Search

Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school leaders had a basic understanding of the various leadership styles that can be used to improve teaching and learning, but only some were preferred by the leaders. Furthermore, it was discovered that some school leadership practices had a direct influence on both student and teacher dedication, as well as teaching and learning in classrooms. The paper then suggests that school leaders encourage leadership in schools through training initiatives.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

This study examines how student engagement and social relationships between teachers and students may enhance the learning experiences of students in a South African university. Two separate sets of semi-structured interviews were held with 27 university teachers and 51 students respectively. The findings revealed that that the relationships between the behavioural and cognitive dimensions of student engagement and social relationships between teachers and students are motivated by good relational communication; relational pedagogy; good inter-relational culture; teacher relational competences (cognitive, behavioural and inter-cultural); and teacher demonstration of care. The current study adds to the literature on relational pedagogy and student engagement by highlighting the importance of inter-relational culture and teacher relational competences to the behavioural and cognitive development of university students. Moreover, when students and particularly, first generation students, students from low socio-economic backgrounds and students from rural communities develop good relationships with their teachers, they are set to have positive learning experiences.

This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students' perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.

INTRODUCTION: Deep brain stimulation (DBS) has shown remarkable success treating neurological and psychiatric disorders including Parkinsons disease, essential tremor, dystonia, epilepsy, and obsessive-compulsive disorder. DBS is now being explored to improve cognitive and functional outcomes in other psychiatric conditions, such as those characterized by reduced N-methyl-D-aspartate (NMDA) function (i.e., schizophrenia). While DBS for movement disorders generally involves high-frequency (>100 Hz) stimulation, there is evidence that low-frequency stimulation may have beneficial and persisting effects when applied to cognitive brain networks. METHODS: In this study, we utilize a novel technology, functional ultrasound imaging (fUSI), to characterize the cerebrovascular impact of medial septal nucleus (MSN) DBS under conditions of NMDA antagonism (pharmacologically using Dizocilpine [MK-801]) in anesthetized male mice. RESULTS: Imaging from a sagittal plane across a variety of brain regions within and outside of the septohippocampal circuit, we find that MSN theta-frequency (7.7 Hz) DBS increases hippocampal cerebral blood volume (CBV) during and after stimulation. This effect was not present using standard high-frequency stimulation parameters [i.e., gamma (100 Hz)]. DISCUSSION: These results indicate the MSN DBS increases circuit-specific hippocampal neurovascular activity in a frequency-dependent manner and does so in a way that continues beyond the period of electrical stimulation.

Abstract Background Iron-Folate Acid Supplementation (IFAS) interventions have been recognized globally as key in reducing the burden of anemia among pregnant women. However, adherence to and determinants of IFAS remain indistinct, as it is the main constraint with supplementation therapy, particularly among minority populations. Hence, this study sought to determine the adherence to and predictors of IFAS among nomadic Fulani pregnant women in the West Gonja Municipality of Ghana. Methods A community-based cross-sectional design was employed to involve 130 respondents between February to July, 2022 in the West Gonja Municipality of Ghana. Fulani pregnant women aged 15–49 years, possessing maternal and child health record book and were given iron-folate supplements within 16 weeks and resided within the study area ≥ 6 months before/during the data collection period were included in the study. Multivariable logistic regression was used to determine independent predictors of IFAS using SPSS version 25.0 (p ≤ 0.05 deemed statistically significant across all models). ResultsUptake of and adherence to IFAS was 47.7% and 35.5% respectively. Major barriers to IFAS uptake were forgetfulness (25.7%) and unavailability (20.0%). About 65.4% of the respondents revealed poor knowledge of IFAS. Spousal occupation (AOR = 0.17, p = 0.010), spousal income (AOR = 4.125, p = 0.050) and knowledge on IFAS (AOR = 0.259, p = 0.039) were predictors of IFAS. Conclusions Poor adherence to and knowledge on IFAS were noted in the study and highlighted as a grave public health concern. Thus, nutrition and antenatal educational programs should give necessary attention to adherence to IFAS during pregnancy, particularly among nomadic and other vulnerable and minority populations to limit the burden of illnesses.

