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Accelerated and complementary (alternative) approaches for schooling and education provision continue to gain grounds even at the post-2015 global mandate stages. The Wing School as an example of complementary basic education programme has made it possible to extend education to remote and deprived communities in Northern Regions of Ghana where the issue of non-enrolment and drop out incidences are high. However, the strength of the Wing Schools (WS) in Northern Ghana does not lie in its ability to boost enrolment alone but also to change the phase of schooling and learning. The language backgrounds of children from the hamlets and rural communities of the Northern part of Ghana are often from homogenous language contexts. This study reveals that when Wing Schools applied the NALAP programme to children from this background, leap to literacy and numeracy was smooth for the majority of the children. Recommendations from this for nationwide implementation has been presented.

Continuous Professional Development (CPD) provides a link to improved professional practices of teachers' teaching as well as a window for improved learning outcomes of students. However, rarely are the voices of heads of departments of science and mathematics heard about the CPD opportunities offered to teachers in their department and the perceived influences that the CPD they attend make on their practice. By means of exploratory survey approach, the study uncovered streams of CPD opportunities provided to teachers of science and mathematics within a period of three years from 2014 to 2016. Several shades of CPD opportunities were recounted in the findings. The study found that there were not structured scheme for CPD provision to science and mathematics teachers in the sampled secondary schools. Also, fresh insight around the completion of syllabus, and perception of the respondents on the relevance of the school curriculum, were noticed across the sampled secondary schools. The results also showed that heads of departments had the perception that the CPD provided to science and mathematics teachers influenced their teaching and learning in a number of ways. It was also underscored that HODs are critical staff members who have a big role to play in the major CPD decisions in their schools. This study has raised issues on the importance of CPD in the teaching and learning at the secondary school level from the standpoint of the HODs. Consequently, it is recommended that more CPD opportunities should be provided to science and mathematics teachers to enable them to deliver on their mandate.

xiii, 163p. : ill., The purpose of this study was to examine how five personal and institutional factors influenced the way tutors in the Colleges of Education (CoE) in the Central Region (CR) integrate technology, specifically computers and their accessories, and the internet into the curriculum. This study also, investigated how tutors’ individual personal factors are related to and interact with each other in the context of the Colleges of Education. Questionnaire and structured interview guide were the instruments for data collection. Data collection instruments were field tested and found significantly reliable. Further, in this exploratory study, attention was focused more on individual items than on scales of items in analyzing the Likert rating scales. Also, the interview responses were subsumed to complement the data collected by questionnaire. The study showed evidence that there were no technology integration plans in the three CoEs in the CR. Also, the tutors were both aware and had positive perceptions about integrating Educational Technology (ET) in the curriculum of CoEs. However, the background training of most of the tutors was not adequate and that affected their readiness to integrate educational technologies in their practice. Integration of educational technology was as well found to be affected by demographic characteristics of the tutors. It was recommended that Ministry of Education and state teacher education mandated institutions should take advantage of the high level of tutor awareness to formulate technology integration policies.

Refereed/Peer-reviewed Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities’ educational outcomes. This school – community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers’ reflective essays, interviews, and field observations in a Ghanaian Basic School and its community. Using CRP theorisation and Bourdieu’s socio-cultural theory, a thematic analysis of qualitative data found that the participating rural students’ aspirations and school success priorities were heavily shaped by their immediate environment, embedded cultural capital and significant social others – especially their families and teachers. Teachers’ cultural capital, including: 1) socio-cultural knowledge of their learners’ background, 2) development of local cultural competencies and 3) forging school-home collaborative cultures facilitated rural schooling success. Therefore, the study argues for a grassroots approach to teacher development and a school-community collaborative approach to learning through a greater harnessing of home cultural capital as a critical strategy for re-positioning CRP for improved education outcomes for rural children in Ghana.