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AbstractPrevious research has linked emotional intelligence (EI) to academic performance, albeit mostly in primary and secondary education. This association is unclear for teacher education due to a lack of research, especially in Ghana. This quantitative study examined EI patterns in pre-service teachers at a Ghanaian university to extend previous research knowledge. Using closed-ended questionnaires, 291 participants from the University's recently formed teacher-training department provided data for a cross-sectional survey. The data were analyzed using descriptive statistics, independent samples t-tests, and correlations. The findings generally showed a significant connection between the participants’ academic performance and their EI, except for two components (i.e., self-awareness and self-management). Therefore, the study suggested that teacher training institutions in Ghana should emphasize those components in the training curriculum.

This study sought to examine the extent of contribution of school feeding programmes towards the achievement of the Free Compulsory Universal Basic Education (FCUBE) policy in countries. Based on a purposive sampling of a deprived rural community in northern Ghana, the study utilised the concurrent mixed method design relying mainly on documentary analysis, questionnaires and interviews as data sources. A sample of 377 participants made up of teachers and parents were drawn for the research. Data were analysed using descriptive statistics and qualitative content analysis. The main finding of the study was that the programme had a positive influence on school enrolment and retention which are key indicators of the achievement of the FCUBE policy. Recommendations proffered pointed to the need to extend the SFP to other deprived areas, and to give the programme in Ghana a constitutional backing among others.