Abstract Background The World Health Organization has set ambitious goals to eliminate cervical cancer, necessitating evidence on increasing coverage and access to screening and treatment in high-burden areas. We implemented a pilot program to assess the feasibility of obtaining self-collected specimens for high-risk human papillomavirus (hr-HPV) testing in Nzulezo stilt village, a hard-to-reach community in Ghana, and inviting only hr-HPV-positive women to a central location for colposcopy and possible treatment. Subsequently, this study aimed to investigate the prevalence of hr-HPV infection and cervical lesions among the women and to explore factors potentially associated with hr-HPV infection among them. Methods This pilot community-based cross-sectional study utilized data from screening sessions held from 2 to 20 November 2021 with specimens collected by participants using Evalyn brushes. HPV DNA testing was performed using the Sansure MA-6000 platform, while visual inspection utilized the Enhanced Visual Assessment (EVA) mobile colposcope. Univariate and multivariable nominal logistic regression was employed to explore factors associated with hr-HPV positivity. Results Among 100 women screened (mean age, 43.6 ± 14.5 years), the overall hr-HPV prevalence rate was 39.0% (95% CI, 29.4–49.3). The prevalence rates of hr-HPV genotypes were stratified as follows: HPV16–8.0% (95% CI, 3.5–15.2), HPV18–5.0% (95% CI, 1.6–11.2), and other genotype(s) – 31.0% (95% CI, 22.1–41.0). Single-genotype infections with HPV16 and HPV18 were found in 4.0% (95% CI, 1.1–9.9) and 3.0% (95% CI, 0.6–8.5) of women, respectively. Mixed infections were observed in 1.0% (95% CI, 0.0–5.4) for HPV16 + 18, 3.0% (95% CI, 0.6–8.5) for HPV16 + other type(s), and 1.0% (95% CI, 0.0–5.4) for HPV18 + other type(s). The prevalence of cervical lesions among hr-HPV-positive women screened via colposcopy was 11.4% (95% CI, 3.2–26.7). In the multivariable model, reliance on other sources for medical bill payment was associated with hr-HPV infection (aOR, 0.20; 95% CI, 0.04–0.93), whereas age was not (aOR, 1.02; 95% CI, 0.99–1.05). Conclusions A high hr-HPV infection prevalence was recorded among the women. Utilizing technologies such as self-sampling, HPV DNA testing, and mobile colposcopy enables screening and treatment in remote and hard-to-reach communities where access to cervical cancer screening and treatment would otherwise be limited. Further research is warranted to assess the value and scalability of this approach in similar remote areas and its potential implementation in future programs.

Abstract Background Mycoplasma pneumoniae is a major cause of community-acquired pneumonia (CAP) in school-aged children. Macrolides are the first-line treatment for this infection. However, it is unclear whether macrolides are effective in treating M. pneumoniae CAP, mainly due to limitations in microbiological diagnosis of previous studies. The extensive global use of macrolides has led to increasing antimicrobial resistance. The overall objective of this trial is to produce efficacy data for macrolide treatment in children with M. pneumoniae CAP. Methods The MYTHIC Study is a randomized, double-blind, placebo-controlled, multicenter, non-inferiority trial in 13 Swiss pediatric centers. Previously healthy ambulatory and hospitalized children aged 3–17 years with clinically diagnosed CAP will be screened with a sensitive and commercially available M. pneumoniae-specific IgM lateral flow assay from capillary blood. Mycoplasma pneumoniae infection in screened patients will be verified retrospectively by respiratory PCR (reference test) and IgM antibody-secreting cell enzyme-linked immunospot (ELISpot) assay (confirmatory test for distinguishing between carriage and infection). Patients will be randomized 1:1 to receive a 5-day treatment of macrolides (azithromycin) or placebo. The co-primary endpoints are (1) time to normalization of all vital signs, including body temperature, respiratory rate, heart rate, and saturation of peripheral oxygen (efficacy), and (2) CAP-related change in patient care status (i.e., admission, re-admission, or intensive care unit transfer) within 28 days (safety). Secondary outcomes include adverse events (AEs), as well as antimicrobial and anti-inflammatory effects. For both co-primary endpoints, we aim to show non-inferiority of placebo compared to macrolide treatment. We expect no macrolide effect (hazard ratio of 1, absolute risk difference of 0) and set the corresponding non-inferiority margins to 0.7 and −7.5%. The “at least one” success criterion is used to handle multiplicity with the two co-primary endpoints. With a power of 80% to reject at least one null hypothesis at a one-sided significance level of 1.25%, 376 patients will be required. Discussion This trial will produce efficacy data for macrolide treatment in children with M. pneumoniae CAP that might help to reduce the prescription of antibiotics and therefore contribute to the global efforts toward reducing antimicrobial resistance. Trial registration ClinicalTrials.gov, NCT06325293. Registered on 24 April 2024

