reached may inform and encourage other state systems to consider similar reforms in the trustee appointment process and will add to the literature on best practices in higher education governance.

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Sampong, Kwasi Addo. "An evaluative study of a distance teacher education program in a university in Ghana /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1543050811&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Anyanwu, Ogechi Emmanuel. "THE POLICIES AND POLITICS OF MASSIFICATION OF UNIVERSITY EDUCATION IN NIGERIA, 1952-2000." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1159589539.

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Akwaa-Mensah, Christopher Yartey. "Policy development and implementation in a Ghanaian public university." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/59564/.

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This qualitative case study explores how policy is developed and implemented in public universities in Ghana, using the case of the University of Education, Winneba. It draws on a theoretical rationale in which inclusion and inclusiveness are seen as paramount (Lewin, 1951; Schein, 1995; Robins, 2003) to specifically question the influence of different stakeholder groups in the development and implementation of policies in the University. The study utilized data from two sources: the analysis of policy documents, and semi-structured one-on-one interviews with fifteen senior non-teaching and teaching staff in three of the four University of Education campuses. The findings discussed in the two analysis chapters – Chapter Four and Chapter Five - indicate that not all stakeholders of the university community are involved in policy reforms. The discussion in Chapter Four suggests that some policy reforms are handled by the Governing Council and/or the Academic Board without much consultation with stakeholders. Junior level staff are the most excluded from the policymaking process with the effect that in some cases University management decisions become policies. Chapter Five discusses stakeholder participation and finds that efforts are made to disseminate policies although there are gaps in the dissemination methods and implementation. The main policy implementation gaps are the lack of proper evaluation and follow-up mechanisms for investigating the magnitude of collegiate participation and the impacts of such participation. Given that all the stakeholders are required to support new policies irrespective of their gender and/or position, the study contends that collegial participation in the policy development and implementation processes is very important. Overall, it may be argued that stakeholder perspectives on policy development practices within UEW contradicts Muller's (2007) concerns that academic institutions are nurtured through the adoption of sound policies through wide faculty consultation. Due to the small number (fifteen) of participants and considering that this was a case study, it is recommended that future studies are scaled up to include a fuller range of views (junior and senior members) from both public and private universities.
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Badu-Nyarko, Samuel. "A study of faculty attitudes towards the adoption of university-based distance education in Ghana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0026/MQ33339.pdf.

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Adinku, William Ofotsu. "Towards the National Theatre concept : a model for the development of dance education within the Ghanian university system." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848393/.

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During the period under colonial rule Ghanaian traditional life styles were largely destroyed and foreign value systems imposed. Following independence in 1957 the concept of National Consciousness, which seeks to encourage models of traditional forms in all new developments, was proposed. This thesis addresses the need to introduce traditional dance into the Ghanaian University system in response to the concept of National Consciousness. The thesis is divided into two parts. Part One is a survey of traditional dance models and their significance for new developments, while Part Two examines these models as applied activities in dance eduction and theatre work. In Part One traditional dances and related arts are treated in Chapters 1 and 2 while the developments of concepts for national integration through the dances are treated in Chapters 3 and 4. In Part Two concepts of dance in education are examined in Chapter 5; the roles of dance in education as well as models in subject programming in Chapter 6 and curriculum development for first degree courses in Chapter 7. Chapter 8 looks at the contributions of the various Chapters to the development of an African orientated dance programme for education and theatre practice in emergent African societies. The study is limited to the Country of Ghana though the findings may have implication for other African countries.
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Effah, Ebenezer Asare. "Assessing the applicability of student-based brand equity constructs in university institution preference in Ghana." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1225/.

