Journal articles: '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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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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Nyatepeh Nyatuame, Promise, and Akosua Abdallah. "Youth Theatre and Community Empowerment in Ghana." Theatre and Community 9, no. 2021-1 (June 30, 2021): 122–49. http://dx.doi.org/10.51937/amfiteater-2021-1/122-149.

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As contemporary theatre and new production models are now being evaluated with more regard to community empowerment, the importance of proper tools for evaluation of the process has increased. The article explored the community youth theatre practices of the Community Youth Cultural Centre (CYCC) of the National Commission on Culture (NCC) in Ghana. We examined the role of the youth theatre at CYCC in the light of community empowerment. Using the qualitative case study design, six artists with a minimum of five years and a maximum of thirty years of work experience with the CYCC were interviewed. Performance activities and documents of the CYCC were also observed and analysed. The findings revealed four themes: Objectives of the centre; Youth theatre practices; Abibigoro/puppetry theatre models; and non-formal and cultural education. It was found that staff and artists at the CYCC employed diverse theatrical modes to facilitate community empowerment processes. The study recommends that cultural and creative centres in Ghana should harness the potentials of the community youth theatre, develop community-specific and context-driven performance models to support artistic- aesthetic-cultural and non-formal education processes to enhance our collective strive for community empowerment in Ghana.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

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Baker, R. J. "Review of Report on the Commission of Inquiry on Canadian University Education." Canadian Journal of Higher Education 22, no. 2 (August 31, 1992): 102–6. http://dx.doi.org/10.47678/cjhe.v22i2.183138.

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Owusu-Mensah, Isaac. "Promoting Quality University Education in Ghana: The Challenges of Mentoring Private Universities." British Journal of Education, Society & Behavioural Science 8, no. 2 (January 10, 2015): 104–16. http://dx.doi.org/10.9734/bjesbs/2015/17104.

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Segbenya, Moses, and Ernest Osei Bonsu. "Performance Appraisal and Employee Development in the University of Education, Winneba, Ghana." International Journal of Business and Management 14, no. 8 (July 7, 2019): 83. http://dx.doi.org/10.5539/ijbm.v14n8p83.

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The study examined performance appraisal (PA) and employee development in the University of Education, Winneba. The concurrent triangulation strategy or design from the pragmatic perspective was adopted for the study. A multi-stage sampling technique such as simple random, stratified and purposive sampling techniques were used to sample of 159 from a population of 271 (comprising 61 senior members and 210 senior staff) administrative staff of the University of Education, Winneba. Data collection instruments were questionnaire and unstructured interview guide. Quantitative data was analysed with frequencies, percentages, means and standard deviations, and Pearson correlation matrix. Pattern matching was used to present the qualitative data after coding and thematic analysis. The study found that administrative staff of the University were not satisfied with the present ranking PA method or system in vogue. Respondents strongly endorsed the need for 360-degree feedback PA system because it provides feedback from multiple sources and had a statistically positive significant relationship with employee development and performance. It was recommended that the management of the division of the human resource of the university should gradually phase out the existing performance appraisal system and introduce the 360-degree feedback performance appraisal system.

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Amo-Adjei, Joshua, Akwasi Kumi-Kyereme, and Derek Anamaale Tuoyire. "Transactional sex among female university students in Ghana: Implications for HIV education." Health Education 114, no. 6 (September 30, 2014): 473–86. http://dx.doi.org/10.1108/he-02-2014-0013.