A Europe-wide outbreak of invasive pediatric group A streptococcal infections (iGAS) began in fall 2022. Here, we report the evolution of GAS hospitalizations in children and adolescents during the second outbreak year in 2023–2024 at a tertiary center in Switzerland. Using prospective monitoring of all in-patient GAS cases below 16 years of age, including those with iGAS, we compared case frequencies and clinical characteristics in three time periods (2013–2020; 2022–2023; 2023–2024). Annual GAS hospitalizations increased from a median of 25 cases (range 11–28) in 2013–2020 to 89 and 63 cases, respectively, in 2022–2023 and 2023–2024. iGAS cases evolved similarly (2013–2020, 4 cases (3–8); 2022–2023, 32 cases; 2023–2024, 21 cases). The decline in cases from 2022–2023 to 2023–2024 included all types of GAS organ involvement, except suppurative infections in the head area, which remained largely unchanged (48 vs. 45 cases). Pleural empyema declined from 13 to 7 cases, possibly explained by a poor overlap of the GAS and influenza curves, respectively, in 2023–2024 compared to 2022–2023. These data document the prolongation of the GAS outbreak into its second winter season in 2023–2024.

The flipped classroom, also known as inverted instruction, has gained significant attention recently. This teaching method involves students engaging with resources and activities, such as watching videos before class. Class time then focuses on discussions and problem-solving sessions. This study employed a qualitative research approach with a case study design to explore the flipped classroom’s impact on learning outcomes. Eight participants were purposefully selected for structured interviews. Thematic analysis revealed the importance of student preparation for active participation, knowledge acquisition, and deeper engagement with the material. Additionally, pre-class reading enhanced student understanding maintained interest and promoted learning. The study revealed that the flipped classroom approach can create a positive learning atmosphere that fosters deeper student engagement. Interaction with class materials before class facilitated active participation and a thorough understanding of concepts during classroom interactions. Furthermore, the approach encouraged collaboration and teamwork among students and between students and instructors. Based on these findings, the research recommends that teachers should focus on student engagement with subject matter, resources, and tasks. To maximize the effectiveness of this method, curriculum and educational materials should promote teamwork skills. Additionally, academic institutions should emphasise time management strategies to encourage student self-motivation and interest in studying materials beyond regular class hours. This study will provide a guide for schools to encourage learner engagement and active learning among students and their teachers. Moreso, this will serve as a guide for schools and teachers to optimize the use of flipped classroom.

