Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore's Framework of Policy Instruments

Autor/inn/en	Ackah-Jnr, Francis R.; Appiah, John; Addo-Kissiedu, Kwaku; Kwao, Alex
Titel	Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore's Framework of Policy Instruments
Quelle	12 (2022) 3, S.295-321 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ackah-Jnr, Francis R.) ORCID (Appiah, John) ORCID (Addo-Kissiedu, Kwaku) ORCID (Kwao, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-2862
Schlagwörter	Early Childhood Education; Educational Policy; Program Effectiveness; Program Evaluation; Faculty Development; Preschool Teachers; Educational Practices; Foreign Countries; Policy Analysis; Equal Education; Access to Education; Capacity Building; Parent Participation; Guidelines; Educational Quality; Ghana + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Programme evaluation; Programmevaluation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Ausland; Politikfeldanalyse; Access; Bildung; Zugang; Bildungszugang; Elternmitwirkung; Richtlinien; Quality of education; Bildungsqualität
Abstract	Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana's ECE policy implementation using McDonnell and Elmore's framework of five elemental instruments. We supported the analysis with ECE policy documents and research in ECE. Enabling and inhibiting policy instrument factors affecting ECE were identified and ways were devised to enhance the latter. We found that while ECE policy and practice has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01