Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore's Framework of Policy Instruments
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| Title: | Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore's Framework of Policy Instruments |
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| Language: | English |
| Authors: | Ackah-Jnr, Francis R. (ORCID |
| Source: | Online Submission. Oct 2022 12(3):295-321. |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | 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 |
| Geographic Terms: | Ghana |
| ISSN: | 2014-2862 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED627249 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2014-2862 |