Abstract Background The Health Belief Model (HBM) is a widely utilised framework for understanding vaccination behaviour against COVID-19. This study assessed the acceptance of COVID-19 vaccine booster doses in Ghana and identified predictors using HBM domains, including perceived susceptibility, severity, benefits, barriers, self-efficacy, and cues to action. Additionally, it examined the sources of information about COVID-19 vaccines. Methods We employed a cross-sectional quantitative design, using convenient and snowball sampling methods to recruit participants. Between March 20 and May 10, 2023, 822 Ghanaians completed a predesigned self-administered online survey via commonly used social media platforms (WhatsApp, Facebook, X (Twitter), and LinkedIn). The study used a binary logistic regression to predict COVID-19 booster dose acceptance. Results The respondents had a mean age of 29.3 ± 6.2, with 55.5 being males, 53.0% being single/never married, 93.7% having tertiary education, 83.0% being Christians, 59.1% were healthcare workers, 57.8% residing in urban areas, 95.5% having no chronic disease, 90.6% reporting negative COVID-19 history, and 78.3% reporting no reported relative/friend infected with COVID-19. The study showed that 81.1% [95% confidence interval (CI) = 78.4 − 83.8%] of respondents received the COVID-19 vaccine, and 58.3% [95% CI = 54.2 − 62.5%] of respondents were willing to accept the COVID-19 booster dose. The main reasons for non-acceptance of COVID-19 vaccine booster doses were personal reasons (41.7%) and experienced side effects or fear of side effects (32.4%). Regression analysis revealed that perceived benefits and perceived barriers (specifically worrying about serious risk factors) were the significant predictors of accepting COVID-19 booster doses in Ghana. Conclusions Many respondents were willing to receive the COVID-19 booster dose. Personal reasons, fear of side effects, and experienced side effects were the main reasons for refusing COVID-19 booster doses. Perceived benefits and perceived barriers predicted COVID-19 booster dose acceptance in Ghana. Policymakers should consider these factors in designing public health interventions to increase the patronage of COVID-19 booster doses.

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students’ learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners.

Purpose: Scholarly studies on mentoring have mostly focused on traditional mentor-mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university. Design/methodology/approach: The data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set. Findings: The findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions. Originality/value: The current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

Informed by the capability approach and critical discourse analysis, this article examines how the development of green skills among master craftspersons and apprentices in the informal sector of Ghana could be promoted for cleaner production and sustainable futures. The findings show that inequality and poverty; cyclical policy trap; sectoral green initiatives and the green coordination gap; and limited human resource capacity including uncoordinated informal learning approaches serve to constrain the development of green skills among master craftspersons and apprentices in the informal sector of Ghana. To address these challenges, the current study proposes the development of a framework that (1) harmonises the different sectoral initiatives and strategies on green skills to avoid the cyclical policy trap; (2) expands the current green Technical and Vocational Education and Training (TVET) agenda to include green skills development for individuals in the informal TVET sector; (3) closes the coordination gap in government green initiatives by creating an agency responsible for national green agenda; and (4) creates clear qualification models and strategies for the development of green skills in the informal sector.

This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context - pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities.

This article examines the relationship between the career success of early career academics (ECAs), collegiality, and their intentions to stay in the academic profession. Two different surveys were developed and administered to ECAs (n=68) and other academics (n=219) from a public university in South Africa. The data were analysed using bivariate correlation and hierarchical multiple regression analysis. The results revealed that career success factors that include career advising (research and teaching and learning), learning and development, rewards and recognition, and socialisation strengthen the intentions of ECAs to stay in the academic profession. Additionally, collegiality demonstrated a strong moderation effect on the relationship between career advising on research, teaching and learning and the intentions of ECAs to stay in the academic profession. The article further discusses the implications of the results in relation to how career success and collegiality reinforce the intentions of ECAs to stay in the academic profession.

Dicephalic parapagus conjoined twins, a rarely occurring form of conjoined twinning has poor prognosis and remains a significant cause of perinatal deaths. Since majority of cases of conjoined twins are not compatible with life, early and reliable detection with diagnostic medical imaging remains crucial for adequate patient counselling, medical and surgical management. We present a case of dicephalic parapagus twin gestation with associated congenital anomalies detected for the first time with ultrasound in the third trimester in a 29-year-old pregnant woman. An initial first trimester ultrasound at 14 weeks gestational age was unremarkable.Ultrasound fetal anatomical survey in the third trimester remains reliable for the detection of rare fetal anomalies such as dicephalic parapagus twins that might have been missed in earlier scans. Continuous efforts should therefore be made for the inclusion of detailed anatomical survey in the early third trimester; particularly in women with unremarkable earlier ultrasound scans and in those reporting late for obstetric care.