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Purpose – Older males having sex with younger females is known to increase unsafe sex practices, exacerbated by power and economic imbalances between partners. The purpose of this paper is to examine transactional sexual relationships (i.e. long-term relationships constructed as “girlfriends not ‘prostitutes’” based on the exchange of gifts and other obligations) among female students of University of Cape Coast, Ghana. It particularly explores the implications for HIV education in institutions of higher learning. HIV/AIDS has been labelled as a disease of the poor and the uneducated, and it might be expected university students would engage in safer sexual practices: if they do not it highlights the problem around gender and economic imbalances and their repercussions even more clearly. Design/methodology/approach – Using snowballing, 40 university-educated female students engaged in transactional sex were interviewed using unstructured interview. The data were analysed thematically. Findings – These young women were not simple victims, these relationships were the result of complex and conscious choices. They did not want to marry their partners and were clear that these were short-term relationships primarily for material gain, which they nevertheless kept secret from family and most friends for fear of stigma, particularly in blighting their future marriage prospects. They protected themselves from emotional involvement, although they often saw their partners as loving, taking the provision of gifts as a sign of affection and sometimes a replacement for parental love. Their motivation was primarily economic, to fulfil “wants” not survival “needs” – the relationships enabled them to purchase the trappings of affluent society such as clothes, hairstyles, fast food and gadgets. They were also motivated by the enhanced experiences these relationships allowed, such as feeling protected, respected, “high class”, part of a daring elite of women and being able to travel and continue their education. The unequal nature of the relationships (often described as “father-daughter”) in a society in which parents, older people and men are given unquestioning respect, reduced their abilities to negotiate safe sex practices. In so far as they practiced safer sex it was to avoid pregnancy rather than disease, believing they would be able to tell from physical signs if their partner was infected. Practical implications – This study shows that the “privileged” status’ that higher education offers is no match for the socioeconomic and cultural factors which make female youths, whatever their educational background, compromise on safer sexual practices, rendering them vulnerable to STIs and particularly, HIV infection. It is also clear that students in higher education are nevertheless ignorant about the risk and invisible nature of sexually transmitted disease. Institutions of higher education need to do more to provide robust sex and relationship educational interventions for their students and faculty about HIV/AIDS, which take into account the complex and socially situated decisions that surround sexual relationships. Originality/value – Most of the work on transactional sexual relationships has come from South Africa – this is the first study in a Ghanaian context and of educated young women.

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Arthur, Stephen, Josephine Ganu, and Abdulai Issaka. "Fostering Entrepreneurial Intentions among University Students in Ghana: Proposing a Conceptual Framework." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (May 14, 2021): 127–35. http://dx.doi.org/10.46606/eajess2021v02i02.0083.

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The positive effect of students' exposure to entrepreneurship education and entrepreneurship intention is well established in extant literature. Ghana is an example of an emerging country that has embraced entrepreneurship and entrepreneurial education to curb unemployment levels, especially among university graduates. However, countless university graduates especially in Ghana prefer seeking non-existent jobs rather than establishing their businesses. Therefore, this paper proposes a conceptual framework that highlights entrepreneurial competencies, social support, and business opportunities as essential factors that can potentially enhance the entrepreneurial intentions of university students, particularly fresh graduates. Specifically, we offer three propositions with the anticipation of generating fresh research interest for future studies in entrepreneurial intentions among university graduates. Understanding these driving forces leading to entrepreneurial intentions among young graduates is critical for effective entrepreneurship education and self-employment in Ghana and beyond.

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Agbloyor, Elikplimi Komla, Frank Kwakutse Ametefe, Emmanuel Sarpong-Kumankoma, and Vera Fiador. "Investment appraisal: Akwaaba university hostel projectInvestment appraisal: Akwaaba university hostel project." Emerald Emerging Markets Case Studies 11, no. 2 (August 31, 2021): 1–38. http://dx.doi.org/10.1108/eemcs-01-2020-0025.

