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This study examines the nature and forms of collaboration among stakeholders that led to and existed during the design of the B.Ed. curriculum for the Colleges of Education (CoE) in Ghana. It aims to highlight the views of local stakeholders about the processes in an educational project that were likely to have enhanced the importance of contextualisation in the curriculum change process. The paper also prioritises the voices and views of local stakeholders, which have often been stifled in the process of curriculum change in Ghana.

A qualitative approach, using semi-structured interviews, was used to collect data from 17 local stakeholders. Thematic analysis and social constructivism framed the interpretation of findings.

The study found that the CoE reform prioritised local stakeholders’ input throughout a highly collaborative process. This collaboration unexpectedly led to the development of a curriculum reflective of the Ghanaian context. However, ideological conflicts emerged at both the international and local levels, particularly regarding approaches to change and the decision to extend CoE management to four public universities. The conflicts underscore the power dynamics inherent in educational reforms funded by foreign aid.

The research offers crucial insights for policymakers and curriculum developers regarding the importance of local stakeholder engagement in collaborative reforms involving foreign aid. The study underscores the need for active involvement from all stakeholders to create contextually relevant curricula. While conflicts may arise, the research highlights that a social constructivist approach, combined with continuous communication, negotiation and compromise, can lead to meaningful and sustainable curriculum reform outcomes.

This study has assessed the thermal performance of locally fabricated bio-based building envelopes made of coconut and corn husk composite bricks to reduce building wall heat transmission load and energy consumption towards green building adaptation.

Samples of coconut fiber (coir) and corn husk fiber bricks were fabricated and tested for their thermophysical properties using the Transient Plane Source (TPS) 2500s instrument. A simulation was conducted using Dynamic Energy Response of Building - Lunds Tekniska Hogskola (DEROB-LTH) to determine indoor temperature variation over 24 h. The time lag and decrement factor, two important parameters in evaluating building envelopes, were also determined.

The time lag of the bio-based composite building envelope was found to be in the range of 4.2–4.6 h for 100 mm thickness block and 10.64–11.5 h for 200 mm thickness block. The decrement factor was also determined to be in the range of 0.87–0.88. The bio-based composite building envelopes were able to maintain the indoor temperature of the model from 25.4 to 27.4 °C, providing a closely stable indoor thermal comfort despite varying outdoor temperatures. The temperature variation in 24 h, was very stable for about 8 h before a degree increment, providing a comfortable indoor temperature for occupants and the need not to rely on air conditions and other mechanical forms of cooling. Potential energy savings also peaked at 529.14 kWh per year.

The findings of this study present opportunities to building developers and engineers in terms of selecting vernacular materials for building envelopes towards green building adaptation, energy savings, reduced construction costs and job creation.

This study presents for the first time, time lag and decrement factor for bio-based composite building envelopes for green building adaptation in hot climates, as found in Ghana.

This paper aims to investigate the factors influencing trade artisans’ choice of skills selection as apprentice’s trainee in the Ghanaian construction sector and to identify and address the challenges associated with traditional apprenticeship. Trade artisans with technical know-how in construction and general workplace skills from the traditional apprenticeship training (TAT) in the area of construction were selected from selected sites and training centers.

This paper adopted the purposive sampling technique with the aim of gathering knowledge from individuals with expertise in the research area, particularly trade craftsmen who have been trained through the TAT system and are directly involved in construction-related works. Partial least square structure equation modelling (PLS-SEM) analytical approach and principal component analysis were used to reduce the dimensionality of the data set and preserve as much information as possible.

Three major components, namely, personal and social interest, job assessment and stability and family and faith were identified as the variables that influence an artisan's choice of a skill trade. These influenced the choice of apprenticeship training by young trainees in choosing apprenticeship as a mode of training. Personal interest, living situation of artisans and parents’ educational attainment are the most influencing factors that determine artisans’ choice of selected trades. Moreover, the study also shed light on the challenges inherent in traditional apprenticeship systems, such as the lack of formal technical education, limited access to modern technology and information and poor working conditions.

The study underscores the imperative for stakeholders to enhance apprenticeship programmes within the construction sector. This involves providing more stable job opportunities, improving working conditions and offering access to modern technology and information. Such enhancements not only attract more young individuals to apprenticeship training but also ensure the sustainability and relevance of the workforce in meeting industry demands.

The study finally developed a model that could be used as a foundation for future PLS-SEM evaluation and identified the factors that influence the selection of apprenticeship training by trade artisans.

The purpose of this paper is to ascertain the effect of free senior high school on the quality of basic education in Ghana.

A convergent mixed method design as indicated in Sharma et al. (2023) is used in this work to collect both quantitative and qualitative data from documents available from the stakeholders of education. Quantitative data from already-existing reports with data on basic education are analysed to identify the effects of the FSHS on basic education in Ghana and ascertain the impact of the FSHS on the educational budget as well as the indicators of basic education in the country. This is followed by a qualitative data analysis of the reports to ascertain the gravity of the results in the quantitative data. The Ministry of Education in charge of education in the country and the Ministry of Finance in charge of resource distribution to various sectors of the country’s economy are the major institutions with relevant reports and data which assist in this research. Reports from organisations and institutions with a keen interest in education are also considered. The secondary data is therefore the source for this research using a document analysis.

The poor performance of learners is largely attributed to the inadequate resources for effective management of basic education. Government expenditure on education is managed by reducing the spending on basic education. Compensation which is the inevitable expenditure for basic education is the only expenditure the parliamentary committee could identify. This is clear evidence that goods and services at the basic education level are sacrificed to manage the government’s spendings on education.

This research is limited to Ghana, a Sub-Sahara African country which introduced a free senior high school policy. The research only looks at the effects of the policy on the quality of basic education.

Educational policymakers should ascertain the consequences of a policy on the economy before implementation. The devastating effect of educational policy on other educational policies should also be considered when bringing in a new policy. As policies leverage existing policies, new policies must not devour already existing policies which are still relevant. An educational policy at any level must consider the basic policies of education that enhance inclusivity and equity at the lower levels of education. This will help in maximizing the effective implementation of the policies. Through this, nations can promote life-long learning with inclusivity and equity in education.

This research work has never been published elsewhere.