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With ad-hoc application of the traditional element of marketing failing to sustainably cushion institutions against growing competition, universities are frantically searching for ways to differentiate themselves in the long term. This study ascertains the applicability of five empirically established brand equity constructs to Ghana’s university industry. It is underpinned by a pragmatist philosophy - an objective-driven blend between the ontological and epistemological philosophical positions, and adopts a mixed-methods paradigm that combines qualitative and quantitative survey methods of data collection and analysis. For the qualitative part, 22 valid face-to-face in-depth interviews with undergraduate students selected from four universities were used while the quantitative study used 625 self-administered questionnaires from undergraduate students from twelve universities. Thematic analysis was used for the qualitative data while for the quantitative data, the structural equation modelling technique of partial least squares (PLS) was employed to ascertain relationships between the five independent student-based brand equity (SBBE) constructs on one hand, and students’ university brand preference (SUBP) as a dependent variable, on the other. Results of the analysis indicate a positive relationship between most of the SBBE constructs studied and university preference in Ghana. Four SBBE dimensions namely; university institutional reputation (UIR), university institutional image (UII), university graduate employability (UGE) and perceived institutional service quality (PISQ) recorded significant positive relationships with students’ university preference (SUP). Positive relationships were also obtained between university image and university reputation, university identity and university reputation, as well as between perceived institutional service quality and graduate employability. On the contrary, an insignificant relationship was obtained between university institutional identity (UI) and students’ university preference. The correlation analysis also indicates significant positive relationships among all the independent SBBE variables. Cumulatively, the results indicate that the SBBE concept is applicable to Ghana’s university context as the SBBE constructs and university preference are positively related. The prevalence of reputation, image, graduate employability and perceived institutional service quality in the research findings has implications for policy in the university sector. Also worthy of note is the significant positive relationship obtained between perceived institutional service quality and graduate employability; as well as between university institution identity, university institution image and university institution reputation. Much of the existing academic work on higher education branding has concentrated on brand equity’s antecedents and consequences. This study links empirically proven antecedents of university brand equity to university preference. Also, most of existing empirical research on brand equity in the university sector has focused on developed countries whose circumstances are fundamentally different from those of developing economies. This study is a novelty in the sub-Saharan African context where student-focused university branding is uncommon; and so comes as a significant contribution from Ghana, to the growing worldwide debate on university branding. While contributing a survey instrument that enhances SBBE research methodology, theoretically, the unique blend of SBBE constructs employed is unprecedented. Notwithstanding some limitations identified, this study presents an empirical model that stands to guide university management in judiciously dispensing scarce resources.
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Ohene, Isaac. "Gender and leadership in higher educational institutions : exploring perceptions and practices in University of Cape Coast, Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6293/.

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The purpose of this study is to examine the level of female participation in leadership activities in the University of Cape Coast (UCC). Leadership is experienced at various levels within the university - student, staff, committee and management levels in the university. However, the positions are mainly held by men. This study examined the institutional structures and cultural factors responsible for the dearth of women in leadership and why it is necessary to have more women vigorously involved in the decision-making in the university. Few women reaching the top have managed it successfully because of the exposure to various forms of institutional and cultural barriers. This state of affairs works against the effective utilization of human resources in the university. Ensuring that all individuals irrespective of their gender are equally motivated to participate in the decision-making process holds the potential for maximising the human resources within the university. In this study, the barriers to female participation in leadership have been explored. A qualitative research design guided the study. Twenty semi-structured interviews, participant observation and the use of unobtrusive observation were the main data collection techniques adopted. For data analysis, 'open and axial' coding approaches based on the inductive and deductive reasoning were utilised. A significant outcome of the study includes the fact that very few women are in head of departments and deanship positions. Women are almost absent in the top administrative echelon. Females occupy only designated 'vice/deputy' positions in students and staff unions. However, few academic women who have reached the top have managed successfully. The study concludes by expressing the view that women in UCC face several challenges which impede their progress towards leadership aspirations. These include institutional structures and culturally entrenched norms. Based on these findings and conclusions, a number of recommendations have been made to improve the chances of women in both academic and administrative departments to break the glass-ceiling and advance into leadership positions. These include the following: (1) the need for professional development opportunities for women to enable them to pursue postgraduate programmes after which they could be employed as administrators or academics, and (2) the institutionalization of policies in support of the reservation of quotas for women in some leadership positions, including chairing some of the sub-committees of the Governing Council and the Academic Board to ensure fair participation of women in critical decision-making levels in the university.
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Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.