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Learning outcomes After completing this case, students should be able to: identify and compute relevant cash flows in relation to a real estate project and compute the net present value (NPV). Determine the target return or cost of capital (by looking at historical economic indicators). Design or formulate a sensitivity analysis to determine the drivers of the project value. Evaluate real estate and other investments taking qualitative and quantitative factors into consideration. Demonstrate the computation of a break-even rate to determine the minimum or maximum revenue or cost required for a project to be viable. Case overview/synopsis This case study is about the Golden Beak Securities Pension Fund that wanted to invest in a Hostel Project in one of the universities in Ghana. Most universities in Ghana faced an acute shortage of on-campus accommodation. Also, the Government of Ghana, in 2017, implemented a programme to make Senior High School in Ghana free. This was expected to increase the number of students who will enter the existing universities. The project was therefore seen as strategic, as it would help ease the pressure of on-campus accommodation while providing diversification for the pension fund. As part of the investment committee’s (IC) quest to improve the skill set available to it, especially in relation to real estate investments, Esi Abebrese was appointed as one of the members of the IC of GSB. Her main task was to collect information on key macroeconomic variables, as well as granular information on project costs and revenues and conduct investment appraisal. Esi was scheduled to make a presentation to the IC on the 15th of October 2019 following which the Committee will debate and make a decision. The project had an estimated cost of GH¢52m with a total number of 3,424 student beds and ancillary facilities. Undertaking the project required moving funds from investments in money market securities with one of the banks in Ghana. The investments in the money market securities were currently yielding about 16% a year. The determination of the cost of capital was critical and Esi and Nana eventually settled on a long-term weighted average cost of capital of 14%. This was after considering the trend of inflation, monetary policy rates, treasury rates, stock market returns and a report on returns on commercial real estate properties in Ghana. An exit capitalisation rate of 20% was also estimated for the purposes of determining the value of the property at the end of the investment horizon. Esi also obtained estimates of cost and revenue for the project and proceeded to carry out a feasibility analysis on the project. This consisted of an NPV analysis and sensitivity analysis on various factors to determine the drivers of the project value. The IC had to take several factors (both quantitative and qualitative) into consideration before making a decision. Esi believed that these factors included the diversification of the fund’s assets, the return on investment, potential oversupply of hostel accommodation, the social responsibility of providing student accommodation and the impact of any prolonged shutdown of the university. Complexity academic level Masters/advanced undergraduate. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance.

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Amoako, George Kofi, Kwasi Dartey-Baah, and Evans Sokro. "Factors influencing teaching as a career choice in both public and private universities in Ghana." Journal of Applied Research in Higher Education 12, no. 4 (July 1, 2019): 633–48. http://dx.doi.org/10.1108/jarhe-07-2018-0163.

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Purpose The purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory. Design/methodology/approach In this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo. Findings Results from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers. Research limitations/implications This study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison. Practical implications The study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers. Originality/value Despite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory.

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Dampson, Dandy George. "Emotional Intelligence of Headteachers in the Senior High Schools in Ghana: A Conundrum?" Journal of Education and Culture Studies 5, no. 3 (June 25, 2021): p27. http://dx.doi.org/10.22158/jecs.v5n3p27.

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The study employed the explanatory sequential mixed methods design where quantitative and qualitative data sets were collected to address the research problem. Two hundred and sixty-two (262) headteachers were sampled randomly from the Central and Greater Accra regions of Ghana for the quantitative phase of the study whilst eight (8) headteachers were subsequently sampled purposively for the qualitative phase of the study. The quantitative data were analyzed using means and standards deviations whilst the qualitative data were analyzed using content analysis. The study found that the emotional intelligence of the headteachers was low. The study further established that the academic qualification of the headteachers was not a significant predictor of their Emotional Intelligence (EI). However, the gender and age of the headteachers predicted their EI significantly. It was concluded the EI level of the headteachers may affect how they lead and manage their respective schools. It is recommended that periodic pragmatic and purposeful in-service and workshops in EI should be provided for headteachers in the study area by the Metro Directorate of Education. Furthermore, the Circuit Supervisors, Metro Directors and the Ghana Education Service should liaise with the Ghana Psychological Council to provide psychological support for the headteachers in the Senior High Schools within the study area. Finally, the Ministry of Education through the Ghana Tertiary Education Commission should ensure that teacher education programmes that are offered in the institutions of higher learning in Ghana have contents in the area of emotional intelligence and educational leadership to equip headteacher in the management of their schools.

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Appiah-Agyekum, Nana Nimo, Constance Sorkpor, and Samuel Ofori-Mensah. "Determinants of abortion decisions among Ghanaian university students." International Journal of Adolescent Medicine and Health 27, no. 1 (February 1, 2015): 79–84. http://dx.doi.org/10.1515/ijamh-2014-0011.

