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Dilemma of Access and Provision of Quality Basic Education in Central Region, Ghana

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dc.contributor.author Amakyi, Michael
dc.contributor.author Ampah-Mensah, Alfred
dc.date.accessioned 2023-10-05T08:41:23Z
dc.date.available 2023-10-05T08:41:23Z
dc.date.issued 2016
dc.identifier.issn 2222-1735
dc.identifier.issn 2222-288X
dc.identifier.uri http://hdl.handle.net/123456789/9038
dc.description.abstract A survey research was conducted to find out if reported improvements in access to education in Ghana are reflected in comparable improvements in delivery of quality education. The study examined theoretical constructs on adequacy and quality assurance in education to ascertain the state of quality provision in education, and whether there is a significant difference in existing quality provisions in education and what the quality provisions should be as perceived by the study respondents. Questionnaire and quality indicators observation check list were used to collect data from the study respondents consisting of heads of basic schools in the Central region of Ghana who were selected by simple random sampling technique. Data collected were analyzed using both descriptive statistics and gap analysis that utilized paired samples t test procedure.Major findings reported in the study showed that reported improvements in access to education do not correspond to improvements in the provision of educational facilities to assure the delivery of quality education. Also, there was statistically significant difference in existing quality provisions in education and what the quality provisions should be. Keywords: Educational Access, Enrollment, Quality Provisions, Educational Infrastructure en_US
dc.language.iso en en_US
dc.publisher Journal of Education and Practice en_US
dc.subject Enrollment en_US
dc.subject Quality Provisions en_US
dc.subject Quality Provisions en_US
dc.subject Educational Infrastructure en_US
dc.title Dilemma of Access and Provision of Quality Basic Education in Central Region, Ghana en_US
dc.type Article en_US


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