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Books on the topic "Ghana. Commission on University Education"

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

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Sharma, Kavita A. 50 years of University Grants Commission. New Delhi: University Grants Commission, 2003.

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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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Canada. Commission of Inquiry on Canadian University Education. Report: Commission of Inquiry on Canadian University Education. Ottawa, Ont: Association of Universities and Colleges of Canada, 1991.

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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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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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Chinnery-Hesse, Mary. Alumni lecture on international co-operation in a changing world environment. Accra, Ghana: The University, 1992.

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Manitoba. University Education Review Commission. Post-secondary education in Manitoba: Doing things differently : report of the University Education Review Commission. [Winnipeg, Man.]: The Commission, 1993.

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Prasad, Anirudh. University education administration and the law. New Delhi: Deep & Deep Publications, 2000.

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Djangmah, J. S. University productive sector linkages in Ghana: Universities and the small and medium-scale enterprises : report of study. Accra: Association of African Universities, 1992.

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Book chapters on the topic "Ghana. Commission on University Education"

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Appiah-Adjei, Gifty. "Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba." In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Tagoe, Michael. "The Relevance of University Education and Fears of Unemployment: Perceptions of University Students Making Transitions to the World of Work in Ghana." In Transitions from Education to Work, 113–35. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_7.

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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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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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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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Madichie, Nnamdi O., Masud Ibrahim, Diyawu Rahman Adam, and Yazidu Ustarz. "Entrepreneurial Intentions Amongst African Students: A Case Study of the University of Education, Winneba, Ghana." In Entrepreneurial Universities, 169–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_8.

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Crăciun, Daniela, Kata Orosz, and Viorel Proteasa. "Does Erasmus Mobility Increase Employability? Using Register Data to Investigate the Labour Market Outcomes of University Graduates." In European Higher Education Area: Challenges for a New Decade, 105–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_8.

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Abstract The chapter sets out to answer a question that has long been on the mind of policy-makers, university leaders, scholars and students: does international student credit mobility have a positive impact on graduate employability? Traditionally, this question has been answered using survey data where internationally mobile students self-report their employment situation at a certain point after graduation. According to these studies, international student mobility positively affects the labour market outcomes of students. For instance, the European Commission reports that: (1) students who completed an Erasmus mobility program are half as likely to face long-term unemployment; (2) the unemployment rate of Erasmus students is 23% lower five years after graduation (European Commission 2014). While these studies provide important insights about the benefits associated with the cross-border credit mobility of students, the results can be plagued by self-selection bias in reporting post-mobility employment outcomes. In order to avoid the problems associated with survey data, in this chapter we offer an analysis based on register data from university records and employment records, using as a case study the West University of Timisoara, a leading comprehensive university in Romania. Using register data offers the possibility to study population-level data and compare the employment outcomes of mobile and non-mobile students. The chapter analyses the impact of credit mobility on insertion in the labour market, income levels and occupational prestige. While the research question that the chapter is trying to answer is important, the main message of the chapter is broader: ministries and higher education institutions should release data for research purposes. Register data is readily available and helps researchers make efficient use of resources. In turn, this can encourage evidence-based policymaking.
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Peters, Michael A., and Tina Besley. "Contesting the Neoliberal Discourse of the World Class University: ‘Digital Socialism’, Openness and Academic Publishing." In Evaluating Education: Normative Systems and Institutional Practices, 235–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_14.

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AbstractThe principal aim of this paper is to contest the neoliberal discourse of the World Class University (WCU). The first section provides an understanding of the concept of the WCU within the context of a global competitive model of the knowledge economy and contrasts it with the social-democratic model based on open science and education that also provides links between new modes of openness, academic publishing and the world journal architecture. The paper makes the case for ‘knowledge socialism’ that accurately depicts the greater communitarian moment of the sharing and participative academic economy based on peer-to-peer production, social innovation and collective intelligence. It instantiates the notion of knowledge as a global public good. Profound changes in the nature of technology has enabled a kind of ‘digital socialism’ which is clearly evident in the shift in political economy of academic publishing based Open Access, cOAlition S, and ‘Plan S’ (mandated in 2020) established by national research funding organisations in Europe with the support of the European Commission and the European Research Council (ERC). The social democratic alternative to neoliberalism and the WCU is a form of the sharing academic economy known as ‘knowledge socialism’. Universities need to share knowledge in the search for effective responses to pressing world problems of fragile global ecologies and the growing significance of technological unemployment. This is a model that proceeds from a very different set of economic and moral assumptions than the neoliberal knowledge economy and the WCU.
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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Conference papers on the topic "Ghana. Commission on University Education"

