Profile of participants
| Category and gender distribution | Professional background | Academic exposure | Level of accreditation |
|---|---|---|---|
| National educational leader: 1 male | |||
| NEL | Has 10 years of teaching experience at both a foreign university and a local public university, and has also worked with a national education agency | Ghanaian and American | National |
| College tutors: 3 males and 3 females | |||
| The participants are in the early (1–7 years) and mid-career (9–30 years) stages of their professional journeys, specializing in Physical Education, Home Economics, ICT Education, English Language, Basic Education, and French. Their respective colleges are located across various regions of Ghana, including the Western North, Ashanti, Central, Eastern, and Volta Regions | Ghanaian | National | |
| Project management team (PMT) members: 3 males | National and International | ||
| PMT MX | Possesses extensive experience working on projects funded by foreign aid aimed at community and educational reform through community-driven policy formulation and implementation. Has served as a policy advisor and chief technical advisor for both national and international organizations | Ghanaian and American | |
| PMT MY | Has worked with foreign grants to reform education in sub-Saharan Africa. Worked with MoE committee and has experience in educational leadership | Ghanaian and American | |
| PMT MZ | Has worked in different organisations, local or international, on teacher education, educational policy and curriculum. Also, experienced in projects funded by foreign aid to reform education and on national committees | Ghanaian and American | |
| Foreign-based research university leaders: 2 males | International | ||
| FbRUL 1 | Has worked on educational reform projects funded with foreign aid. Has rich work experience in international and Ghanaian context. Has top level educational leadership experience | Ghanaian and European | |
| FbRUL 2 | Has served as the Academic Director of the project and Technical Lead for the leadership and management components. Established the Teacher Education Sub-Saharan Africa programme, spanning multiple countries across the region | Ghanaian and American | |
| Tertiary education leaders: 5 males | National | ||
| TEL 1 | Has worked in multiple reputable universities in Ghana, in the MoE, specifically, the Curriculum and Research Development Division and has been part of educational reform projects in sub-Saharan Africa | Ghanaian and European | |
| TEL 2 | Has rich experience as a maths educator at primary, secondary, CoE and university levels in Ghana and abroad. Also experienced with top level educational leadership | Ghanaian and European | |
| TEL 3 | Has expertise in curriculum development, experience in multiple and reputable universities in Ghana. He is also experienced with middle level educational leadership | Ghanaian and Nigerian | |
| TEL 4 | With expertise in educational leadership and instruction as well as educational administration, he has worked with higher education and NGOs in Ghana for several years sometimes in middle level educational leadership roles | Ghanaian and American | |
| TEL 5 | Has worked 25 five years with some experience in top level educational management and leadership | Unknown | |
| Category and gender distribution | Professional background | Academic exposure | Level of accreditation |
|---|---|---|---|
| NEL | Has 10 years of teaching experience at both a foreign university and a local public university, and has also worked with a national education agency | Ghanaian and American | National |
| The participants are in the early (1–7 years) and mid-career (9–30 years) stages of their professional journeys, specializing in Physical Education, Home Economics, ICT Education, English Language, Basic Education, and French. Their respective colleges are located across various regions of Ghana, including the Western North, Ashanti, Central, Eastern, and Volta Regions | Ghanaian | National | |
| National and International | |||
| PMT MX | Possesses extensive experience working on projects funded by foreign aid aimed at community and educational reform through community-driven policy formulation and implementation. Has served as a policy advisor and chief technical advisor for both national and international organizations | Ghanaian and American | |
| PMT MY | Has worked with foreign grants to reform education in sub-Saharan Africa. Worked with MoE committee and has experience in educational leadership | Ghanaian and American | |
| PMT MZ | Has worked in different organisations, local or international, on teacher education, educational policy and curriculum. Also, experienced in projects funded by foreign aid to reform education and on national committees | Ghanaian and American | |
| International | |||
| FbRUL 1 | Has worked on educational reform projects funded with foreign aid. Has rich work experience in international and Ghanaian context. Has top level educational leadership experience | Ghanaian and European | |
| FbRUL 2 | Has served as the Academic Director of the project and Technical Lead for the leadership and management components. Established the Teacher Education Sub-Saharan Africa programme, spanning multiple countries across the region | Ghanaian and American | |
| National | |||
| TEL 1 | Has worked in multiple reputable universities in Ghana, in the MoE, specifically, the Curriculum and Research Development Division and has been part of educational reform projects in sub-Saharan Africa | Ghanaian and European | |
| TEL 2 | Has rich experience as a maths educator at primary, secondary, CoE and university levels in Ghana and abroad. Also experienced with top level educational leadership | Ghanaian and European | |
| TEL 3 | Has expertise in curriculum development, experience in multiple and reputable universities in Ghana. He is also experienced with middle level educational leadership | Ghanaian and Nigerian | |
| TEL 4 | With expertise in educational leadership and instruction as well as educational administration, he has worked with higher education and NGOs in Ghana for several years sometimes in middle level educational leadership roles | Ghanaian and American | |
| TEL 5 | Has worked 25 five years with some experience in top level educational management and leadership | Unknown | |
Source(s): Authors’ own work
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