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Abstract Background: Unsafe abortion accounts for a significant proportion of maternal and reproductive health related mortalities and complications in developing countries. In Ghana and sub-Saharan Africa in general, abortion remains a significant barrier to achieving the health related MDGs. Yet, there exist a dearth of information on the determinants of abortion decisions among adolescents, students and other populations at risk. Objectives: This study explores the factors that are likely to influence abortion decisions among University students in Ghana. It also explores their knowledge and perceptions on abortion. Methods: Data were collected from 142 randomly sampled students of the University of Ghana through focus group discussions. Questions focused on their knowledge on abortion and the key determinants of their decisions to abort. The results were recorded, transcribed, and analysed qualitatively using the thematic analysis approach. Results: The students were knowledgeable on abortion. In making decisions on abortion, the students considered their education, religious beliefs, health, economic factors, and family. Conclusions: Factors such as societal pressure and peer influence that, to date, have been the backbone of sexual and reproductive health, anti-abortion stigma, and unsafe abortion education and interventions have minimal influence on abortion decisions among the students. Rather, these interventions must focus on their education, religious beliefs, health, economic factors, and family to make maximum impact.

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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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Owusu, Godfred Matthew Yaw, Teddy Ossei Kwakye, Edem Emerald Welbeck, and Charles Gyamfi Ofori. "Environmental literacy of business students in Ghana." International Journal of Sustainability in Higher Education 18, no. 3 (March 6, 2017): 415–35. http://dx.doi.org/10.1108/ijshe-02-2016-0025.

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Purpose This study examines the multidimensionality of the environmental literacy concept among university business students in Ghana. The study also investigates the relationship between students’ interests in environmental issues and knowledge levels of environment and assesses how these two constructs influence students overall environmental behaviour and actions. Design/methodology/approach Using a total of 591 business students from the University of Ghana Business School, the study uses exploratory factor analysis to examine the multidimensionality of environmental literacy concept. A structural equation modelling-based approach was used to examine the relationship among the study constructs. Findings Based on the factor analysis results, the study documents that environmental literacy concept can be grouped under four distinct factors (general environmental factors; industry-related factors; environmental assessment factors; and accounting-related factors). The regression results indicate a direct and positive relationship between students’ interest in environmental issues and their environmental literacy level. Also, students’ interest and their knowledge levels of environmental issues were found to be good predictors of actual students’ involvement in activities that promote sustainable environment. Research limitations/implications The conclusions of the study are based on only data from one public university, which limits the generalizability of the findings. Originality/value The study is unique as it is the first empirical study to investigate environmental literacy levels in higher education in the Ghanaian setting.

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Nyadu-Addo, Ralph, and Mavis Serwah Benneh Mensah. "Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic." Journal of Small Business and Enterprise Development 25, no. 4 (August 13, 2018): 573–90. http://dx.doi.org/10.1108/jsbed-02-2017-0062.

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PurposeEntrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship.Design/methodology/approachThe paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana.FindingsThe analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation.Research limitations/implicationsAlthough the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research.Practical implicationsThe paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics.Originality/valueThe paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.

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Yeboah, Rita, Samuel Amponsah, Paul Kwame Butakor, and Ernest Ampadu. "Exploring the professional identities of pre-service teachers' studying at the University of Ghana." International Journal of Education Economics and Development 12, no. 1 (2021): 27. http://dx.doi.org/10.1504/ijeed.2021.10033133.

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Ampadu, Ernest, Paul Kwame Butakor, Samuel Amponsah, and Rita Yeboah. "Exploring the professional identities of pre-service teachers' studying at the University of Ghana." International Journal of Education Economics and Development 12, no. 1 (2021): 27. http://dx.doi.org/10.1504/ijeed.2021.111655.

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Adu-Gyamfi, Samuel, and Eugenia Anderson. "History education in Ghana: a pragmatic tradition of change and continuity." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (May 6, 2021): 18–33. http://dx.doi.org/10.52289/hej8.201.

