British Journal of Education (BJE)

EA Journals


Internal Quality Assurance Policies and Practices in Colleges of Education in Ghana: Resource Dependency Theory Perspective (Published)

The study examined internal quality assurance policies and practices in managing colleges of education in Ghana to meet the requirements of the Ghana Tertiary Education Commission in the perspective of resource dependency theory. The population were staff of the colleges of education. Purposive sampling technique was used to select 2 Principals, 6 Quality Assurance Officers, and 12 Department Heads in the Colleges. Telephone interviews were recorded and transcribed verbatim. The transcripts were imported into NVivo 11 for analysis. The study found that even though most of the Colleges are state-owned they have to depend on their internal structures to ensure processes meet government and regulatory body expectations. It was recommended that  affiliate universities, in collaboration with the Ghana Tertiary Education Commission, should support the Colleges of Education to build internal capacity for Quality Assurance.

Citation: Aweso D.M.  (2023) Internal Quality Assurance Policies and Practices in Colleges of Education in Ghana: Resource Dependency Theory Perspective, British Journal of Education, Vol.11, Issue 5, pp. 39-54

Keywords: Accreditation, Assessment, internal quality assurance, practice

Strengthening Theory and Practice Link in Higher Education: An Investigation into Lithography Printing Faults (Published)

This study aimed to assess the effectiveness of a six-week structured pre-press and press activities programme based on integrating theory and practice at the industrial level. The study consisted of twenty-four participants with minimal industrial skills and work experience in lithography printing faults, causes, and remedies. Purposive sampling was used. Qualitative research method and action research design were employed. Data was collected through interviews, observation, focus group discussion and tests. The study was analysed through Thematic and Descriptive analysis. Analysis of the data shows that, at the end of the six-week programme, all 12 participants who took part in the industrial training greatly improved in skill development and work experience in all aspects of the pre-press and press activities. However, the other 12 participants who did not participate in the training did not acquire any skills. This study suggests that integrating theory and practice at the industrial level could enhance graduates’ skill and work experience in lithography printing faults, causes and remedies to bridge the gap between theory and practice.

 Citation: Boakye-Amponsah A., Enninful E.K., and Lamptey B. (2023)   Strengthening Theory and Practice Link in Higher Education: An Investigation into Lithography Printing Faults, British Journal of Education, Vol.11, Issue 1, 54-77

Keywords: Integration, Theory, lithography, practice, printing faults

From Theory to Practice: Pre-Service Teachers’ Experience (Published)

The aim of the study was to investigate pre-service teachers’ perspectives of their training programme based on the off-campus teaching practice they engaged in as well as challenges faced. The study adopted the mixed method approach.  The sample for the study was 196 students who were final year students of the Catholic University College of Ghana, Fiapre. Questionnaire was developed to elicit responses for the participants. The study revealed positive perspectives of the participants on the preparatory programme. They were also able to apply the professional knowledge and skills gained in the classroom indicating a smooth transition of theory to practice. However, the study participants reported some challenges encountered, which need to be addressed by the schools where the pre-teachers go for internship to enhance such future exercises.

Keywords: Internship, Micro-Teaching, Theory, practice

Teachers Perception and Practice of Automatic Promotion in English Speaking Primary Schools in Cameroon (Published)

Differences in the perception and outcomes of automatic promotion may be due to discrepancies in its implementation. Automatic promotion was conceived in Cameroon to be accompanied by support mechanisms and it is necessary to find out teachers’ perceptions and practice of automatic promotion especially against a backdrop of the inability of many primary school pupils to read and write. Teachers have a firsthand experience about the outcomes of automatic promotion. Their perception and practice may provide a basis for improving quality. Thus the study was a survey that incorporated a 15-item closed ended questionnaire and an interview. 275 primary school teachers and examiners of the First School Leaving Certificate Examination took part. Data were analyzed descriptively using frequencies and means. Findings revealed a negative perception of automatic promotion and discrepancies between the conception and implementation of automatic promotion which may explain the drop in quality. Implications and recommendations are discussed.

Keywords: Automatic promotion, Implementation, Primary schools., Teacher perception, practice

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