Importance of Theories to the Processes of Educational Policymaking and Planning: A Case Study on the Recent Educational Developments in Ghana

Ruth  Donkoh; Wing O.  Lee; Josephine Donkor; Martin K.  Akotey; Portia Oware Twerefoo; Solomon A Boateng

doi:10.25159/2312-3540/10781

Authors

Ruth Donkoh Zhengzhou University https://orcid.org/0000-0002-3213-4551
Wing O. Lee Singapore University of Social Sciences
Josephine Donkor OLEA M & G Insurance Brokers
Martin K. Akotey Valley View University https://orcid.org/0000-0003-0387-5219
Portia Oware Twerefoo University of South Africa https://orcid.org/0000-0001-9099-6275
Solomon A Boateng Mercer County Technical High School https://orcid.org/0000-0001-8083-0191

DOI:

https://doi.org/10.25159/2312-3540/10781

Keywords:

Ghana education, theories, educational policymaking, educational planning, educational reform

Abstract

Although theories and processes of educational policymaking and planning are relevant in educational development, an assessment of them in Ghana revealed that they are boycotted; hence, the inability of educational developments to achieve their objectives. This article reports on a study that analysed the theories, and processes of educational policymaking and planning on the recent educational development in Ghana. From the findings, the article argues that the recognition of theories and approaches to policymaking and planning can help to bring sanity to the situation and overhaul Ghana’s educational system. This can be achieved by allowing educational stakeholders to do due diligence on their work in order to achieve their educational objectives.

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