The Middle Ground of Curriculum: History Teachers’ Experiences in Ghanaian Senior High Schools

This study explores Ghanaian history teachers’ experiences of the "middle ground of curriculum; a crucial stage of curriculum negotiation and a process, according to  Harris (2002), that includes what “teachers individually and collectively perceived and enacted. . . prior to classroom implementation” The study employed the concurrent parallel design (Quan-qual). The researchers collected quantitative data from sixty history teachers in Cape Coast Metropolis through the census method. Six teachers were randomly selected from the sixty to participate in the qualitative phase of the study. The quantitative data was analysed descriptively (means and standard deviations) while the qualitative data was analysed based on emerging themes. The findings revealed that the history departments through departmental relation, subject conceptualisation and governance influence the ways in which teachers negotiate the formal curriculum prior to teaching. More specifically, the study established the interaction of these variables that shape history teachers’ decision-making on the middle ground of the curriculum. The study, therefore, showed that the internalisation of curriculum change is a dynamic process that is evidenced at all levels of curriculum change – the high ground, middle ground of the curriculum, and lower groun

Understanding the performance and challenges of solid waste management in an emerging megacity: Insights from the developing world

Solid waste management has been a cavilling issue in Ghana, especially in Kumasi. Thus, this study examines the challenges and recommendations for solid waste management in the Oforikrom Municipality. Data was obtained from 450 respondents from low, middle- and high-income classes using structured questionnaires and interviews were conducted with 6 waste management stakeholders and 50 market venders. Generally, waste management in the area was described as moderate based on the SWAi rating of 50.8 %. While collection and transportation received high ratings of 71 % and 82 % respectively, challenges are apparent in waste segregation (14 %) and disposal (21 %), marked as critically poor and poor, respectively. The overall moderate rating (50.8 %) underscores a mixed performance, signalling the necessity for enhancing storage conditions (36 %) as well. The study showed that occupation (Chi-Square = 0.893, p = 0.029), income (Chi-Square = 0.933, p = 0.021), and satisfaction with waste management services (p = 0.026) displayed notable effects, highlighting their importance in shaping waste management practices. Data from the respondents revealed inadequate practices due to vehicle breakdowns, high transport costs, and funding limitations. Nevertheless, 59.1 % of households expressed willingness to pay for improved waste collection. The dominant waste types were food waste (40 %) and plastics (5.5 %). Disturbingly, 80 % of the households lacked knowledge about waste disposal methods. The study recommends strengthening education and awareness of waste management to residents, improvement of access routes to households and waste disposal sites, and transport of waste should be done at night to ease traffic congestion