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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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Antwi-Boampong, Ahmed. "FACULTY PERSPECTIVES ON BARRIERS OF BLENDED-LEARNING ADOPTION: A GHANA TECHNOLOGY UNIVERSITY COLLEGE CASE STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2210.

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Kim, Eunji, So Yoon Kim, Sun-Young Ahn, Yuri Lee, Goun Kim, and Sookhyun Jo. "PROMISES AND CHALLENGES OF COMMUNITY-BASED LEARNING PROGRAM OF A UNIVERSITY IN A RURAL AREA OF GHANA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0881.

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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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González-Baixauli, Cristóbal, Elvira Montañes-Brunet, and Pedro J. Pérez-Vázquez. "Effects of Mobility Programmes on University Students' Academic Performance." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8034.

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The number of students participating in mobility programmes has increased enormously over the years. The reasons are diverse and may range from personal growth to better employability prospects, together with improvement in foreign language skills and intercultural awareness. Mobility programmes receive generous funding from the European Commission, therefore their outcomes should be measured and evaluated. This paper focuses on a specific one: the academic effects of mobility programmes. We analyse whether there is an improvement in the academic performance of the students who participate in mobility programmes and, if this is the case, whether it is sustained over time. We use a broad dataset of students from the Faculty of Economics of the University of Valencia over a period of thirteen academic years. The results indicate that students participating in a mobility programme experiment a marked improvement in their scores at the host university, but this upgrading: a) is not homogeneous across the mobility programs or geographical areas considered; and b) partially vanishes off when the students come back to their home university.
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Hassan, Hossam, and Khalifa Al-Jabri. "ABET Accreditation: An Engineering Experience from Sultan Qaboos University, Oman." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2691.

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The Accreditation Board for Engineering and Technology (ABET) accredits college and university programs in engineering under the Engineering Accreditation Commission (EAC). The process follows Engineering Criteria (EC) 2000, which focuses on outcomes (what is learned) rather than what is taught. This paper presents an overview of the processes developed by the civil engineering (CE) program at Sultan Qaboos University to satisfy ABET Criteria 2, 3, and 4. The program had a successful accreditation visit in November 2013. Program educational objectives (PEOs) were developed. A review and revision process for PEOs was also developed. ABET student outcomes (SOs) were adopted by the CE program. SOs were broken to outcome elements. Key performance indicators were developed for each outcome element, according to the six levels of Bloom’s taxonomy for cognitive domain. The process used direct indicators from student work as well indirect survey instruments. The program has developed a detailed and systematic approach for assessment of SOs with feedback and follow-up on implementation of actions for continuous improvement. Planning for the next accreditation cycle of SO assessment proved valuable, as the new accreditation committee started executing an already laid out work plan.
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Sowah, Robert A., Godfrey A. Mills, Appah Bremang, and Stephen K. Armoo. "Integrating MATLAB/Simulink technical computing environment into engineering education pedagogy in Ghanaian Universities: — A case study for University of Ghana, Computer Engineering Department." In 2012 IEEE 4th International Conference on Adaptive Science & Technology (ICAST). IEEE, 2012. http://dx.doi.org/10.1109/icastech.2012.6381073.

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Caviezel, Valeria, Anna Maria Falzoni, and Linda Galizzi. "Motivations and concerns of outgoing Erasmus students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11230.

