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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
Language: English
Authors: Ackah-Jnr, Francis R. (ORCID 0000-0002-2261-4092), Appiah, John (ORCID 0000-0001-7717-8614), Addo-Kissiedu, Kwaku (ORCID 0000-0002-5919-6373), Kwao, Alex (ORCID 0000-0003-4285-4920)
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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED627249
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Ackah-Jnr%2C+Francis+R%2E%22">Ackah-Jnr, Francis R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2261-4092">0000-0002-2261-4092</externalLink>)<br /><searchLink fieldCode="AR" term="%22Appiah%2C+John%22">Appiah, John</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7717-8614">0000-0001-7717-8614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Addo-Kissiedu%2C+Kwaku%22">Addo-Kissiedu, Kwaku</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5919-6373">0000-0002-5919-6373</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kwao%2C+Alex%22">Kwao, Alex</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4285-4920">0000-0003-4285-4920</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. Oct 2022 12(3):295-321.
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  Data: N
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  Data: 28
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  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Label: ISSN
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  Data: 2014-2862
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2023
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  Data: ED627249
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED627249
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      – Text: English
    PhysicalDescription:
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        PageCount: 28
        StartPage: 295
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Faculty Development
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Educational Practices
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Equal Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Capacity Building
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      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Guidelines
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      – SubjectFull: Educational Quality
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      – SubjectFull: Ghana
        Type: general
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      – TitleFull: 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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