Abstract Background Data quality is a major challenge for most health institutions and organizations across the globe. The Ghana Health Service, supported by other non-governmental organizations, has instituted various strategies to address and improve data quality issues in regional and district health facilities in Ghana. This study sought to assess routine data quality of Expanded Programme on Immunization, specifically for Penta 1 and Penta 3 vaccines. Methods A descriptive cross-sectional study design was used for the study. A simple random sampling method was used to select thirty-four health facilities across seven sub-municipalities. Records from the Expanded Programme on Immunization (EPI) Tally Books and Monthly Vaccination Summary Report were reviewed and compared with data entered into the District Health Information Management System 2 (DHIMS2) software for the period of January to December 2020. The World Health Organization Data quality self-assessment (DQS) tool was used to compare data recorded in the EPI tally books with monthly data from summary reports and DHIMS2. Data accuracy ratio was determined by the data quality assessment tools and STATA version 14.2 was used to run additional analysis. A data discrepancy is when two corresponding data sets don’t match. Results The results showed discrepancies between recounted tallies in EPI tally books and summary reports submitted as well as DHIMS2. Verification factor of 97.4% and 99.3% and a discrepancy rate of 2.6 and 0.7 for Penta 1 and Penta 3 respectively were recorded for tallied data and summary reports. A verification factor of 100.5% and 99.9% and a discrepancy of -0.5 and 0.1 respectively for the same antigens were obtained for the summary reports and DHIMS2. Data timeliness was 90.7% and completeness was 100% for both antigens. Conclusion The accuracy of Penta 1 and Penta 3 data on EPI in the Upper East Region of Ghana was high. The data availability, timeliness and completeness were also high.

This review analyzes the progression of strategic planning and implementation models from McKinsey 7’s’ to Higgins 8’s’ and then to the 9’s. It examines how these frameworks improve strategy plan execution, leading to better organizational performance and competitive advantage. Integrating empirical and theoretical findings, the analysis compares these models, emphasizing leadership roles, the nexus between internal and external factors, and the critical integration of supply chains, goal-setting, and synergy. The study reveals that although McKinsey and Higgins’ models offer initial insights into implementing strategies, they do not address the complexities between the organization’s components. On the other hand, 9 ‘S,’ which encompasses supply chain, objective focus, and synergy, offers an integrative approach to refining strategic execution and operational efficiency. The recommendation for organizations is a shift towards the 9’S’ model, surpassing previous frameworks by focusing on supply chain management, precise goal articulation, and fostering collaborative synergy. This approach will help businesses develop integrated implementation processes concerning changing business climates, enhancing management capabilities, and maintaining competitive strength.

Abstract Climate change leading to Climate extremes in the twenty-first century is more evident in megacities across the world, especially in West Africa. The Greater Accra region is one of the most populated regions in West Africa. As a result, the region has become more susceptible to climate extremes such as floods, heatwaves, and droughts. The study employed the Coupled Model Intercomparison Project 6 models in simulating climate extreme indices under the Shared Socioeconomic Pathway scenarios (SSPs) over West Africa between 1979 and 2059 as exemplified by the Greater Accra region. The study observed a generally weak drought in the historical period and expected to intensify especially under SSP585 in Greater Accra. For instance, continuous dry days (CDD) reveal an increasing trend under the SSPs. Similarly, the overall projected trend of CDD over West Africa reveals an increase signifying a more frequent and longer drought in the future. The flood indices revealed a surge in the intensity and duration of extreme precipitation events under the SSPs in the region. For instance, R99pTOT and Rx5days are expected to significantly increase under the SSPs with intensification under the SSP245, SSP370, and SSP585. A similar trend has been projected across West Africa, especially along the Guinean coast. The study foresees a gradual and intensifying rise in heatwave indices over the Greater Accra region. The warming and cooling indices reveal an increasing and decreasing trend respectively in the historical period as well as under the SSPs particularly within urban centers like Accra and Tema. Most West African countries are projected to observe more frequent warm days and nights with cold nights and days becoming less frequent. Expected effects of future climate extreme indices pose potential threats to the water, food, and energy systems as well as trigger recurrent floods and droughts over Greater Accra. The findings of the study are expected to inform climate policies and the nationally determined contribution of the Paris Agreement as well as address the sustainable development goal 11 (Sustainable cities) and 13 (Climate action) in West Africa.