ghanaopendata/ghanaian-research-english huggingface dataset:
The role of management in the implementation of gender equality and social inclusion at SDA and Kibi Colleges of Education in Eastern Region of Ghana.

This study sought to investigate the roles of management in the implementation of Gender Equality and Social Inclusion (GESI) within selected colleges of education in the Eastern Region of Ghana. The population of the study comprised management members of Seventh-day Adventist College of Education and Kibi College of Education. The study employed a phenomenology design with a sample size of 20 participants selected through purposive sampling. The study adopted the Inclusion and Functionalist Theory to underpin the study. The data was analysed using thematic analysis. Findings indicate that while efforts have been made to accommodate vulnerable individuals on the ground floor, storied buildings lack disability walkways to the top. Admissions decisions have been biased toward accepting more female and less advantaged applicants. Staff are aware of the gender policy document, but not all stakeholders have been familiarized with it. Inadequate time and resources have been identified as key issues in organizing regular GESI training. The study concludes that while most physical infrastructure in Ghanaian Colleges of Education supports GESI responsiveness, there are notable gaps. The study recommends that colleges should prioritize retrofitting storied buildings with ramps or elevators and standardizing GESIfriendly facilities to ensure full accessibility. Also, colleges should allocate specific budgets for GESI initiatives, conduct periodic training for all stakeholders, and establish accountability measures to track policy implementation.

Source: UEW
The role of musical arts in early childhood education a study of some selected early childhood centres in the Krachi East District

This work presents how Music and the musical Arts are effectively used in the Early Childhood Centres in promoting children‟s developmental abilities in their early years. Qualitative approach was used and data were obtained through observations, interviews and document study. Twenty-four (24) respondents from twelve (12) early childhood education centres in the Krachi East District were purposively sampled for the study. Findings indicate that, Music, taught with the integration of the other arts enhanced the development of creative, mental and fluency skills, and the intellectual abilities of the growing child which also aided the teaching of other subjects that ensured the holistic development of the child. This research among other things recommends the revision of the content of the music programme in the teacher training institutions to directly comprise the contents and demands of the early childhood programme. Future research can consider the role of the various individual arts in the education of young children.

Source: UEW
The role of musical arts in early childhood education, a study of some selected early childhood centres in the Krachi East district

This work presents how Music and the musical Arts are effectively used in the Early Childhood Centres in promoting children’s developmental abilities in their early years. Qualitative approach was used and data were obtained through observations, interviews and document study. Twenty-four (24) respondents from twelve (12) early childhood education centres in the Krachi East District were purposively sampled for the study. Findings indicate that, Music, taught with the integration of the other arts enhanced the development of creative, mental and fluency skills, and the intellectual abilities of the growing child which also aided the teaching of other subjects that ensured the holistic development of the child. This research among other things recommends the revision of the content of the music programme in the teacher training institutions to directly comprise the contents and demands of the early childhood programme. Future research can consider the role of the various individual arts in the education of young children.

Source: UEW
The role of national health insurance scheme in healthcare financing at Komfo Anokye teaching hospital, Kumasi

To address the problem of financial difficulties facing individual in accessing health care services, the government in 2001, initiated a National Health Insurance Scheme (NHIS) as a humane approach to financing health care in Ghana. To achieve the goal of the National Insurance Schemes, the Komfo Anokye Teaching Hospital started in 2002 to implement the policies of the NHIA. Four different questionnaires were designed for insured, noninsured, Health service providers and health insurance scheme and subscriber exits interviews, as well as focus group discussion were the instrument used to collect data. The data was analyzed using tables, percentages, graphs, and statistical programme for the Social science (SPSS) The convenient sampling and the accidental methods were used which were all non-probabilistic sample strategy. The objectives of the study were to assess whether or not the introduction of NHIS as a new policy has engendered positive or negative outcomes in delivery of health service, to collect data on the role of National Health Insurance Scheme on delivery of health service, to determine the utilization rate of Health service for both insured and non-insured on disease incidence, to suggest recommendations. The findings from the study were that people, especially vulnerable and marginalized were getting access to health care in the Hospital and utilization of health service has increased over the years. In conclusion health insurance has been beneficial to the people by helping them to meet their health needs. It was recommended that, efficient monitoring systems such as a planned budget and budget allocation to improve health outcome should be put in place to check utilization of health service to prevent abuses.

