Access to Undergraduate Education Is an Unresolved Burden in Ghana: A Qualitative Approach

Autor/in	Asamoah, Moses Kumi
Titel	Access to Undergraduate Education Is an Unresolved Burden in Ghana: A Qualitative Approach
Quelle	In: International Journal of Lifelong Education, 36 (2017) 5, S.595-612 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1356880
Schlagwörter	Access to Education; Undergraduate Study; Foreign Countries; Interviews; Educational Finance; Barriers; College Faculty; Teacher Effectiveness; Distance Education; Educational Strategies; Educational Attitudes; Educational History; Private Colleges; Teacher Attitudes; Equal Education; Qualitative Research; Ghana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Grundstudium; Ausland; Interviewing; Interviewtechnik; Bildungsfonds; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Lehrstrategie; Educational attitude; Bildungsverhalten; Erziehungseinstellung; History of education; Bildungsgeschichte; Privathochschule; Lehrerverhalten; Qualitative Forschung
Abstract	Higher education is a means by which human capital is mostly developed and awareness is created in people to think of themselves as active citizens willing and able to have influence in public life, and with the critical capacity to weigh evidence before speaking and acting. The rationale behind the paper is to address the low access to higher education in Ghana, and to emphasise the need to deal with the issue, if Ghana wants to maintain its middle-income status and be heading towards a developed country. Therefore, the paper re-examines the challenges of undergraduate education access in Ghana by intentionally selecting some educationists and engaging them in an interview. Financial challenges, infrastructural deficiency and inadequate lecturers are found to be some of the challenges. The contributions of the paper to knowledge include development of educational access conceptual framework. It is recommended that funding arrangements be pursued for students, technologically mediated distance education be effected and more research graduates be produced to augment the teaching capacity base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01