Contextualizing Quality in Education

Stakeholder Perspectives from Ghana’s Colleges of Education

Authors

DOI:

https://doi.org/10.32674/ss82jf73

Keywords:

Academic counseling, curriculum relevance, Ghana colleges of education, quality assurance, teacher education

Abstract

This study explored quality assurance practices in Ghanaian Colleges of Education, highlighting challenges and proposing solutions to improve teaching and learning. Using a phenomenological approach, data were collected from 15 participants across five Colleges of Education, including principals, quality assurance officers, and student leaders. Findings revealed that internal quality mechanisms, academic counseling, and staff workshops enhance teaching quality. However, issues such as delayed result releases, curriculum irrelevance, and outdated resources persist. Participants recommended updating curricula, improving infrastructure, and strengthening professional development. The study provides context-specific insights into educational quality enhancement in resource-limited settings.

Author Biographies

  • Ernest Frimpong Akosah, Peki College of Education, Ghana

    Ernest F. Akosah holds a PhD in mathematics education. He is currently the head of the department of Mathematics and I.C.T., Peki College of Education. His research focuses on realistic mathematics education, quality assurance, urban mathematics education, ethnomathematics, teaching mathematics for social justice, mathematics curriculum, valuing mathematics education, teacher education, and instruction.

  • Ebenezer Appah Bonney, Peki College of Education, Ghana

    Ebenezer A. Bonney holds a PhD in Science Education. He is currently the principal of Peki College of Education. His research focuses on science education, early childhood education, quality assurance, and assessment.

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Published

2025-12-31

Issue

Vol. 4 No. 2 (2025): Interdisciplinary Journal of Innovation in Nepalese Academia

Section

Research Articles

License

Copyright (c) 2025 Interdisciplinary Journal of Innovation in Nepalese Academia

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How to Cite

Contextualizing Quality in Education: Stakeholder Perspectives from Ghana’s Colleges of Education. (2025). Journal of Innovation in Academia , 4(2), 1-27. https://doi.org/10.32674/ss82jf73