Source: UEW
The role of non-formal education in community development a case study of the Atwima Kwanwoma district

The Non-Formal Education Division was established under the Ministry of Education, Ghana in 1991 and mandated to eradicate illiteracy in Ghana by the year 2015. Unlike formal education institutions which have standardized processes, procedures and certification systems that enable and facilitate monitoring and evaluation of programmes, non-formal education systems, by virtue of their peculiar characteristics, are relatively difficult to monitor and evaluate. This study sought to assess the relevance of non-formal education programmes undertaken in the Atwima-Kwanwoma District on the socioeconomic well-being of participants and the community, determine the degree of involvement of participants in the development of the programmes for the community as well as identify the challenges that hamper the effective implementation of non-formal programmes in the district. A random sample of programme participants, program supervisors and NFE Executives provided data through questionnaires and interviews. The findings established that Non-Formal Education programmes are having an appreciable impact on the socio-economic development of participants and the community at large even though due to challenges encountered, the impact is less than expected. The study identified some of the challenges that are hampering the effective implementation of the programme in the District. These include inadequate logistics, withdrawal of donor support, unrealistic programme cycle, lack of community involvement in the design of programmes and inadequate programme facilitators among others. It was recommended, Non-Formal Education Division should be accorded the same recognition and support as other agencies of the Ministry of Education.

Source: UEW
The role of non-governmental organisations (NGOs) in poverty alleviation and education, a case study in Sefwi-Wiawso Municipality

The study examined the roles of NGOs in poverty alleviation and education in the Sefwi Wiawso Municipality in the Western Region of Ghana. The work was guided by development theories notably modernization theory, dependency theory, community development theory, neo-liberalism and underpinned by three main philosophical components to wit; ontological, epistemological and methodological approaches. The exploratory mixed method design was employed for the study. Primary data were sourced from questionnaires and interviews. Two out of 20 communities were randomly selected from the Municipality. A sample size of 199 respondents participated in the study representing 99.5% response rate. Out of the number, one official from an NGO and ten other respondents were purposively selected to answer interview questions. Quantitative data were analyzed with SPSS version 20, and the results were presented in the form of charts and tables whilst qualitative data were transcribed and analyzed thematically to support the quantitative data. The results revealed that the NGOs provide educational support, financial assistance, advisory counseling and advocacy, employment opportunities and provision of basic social amenities such as potable water. These activities of NGOs have brought great impact, which have led to improvement in education, a reduction in household and community poverty levels in the Municipality. Also, it was found that, NGOs face problems in the form of cumbersome nature of registration process, land acquisition and the repayment of loans by beneficiaries in the communities among others.

Source: UEW
The role of parental involvement in academic achievement of High achieving Senir High School students in the Central-Tongu district of Ghana