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Internationalization of higher education is a priority in the European education policy. Since it began in 1987/1988, the world’s most successful student mobility programme, the Erasmus programme, has provided over three million European students with the opportunity to go abroad and study at a higher education institution. Aiming to speed up this trend, for the next long-term EU budget 2021-2027, the European Commission has proposed to double funding for Erasmus to EUR 30 billion. In this way, it will make it possible to support up to 12 million people between 2021-2027. However, learning mobility barriers still exist and the shares of study abroad participants vary widely across Member States. Within this context, the aim of this contribution is to investigate the motivations and concerns about the experience abroad of 1272 students of a medium size Italian university – the University of Bergamo – that apply for an Erasmus+ or Extra-EU Program. To analyse the data collected by an on-line survey we used the Principal Component Technique.
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Borg, Colin. "The influence of globalisation and massification on public higher education in Malta: assessing the contextual realities." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7974.

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The main question that this paper seeks to explore is: What contextual factors and conditions are contributing to the present higher education environment in Malta? To address this question, the author conducts a systematic study by examining the changing context of higher education from a legislative, economic and political perspective. The aim of this paper is to outline the determining influences that are shaping Malta’s higher education context.The research methods employed in this paper are mainly two: the first method involves the analysis of documents and data published in international academic journals and local reports. Statistics published by the National Commission for Further and Higher Education (NCFHE) and the National Statistics Office (NSO) were the main sources of local Maltese statistics. The second research method involves national and institutional data that was specifically requested by the author and that was never published before. NCFHE, the University of Malta (UM) and Malta College for Arts, Science and Technology (MCAST) were asked to provide data in order to present a comparative analysis by comparing local data with what has been published internationally. UM and MCAST are the two main public Maltese higher education institutions. In all instances headcount data is presented.
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DREJERSKA, Nina. "EMPLOYMENT IN VS. EDUCATION FOR THE BIOECONOMY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.245.

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A number of employees is one of the basic indicators applied for identification of the economic relevance of an industry or an economic sector. Referring to nearly 18.6 million people employed in the 28 EU Member States within the bioeconomy in 2014, it can be stated that this a an economic sphere of significant importance in the European economy. The main aims of the study are to identify a scale of employment in the bioeconomy sector across EU Member States as well as to investigate tertiary education in bioeconomy based on the Polish experience in the Bioeconomy subject area group within the Euroleague for Life Sciences (ELLS). Data used included: (1) the data portal of agro-economics modelling – DataM of the Joint Research Centre of the European Commission, (2) CAWI research among students of WULS-SGGW on their attitudes to the bioeconomy, (3) feedback of participants of the first summer school in bioeconomy coordinated by WULS-SGGW. Research results display that the majority of Polish students did not meet the term of bioeconomy generally as well as at the university. There is also one very important students’ comment which can describe their attitude: students of economic disciplines are not very much interested as they think that bioeconomy focuses on life sciences (bio) so it is not appropriate for them; students of different fields of life sciences are not very keen to study bioeconomy as according to them it focuses on economy (as in the name itself).
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Reports on the topic "Ghana. Commission on University Education"

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Subhani, MI. VIRTUAL INTERNATIONAL CONFERENCE ON IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? ILMA University, 2021. http://dx.doi.org/10.46745/ilma.oric.conference.2021.01.

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Office of Research, Innovations & Commercialization, ILMA University as always plays a significant role of stimuli to provoke the understanding of publishing protocols among the publishers and other stakeholders of scholarly communications. In continuation to this role, Office of Research, Innovations & Commercialization-ILMA University is hosting a virtual international conference on IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? With this note, to spread growing significance of Open Access Knowledge in Scholarly Communication, I am extending an Official Invitation to your good self to attend this conference. During this extraordinary new normal time in an unprecedented year, there is no pressure to attend this conference. The conference has been designed to be as flexible as possible in the hopes that many people can participate to listen Conference KEYNOTE SPEAKERS from Higher Education Commission, Govt. of Pakistan, Web of Science, Elsevier, COPE, Creative Commons, SAGE Open, University of Jyväskylä, Finland, University De Quebec Montreal, Commonwealth University and Suan Sunandha Rajabhat University, Bangkok.
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