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History education in Ghana has been situated within the pre-colonial, colonial and postcolonial trajectories and debates. Whereas there is a conscious effort by history teacher associations, academics and other interest groups to advance and develop the teaching of the subject at different levels of the educational system in Ghana, little attention has been paid to how the textbooks have conceptualised the cultural, ethnic and indigenous histories with their attendant differences and how they have affected or complicated narratives in the postcolonial setting of Ghana. Essentially, this contribution highlights how historical themes on empire, colonisation, decolonisation and the Commonwealth, and associated events, are explored in historiography and in the curricula of Ghana. This involves an examination of the dynamic relationship between political traditions, curriculum, historiography, and scholarship at university level. Overall, the paper highlights the political contexts that have shaped the various stages and manifestations of the history curriculum as it concerns British influence, decolonisation, independence and postcolonialism in Ghana before, during and after the development of the Nkrumahist and Danquah-Busia traditions.

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Asabere, Nana Yaw, Joseph Agyiri, Amevi Acakpovi, Abraham Nachanja, and Priscilla Awuku. "Improving Education Delivery in a Technical University in Ghana Through Mobile Learning Technology." International Journal of ICT Research in Africa and the Middle East 9, no. 2 (July 2020): 35–59. http://dx.doi.org/10.4018/ijictrame.2020070103.

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Although in Accra Technical University (ATU), Ghana there exists a traditional face-to-face (F2F) mode of education already in place, the implementation of mobile learning (m-learning) through ICT in education will solve problems such as small classroom size, inappropriate time schedule for lectures, and provision technological resources needed to run successful classroom education. In order to validate successful implementation of m-learning in ATU, this paper employed a questionnaire research instrument with reference to the technology acceptance model (TAM-2) as a theoretical framework. Closed-ended questionnaires were administered to a sample size of 160 students and 15 lecturers in the Faculty of Applied Sciences (FAS) in ATU. Based on the responses received, the authors established positive technological acceptance of respondents, which paved the way to propose and develop a suitable m-learning system for ATU. It is envisaged that successful implementation of the m-learning system proposed in this paper will practically increase the use of ICT in education by both lecturers and students in ATU.

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Quartey, J., J. Dankwah, S. Kwakye, and K. Acheampong. "Readiness of allied health students towards interprofessional education at a university in Ghana." African Journal of Health Professions Education 12, no. 2 (July 7, 2020): 86. http://dx.doi.org/10.7196/ajhpe.2020.v12i2.1243.

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Bingab, Bernard B. B., Joseph A. Forson, Oscar S. Mmbali, and Theresa Y. Baah-Ennumh. "The Evolution of University Governance in Ghana: Implications for Education Policy and Practice." Asian Social Science 12, no. 5 (April 19, 2016): 147. http://dx.doi.org/10.5539/ass.v12n5p147.

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<p>The relationship between education and public policy is two way: (1) economic development of a nation depends on the human capital produced by the education system of that nation and (2) public spending and management of the education system is crucial to the welfare of the nation. Changes in this relationship generate public concerns about university governance and its implications to national development. Therefore, this study explores the questions: (1) Have the role and purpose of university governance changed since its inception? (2) Are there differences between the old and the new system of university governance? (3) What larger ramifications does this have on university governance? The study was conducted within the framework of qualitative research design. The researchers adopted the social constructivist worldview with phenomenology approach to inquiry. Participants who were mainly eminent former senior university administrators and regulators with management, administrative and governance experience in public and private university were interviewed. Data was transcribed and read repeatedly over time to make sense of issues raised by informants. Significant statements were selected, interpreted and used in the text to highlight key issues as well as to provide voice of the informants. The findings of the study suggest that remedies for the changes realized in governance should take into account measures such as strengthening institutional capacities; balancing between the interests of the private and public sector actors in university education; and safeguarding the policy space of the ordinary people to participate in university education affairs that concern or affect them. </p>

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Yankholmes, Aaron Kofi Badu, and Shanshan Lin. "Leisure and education in Ghana: an exploratory study of university students’ leisure lifestyles." World Leisure Journal 54, no. 1 (March 2012): 58–68. http://dx.doi.org/10.1080/04419057.2012.668044.

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Afriyie, Nina, and Rosemond Boohene. "Entrepreneurial Education and Entrepreneurial Culture among University of Cape Coast Students in Ghana." ATHENS JOURNAL OF EDUCATION 1, no. 4 (October 31, 2014): 309–22. http://dx.doi.org/10.30958/aje.1-4-3.