The aim of the study was to explore the empirical evidence involving the role of parental involvement in academic achievement of high achieving students in the Central – Tongu District of the Volta Region of Ghana. The study was qualitative research with a case study design conducted in the Central-Tongu District of the Volta Region involving Adidome Senior High and Mafi-Kumase Senior High Technical Schools.Twelve (12) respondents comprising six (6) parents of high achievers and six (6) high achieving students were selected using extreme case purposeful sampling technique. To collect data, interview guides (one for parents and the other for students) were developed containing semi-structured items. The analysis of data collected was done manually using tables and detailed descriptions. The study revealed that parents of high achieving students were deeply involved in the educational process of their children (high achievers) in the home, in the school and in expectation. They do the involvement through: controlling their children, motivating them to learn, advising and encouraging them to learn and also paying their children‟s extra classes teaching at home. In the school, they pay the bills of their children, attend PTA meetings and communicate with school authorities and discuss the performance of their wards‟ with their children‟s teachers. They also set goals for their children which they support with resources to materialize.Based on the findings, the following recommendations were made: Firstly, parents ought to create enabling or conducive learning environment for their children to learn at home and motivate them (children) to learn. To ensure that children stay in school without being sacked, parents must pay the bills of their wards. They (parents) must never avoid attending PTA meetings organized by their wards‟ schools since most critical decisions are taken there. Secondly, the heads of the two institutions (ADISEC and MAKSETECH) need to devise other ways of communicating either the progress of their students or policies and programmes of the school to parents apart from report cards. Lastly, parents need to be counseled about their roles in the education of their children. Again, for children to excel academically, parents must set goals for them and clearly communicate such goals (expectations) to them (children) and the school authorities.

Source: UEW
The role of parents in the education of the early grade learner :the case of Asesewa

The role of parents in their children’s education presents significant evidence in schools’ academic results, when parental roles in education are given priority. It is noted that parents play a significant role in improving a school’s academic results. The purpose of the study is to examine the role of parent in the education of the early grade learners at Asesewa in the Upper Manya Krobo district in eastern region. A qualitative research approach was utilised, employing research methods which included face-toface interviews, reading school policies and going through parents’ meeting minutes. In this case, the targeted population for the study comprised parents, teachers, and head teachers in primary two (2) classes at the Asesewa circuit “A, B & C” in the Asesewa town schools, at the upper Manya Krobo district. The researcher focused on pupils in the primary two (2) only, children in this class have pass through KG and parents have enough experience observing their children. Hence, the purposive sampling technique was employed in the selection of participants for the study. Thematic and content analysis was employed to analyze the responses to data collected. Through the investigation, it was revealed in the study that parents themselves overlooked the role they play in the education of their children in their schools. Therefore, although some parents are involved in some school activities, there is a need for training on how the school teachers should optimally involve parents in school activities. Also, parents involvement in parent-teacher meetings are significant to encourage parental participation in their children’s education and parents or families can assist in student’s homework. The study therefore recommended that Ghana Education Service (District Offices) in collaboration with schools should designing and implement strategies to attract parents to render voluntary services at school. Also, schools should develop a homework policy in reference to the format of the Education Homework Policy, clearly defining the role of parents.

Source: UEW
The role of parents in the school readiness of kindergarten learners in the Effutu Municipality

The purpose of the study was to find out the extent to which parents perform their roles towards KG1 pupils’ school readiness to establish the level of their awareness concerning kindergarten school readiness. The study was guided by two theories, which are the environmentalist theory of learning by Uriel Bronfenbrenner and the psychosocial theory of stages of development by Erik Erikson. The study adopted positivist descriptive survey design. The study employed census, simple random and stratified sampling techniques in sampling the respondents. Questionnaires were used to collect data from 72 parents/guardians who have their wards in KG1 and the data was analyzed quantitatively. The findings of the study revealed that the extent to which parents of KG1 pupils perform their roles towards their wards school readiness for kindergarten education is generally low in terms of their (wards) cognitive, affective and physical domains development. In addition, the main challenges confronting the parents in readying their wards for KG education are lack of information on school readiness for kindergarten education and inadequate funds. Therefore, pupils’ poor performance at the basic school level can be attributed to non-school readiness at the kindergarten level. Based on the findings and the conclusion, it is recommended that, there should be an education on school readiness for kindergarten education in the entire municipality to create public awareness. This can be done right from birth by educating mothers of newborn babies on school readiness during post-natal care check-ups. Also, Effutu education directorate should liaise with the school and community leaders to educate prospective beginning kindergarteners’ parents on measures that they can put in place to ensure that beginning kindergarteners have successful transition from the home to the school. Finally, all stakeholders of education should come together to reconsider the current policy on nursery education so as to include it in the Free Compulsory Universal Basic Education (FCUBE) to serve as a remedial stage for all children prior to kindergarten school.

