Perspectives of teachers and key educational stakeholders on basic education policy formulation processes in Ghana: a qualitative evidence from one district.
ABSTRACT The understanding of teachers and other key stakeholders' perceptions of existing or anticipated educational policy reforms and the solutions that are acceptable to those reforms are significant in promoting basic education quality. This qualitative study adopted the Interpretive Pheno...
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| Online Access: | http://hdl.handle.net/2047/D20319858 |