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Darkwa, Sarah. "Environmental Education for Sustainable Development: The Case of University of Cape Coast-Ghana." British Journal of Education, Society & Behavioural Science 16, no. 3 (January 10, 2016): 1–9. http://dx.doi.org/10.9734/bjesbs/2016/25158.

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Kodua-Ntim, Kwame, Harry Akussah, and Emmanuel Adjei. "Managing stress among library staff in public university libraries in Ghana." Journal of Academic Librarianship 47, no. 4 (July 2021): 102362. http://dx.doi.org/10.1016/j.acalib.2021.102362.

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Adu-Gyamfi, Samuel, Charles Ofosu Marfo, Ali Yakubu Nyaaba, Kwasi Amakye-Boateng, Mohammed Abass, and Henry Tettey Yartey. "Free Senior High School (SHS) and Quality University Education in Ghana: The Role of the University Teacher." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 225. http://dx.doi.org/10.36941/jesr-2020-0101.

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Ghana’s education system has gone through several reforms in the post-independence period in the bid to increase access, ensure equity and quality at all levels (basic to tertiary). However, these goals seem to be a mirage especially on issues concerning quality at the secondary and tertiary levels. Against this backdrop, it has become imperative to raise relevant questions for the development of a new synthesis that is practical enough to allow for the necessary action to push forward the quality discourse which is a major concern among stakeholders. This paper intends to at least, serve the purpose of refreshing our memories concerning how we have individually or collectively, as citizens and academics, pondered over free secondary education, quality education and the role of the university teacher within the melting pot of the quality discourse in Ghana. It also serves the purpose of instigating a discourse on teachers’ role in ensuring quality education.

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Dolphyne, Florence Abena. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon." African Issues 28, no. 1-2 (2000): 28–33. http://dx.doi.org/10.1017/s1548450500006818.

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The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.

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Amankwah, Joseph, and Harun Sesen. "On the Relation between Green Entrepreneurship Intention and Behavior." Sustainability 13, no. 13 (July 5, 2021): 7474. http://dx.doi.org/10.3390/su13137474.

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This study investigated the relationship between green entrepreneurship intention (GEI) and green entrepreneurship behavior (GEB). The study explored how university education support and green consumption commitment (GCC) moderate the relationship between green entrepreneurship intention and the GEB of university students in Ghana. The researcher used a quantitative approach. A total of 420 responses from the university campuses in Ghana were acquired through a purposive sampling method. A structural equation model was established with the help of AMOS 18. Confirmatory factor analysis was used to assess the goodness of fit of the hypothesized model, the construct validity was evaluated, and the model had an acceptable fit. The results indicated that GEI positively influenced GEB. High university education support yielded a more substantial effect. This finding supports the notion that UES and GCC moderate the relationship between GEI and GEB. The research was limited to a survey questionnaire. The researcher acknowledges that the research was carried out in Ghana, and for generalization purposes it is recommended that the pool of university students surveyed should be extended to cover more countries in Africa, or a comparative study should be conducted that includes Ghana and some European countries.

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Odoom, Daniel, Ernest Opoku, and Edward Gyamfi. "Ballot Paper Wastage in Elections in Ghana: Reflections of Electoral Commission Officers and Voters in the Jaman South District." International Journal of Technology and Management Research 1, no. 4 (March 12, 2020): 12–23. http://dx.doi.org/10.47127/ijtmr.v1i4.34.

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This paper investigated the reflections of Electoral Commission (EC) officers and voters in the Jaman South District with regard to ballot paper wastage in elections in Ghana using descriptive exploratory research design. Purposive and convenience sampling techniques were used to select 172 respondents for the study with questionnaires, structured interview and interview guide as the research instruments. The study revealed that elections were conducted to help select leaders for the nation and to help ensure that leaders are accountable to the people. Policies and ideologies of candidates were found to have little influence on how persons vote. Factors such as protest voting, low public education on elections, and high level of illiteracy were responsible for rejected ballots in the district. Rejected ballot paper was a cost to the EC officers and the voters in terms of resources, time and energy especially during periods of run-offs. The study recommended that the government effectively collaborate with the EC officials in the district to implement policies that will increase voters’ appreciation of issues underpinning democracy. The EC officers in the district should properly collaborate with the National Commission for Civic Education (NCCE) to provide adequate public education to enable the electorates in the district to have a proper understanding of basic electoral issues.Key words: Elections; democracy; democratization; disenfranchisement; rejected ballots.