Source: UEW
The role of practical work in senior high school physics teaching

The purpose of this study was to find out the role of practical work in senior high school physics teaching. Action Research design was adopted. Form two, 30 science students from Ngleshie Amafro Senior High School Kasoa randomly selected were involved in the study. Five physics topics were taught over a period of four weeks. Five lessons were therefore held in which practical work was used as the main teaching strategy. Findings from the students’ practical activities and discussions made during the lessons served as data. Other observations made during the lesson also served as information. Quite apart from those, students’ responses to evaluation questions were also used as data. Findings from the study showed that the practical work enabled the students to explain the phenomena being studied or physics concepts. The practical work made the lessons interesting and as a result motivated the students to learn more. Additionally it improved upon the manipulative skills of the students while encouraging cooperative learning. Finally the practical work made the work of the teacher easy as teacher involvement was greatly reduced.

Source: UEW
The role of pre-school facilitators in the use of guided play activities in the Fosu Municiplality

While there is widespread agreement that guided play is good for children’s development in general, the research base is less secure about the role of guided play in children’s learning specifically. This urged the researcher to investigate the role of facilitators in using guided play activities to improve kindergarten (KG) learners listening and speaking skills in the preschools within the Fosu Municipality. Sequential explanatory mixed method design was employed for the study. Convenient sampling was used to obtain the sample of 70. Adapted questionnaires from Kekesi (2019) were used as the instrument for quantitative data whiles the semi-structured interviews were used to gather the qualitative data. The data collected on quantitative aspect were analyzed using descriptive statistics (means, standard deviations, frequencies and percentages). The qualitative data were analyzed in themes to complement the quantitative data. It was found that generally most of the preschool facilitators within the Fosu Municipality have a positive perception on the usage of guided play activities as a teaching technique in the preschools. It was found that most of the preschool facilitators within the Fosu Municipality use guided play activities to improve KG learners listening and speaking skills of learners. It was recommended that school managers and head facilitators within the Fosu Municipality should cultivate a conducive social environment that could promote and motivate facilitators’ behaviour to embrace the use of play as a teaching strategy.

Source: UEW
The Role of Public Relations in Higher Education Institutions in Ghana: The Case of University of Education, Winneba, Kumasi Campus through the University Relations Office

The public relations sector of the University of Education, Winneba has embarked on a number of public relations roles to raise the profile of the University and also forestall any possible negative publicity. The paper outlined and discussed the role of public relations in higher education institutions in Ghana in general and the Kumasi campus of the University of Education, Winneba(College of Technology Education, Kumasi ) in particular.For the purpose of this paper, the discussion focused on the following areas of PR; media relations, publications/publicity, reputations building, community relations, employee relations, expert communication (internal and external communications), event management, protocol and passages as practiced in College of Technology Education, Kumasi. Notwithstanding the achievements chalked in the areas of media relations, event management, protocol and community relations the PR office is not without a number of challenges

Source: UEW
The role of resource teachers towards successful inclusive education in Ghana

This study was conducted to explore the views of resource teachers on the role they play in the implementation of inclusive education in Ghana. The study adopted the survey design and used teacher-made questionnaire for the collection of data. Through the purposive sampling technique, the researcher involved 105 resource teachers in the study. Through the descriptive analysis, the data collected were analysed to reflect the research questions. The findings were: A total (68.2%) of the resource teachers were of the view that resource teachers have the skills, knowledge and competencies needed in inclusive setting. Again (55.8%) of the resource teachers agreed that resource teachers play active role in assessment in the inclusive setting. Finally (60.5%) of the resource teachers were of the view that they do not collaborate with parents and other professionals in the inclusive setting. Based on these findings the researcher recommended special training on the use of technology and assistive devices to enhance their role in technological areas. Again, there should be in-service training and orientation on how to collaborate with professionals and parents. The implication for further research was also suggested.

Source: UEW