http://41.74.91.244:8080/handle/123456789/743 2026-07-17T03:04:54Z http://41.74.91.244:8080/handle/123456789/5396 Strategies of school improvement practices of basic school head teachers in Yilo Krobo Municipality, Ghana Akugre, P.A. This study explored Strategies of school improvement practices of Basic school heads in the Yilo Krobo Municipality. The objectives of the study, based on Lezzote‟s correlates of effective schools, were to find out the instructional leadership practices exhibited by basic school heads, identify ways in which basic school heads monitor students‟ progress, examine the measures Basic school heads adopt to ensure a safe environment for students as well as the strategies employed by basic school heads to create learning opportunities for students in the Yilo Krobo Municipality. The study employed a qualitative approach underpinned by the interpretive paradigm. Specifically, the study employed a case study research design with purposive sampling procedure to select a sample of Twenty (20) participants. The study concluded that although the school improvement practices of basic school heads in the Yilo Krobo Municipality are in line with Lezzote‟s effective schools‟ model, there is no evidence to suggest that these influence learning outcomes. With evidence of the use of technology and virtual studies being ignored by the head teachers, the study recommends that the Yilo Krobo Municipal Education Directorate adopts a digital technology policy for all heads of basic schools in the Municipality. The Directorate should build the capacity of the heads and help them gain the competencies needed to enhance their school improvement practices through technology. The basic school heads should also study their schools‟ situations and adopt practices that best work for them. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT, SCHOOL OF EDUCATION AND LIFELONG LEARNING, UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5395 State accountability and educational institutional readiness for Work-Integrated Learning (WIL) the case of University for Development Studies (UDS) Febiri, S.A. This study sought to explore how university courses in University for Development Studies (UDS) can be developed to meet industry requirements and to find out how the state can support work-integrated learning with a policy initiative in order to ensure state accountability. The research philosophy adopted to guide the methods and analyses of this study was interpretivism and the research design for this study was a single case study. The sample size for this study was thirty-one (31) participants involving twelve final year students, twelve past students, two heads of departments, two lecturers and 1 industrial attachment supervisor all of School of Engineering, University for Development Studies. As part of the participants, one staff of Ghana Tertiary Education Council (GTEC) and one staff of Ghana National Petroleum Corporation (GNPC) were interviewed. Sampling techniques such as purposive and convenience sampling techniques were employed to select the sample. Three main methods were employed in the collection of data for the study namely, interview (semi-structured), focus group discussion and documentary evidence. The grounded theory framework was used to analyze the data collected. The study revealed that there was an existing connection between university courses and the requirements of industry because University for Development Studies (UDS) uses practically oriented approaches such as field trips, and visitations to workshops and laboratories to align university courses to the requirements of industry. The study also found that work-integrated learning has an appreciable effect on students‘ future employment opportunities. The study revealed that UDS modifies its curriculum through research development and that ensures that it remains relevant and contribute to the nation's economic and industrial growth. The study revealed that work-integrated learning policy is important to the successful implementation of work-integrated learning. Firstly, the study concluded that although UDS has a connection with industry, the existing connection is not strong enough and so university courses do not largely meet the requirements of industry. Secondly, the study concluded that WIL has an appreciable effect on students‘ future employment opportunities. Thirdly the study concluded that methods and strategies such as curriculum modification or re- alignment, strong collaborations with industry for its inputs on new trends and technological advancement and a proper cost analysis on the cost involved in implementing an effective WIL programme are ways through which university courses can be developed to meet industry requirements. Finally, the study concluded that there currently is no WIL policy and so the state should develop a WIL policy through GTEC and ensure that it guides UDS in the implementation of WIL that would provide students with quality education and because the state is accountable to its citizens and to ensure that they receive quality education. Firstly, in the instances where there are gaps, the study recommended that UDS should develop stronger ties with industry to bridge such gaps that exist in between university courses and the requirements of industry. Secondly, industry should avail itself to UDS and receive staff and students who come to them for industrial experience and provide students who learn from them stipends to assist students financially. Thirdly, UDS must remodify its curriculum with various WIL opportunities whiles initiating rigorous consultations with industry. Finally, the state through its regulatory body, GTEC should develop a WIL policy that would aid its implementation. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING, UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5377 Presidential charter challenges in Perez University College Bentum, B This study examines the challenges impeding Bentiful University College (Bentiful- UC) in pursuing a presidential charter and explores strategies for overcoming these obstacles. The study followed an interpretive paradigm as its philosophical foundation. It employed a qualitative research approach, using a case study design to conduct an in-depth analysis of the institutional barriers encountered by Bentiful-UC. The study population comprised 11 individuals, of whom 7 participants were purposively selected using expert purposive sampling. Data was collected through semi-structured interviews and documentary evidence, ensuring a comprehensive understanding of the research issues. A grounded theory framework for data analysis was employed, incorporating open coding, axial coding, and thematic and theoretical concept development to interpret the data systematically. The findings reveal that administrative, financial, and regulatory challenges significantly hinder Bentiful-UC’s progression toward charter status. Key issues include low student enrolment, limited revenue diversification, and challenges in recruiting and retaining qualified academic staff, constraining the institution’s financial and operational capacity. To address these challenges, the study recommends strategic income diversification, the establishment of public-private partnerships, and enhancing governance structures to ensure financial sustainability and regulatory compliance. A structured yet adaptable regulatory system will enable institutions like Bentiful-UC to improve operational efficiency, meet evolving educational demands, and achieve long-term sustainability in the Ghanaian higher education landscape A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for award of the degree of Master of Philosophy (Educational Administration and Management) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT, SCHOOL OF EDUCATION AND LONG-LIFE LEARNING, UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5366 Managing teacher participation in curriculum development in Ghana Akrono, E. Teacher participation in curriculum development is a critical factor in ensuring that educational policies and curriculum frameworks align with classroom realities. However, managing teacher involvement has received limited attention in literature. This study explores management of teacher participation in curriculum development in Ghana, examining the extent of teacher involvement, the factors influencing selection, and strategies for improving participation. Using a qualitative research approach and a phenomenology design. Data was collected through interviews and focus group discussions with twenty-three participants made up of teachers from the Prestea Huni Valley Municipality, officials from the National Council for Curriculum and Assessment (NaCCA), and teachers from various regions who had previously participated in curriculum development. Thematic analysis following Braun and Clarke’s (2006) six-phase framework was employed to analyze the data. Findings revealed mixed perceptions among teachers regarding their role in curriculum development, with some acknowledging their exclusion from decision-making processes, while selected teachers affirmed their substantive roles as curriculum panel members, reviewers, co-writers, and curriculum pilot testers. The study identified curriculum knowledge, subject-matter expertise, experience, stakeholder pressure, political interference, and the centralized nature of curriculum planning as key factors influencing teacher selection and participation. Despite efforts to enhance inclusivity, challenges such as a high volume of applicants and limited training opportunities were noted. To improve the management of teacher involvement, the study recommends establishing transparent selection criteria, integrating curriculum development training in teacher education programs, decentralizing curriculum planning, strengthening continuous professional development, and minimizing political interference. A thesis in the Department of Educational Administration and Management, School of Education and Life-Long Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba MARCH, 2025 2025-03-01T00:00:00Z