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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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Owusu, Godfred M. Y., Anthony Essel-Anderson, Teddy Ossei Kwakye, Rita Amoah Bekoe, and Charles Gyamfi Ofori. "Factors influencing career choice of tertiary students in Ghana." Education + Training 60, no. 9 (October 8, 2018): 992–1008. http://dx.doi.org/10.1108/et-04-2017-0050.

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Purpose The purpose of this paper is to investigate the factors that influence Ghanaian tertiary students’ career choices. The paper explores the dimensionality of the career choice factors within the Ghanaian context and also ascertains their degree of influence on students’ career choices. Design/methodology/approach The study employs survey method of research and a set of questionnaire was used to examine the factors that influence students’ career choices. A total of 354 undergraduate students from the Ashesi University College in Ghana participated in the study. Factor analysis was conducted on the career choice factors and differences in response between science and business students were ascertained by means of independent sample t-test. Findings The findings of this study indicate that university students in Ghana place much premium on intrinsic value and employability/financial prospect in their career choice decisions than such factors as prestige and desired working conditions. Research limitations/implications The findings of this study are relevant for policymakers and tertiary education providers interested in making the study of science an attractive option for university students in Ghana. Originality/value The findings of this paper highlight some of the underlining reasons for the unpopularity of the study of sciences among university students in Ghana.

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Levin, Robert A., and Laurie Moses Hines. "Educational Television, Fred Rogers, and the History of Education." History of Education Quarterly 43, no. 2 (2003): 262–75. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00123.x.

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The history of teaching and learning via television has compressed into a half-century many of the same stages and themes of the larger story of common schooling in the United States. Responding to a variety of public, private, and foundation interests in the post-World War II period, the Federal Communications Commission (FCC) set aside 242 television frequencies for noncommercial educational purposes in 1952. Three decades earlier, the Federal Radio Commission (FRC) had asserted a need for broadcasting to serve a common good for the broad public and civic interest. During the 1920s, nonnetworked educational radio stations were formed on various college and university campuses.

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Appiah-Agyekum, Nana Nimo. "Medical abortions among university students in Ghana: implications for reproductive health education and management." International Journal of Women's Health Volume 10 (September 2018): 515–22. http://dx.doi.org/10.2147/ijwh.s160297.

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Amponsah, Kwaku Darko, Grace Sintim Adasi, Salifu Maigari Mohammed, Ernest Ampadu, and Abraham Kwadwo Okrah. "Stressors and coping strategies: The case of teacher education students at University of Ghana." Cogent Education 7, no. 1 (January 1, 2020): 1727666. http://dx.doi.org/10.1080/2331186x.2020.1727666.

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Adinku, Ofotsu. "Cultural Education in Ghana: A Case Study of Dance Development in the University System." Dance Chronicle 27, no. 1 (December 26, 2004): 49–66. http://dx.doi.org/10.1081/dnc-120029926.

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Simpson, Samuel N. Y., J. M. Onumah, and Akua Oppong-Nkrumah. "Ethics education and accounting programmes in Ghana: does university ownership and affiliation status matter?" International Journal of Ethics Education 1, no. 1 (November 24, 2015): 43–56. http://dx.doi.org/10.1007/s40889-015-0005-4.

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Yinka, Ibijola Elizabeth. "Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education." International Journal of Education and Practice 3, no. 2 (2015): 104–13. http://dx.doi.org/10.18488/journal.61/2015.3.2/61.2.104.113.

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Essel, Harry Barton, Dimitrios Vlachopoulos, and Akosua Tachie-Menson. "The relationship between the nomophobic levels of higher education students in Ghana and academic achievement." PLOS ONE 16, no. 6 (June 16, 2021): e0252880. http://dx.doi.org/10.1371/journal.pone.0252880.

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There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.

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Lampert, Jo. "Indigenous Australian Perspectives in Teaching at The University of Queensland." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.

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The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians.

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

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