Islamic NGOs in Education in Ghana: Analysis of the Scope, Activities, and Revenue Portfolios

2021 ◽  
Vol 2 (2) ◽  
pp. 57
Author(s):  
Zook ◽  
Arndt
Keyword(s):  
Education In Ghana

scholarly journals Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career

2021 ◽  
Vol 8 (1) ◽  
pp. 1870803
Author(s):  
Usman Kojo Abonyi ◽  
Doreen Awhireng ◽  
Austin Wontepaga Luguterah
Keyword(s):  
Colleges Of Education ◽  
Education In Ghana

scholarly journals Proposing a contextual approach to pre-school teacher education in Ghana

2016 ◽  
Vol 3 (1) ◽  
pp. 1164020
Author(s):  
Nana Yaa A. Nyarko ◽  
C. Charles Mate-Kole ◽  
Mark Boylan
Keyword(s):  
Teacher Education ◽  
School Teacher ◽  
Contextual Approach ◽  
Education In Ghana

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

scholarly journals Using the ICF-CY to Support Inclusive Education in Ghana

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Christiana Okyere ◽  
Catherine Donnelly ◽  
Heather Michelle Aldersey
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Children And Youth ◽  
World Health ◽  
International Classification Of Functioning ◽  
Personal Factors ◽  
Middle Income ◽  
The World ◽  
Education In Ghana ◽  
Health Organization

The international classification of functioning, disability, and health for children and youth (ICF-CY) developed by the World Health Organization (WHO) is a framework for understanding concepts of disability specific to children and youth. This framework has been used in countries around the world to support the education of children with disabilities. In this article, we argue that the ICF-CY has the potential to inform and support Ghana’s education system and to improve the implementation of education for children with disabilities, particularly inclusive education, in Ghana. Specifically, we use children with intellectual and developmental disabilities (IDD) as an exemplar to examine how the ICF-CY can support inclusive education for children with disabilities within its main components: Body Functions and Structures, Activities and Participation, Environmental Factors, and Personal Factors. Examining the ICF-CY in these areas is significant, as many similar low- and middle-income contexts have yet to adopt the framework and may draw insights and lessons for its significance in educational contexts.

Sign in / Sign up

Export Citation Format

Share Document