Hope Pius Nudzor
Biographic Data
| ID | 250282 |
|---|---|
| NAME | Hope Pius Nudzor |
| GIVEN NAMES | Hope Pius |
| FAMILY NAME | Nudzor |
| SIGNATURE | NUDZOR H P |
| AFFILIATIONS | University of Cape Coast |
| ORCID | 0000-0002-0539-2643 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Leadership practices and teacher professional learning and development in public senior high schools in Ghana: Insights from teachers and educational leaders
Countries worldwide have invested considerable resources in teacher professional learning and development (PLD) to improve their professional performance. However, in Ghana, PLD efforts, especially research, have disproportionately focused on primary and basic schoolteachers. This study examines the perspectives of teachers and educational leaders regarding leadership practices that influence teacher PLD in Ghanaian public senior high schools. Us…
Management Practices and Implementation Challenges in District Education Directorates in Ghana
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constra…
An Analytical Review of Education Policy-Making and Implementation Processes Within the Context of “Decentralized System of Administration” in Ghana
A critical assessment of education policy and practice in Ghana suggests that despite the initiation of the concept of decentralization, education policy making and implementation is still perceived as adopting a hierarchical structure with its inherent practice of concentration of power at the center. This article conducts an analytical review of the processes of education policy making and implementation within the context of decentralized syst…
Interviewing Ghanaian Educational Elites: Strategies for Access, Commitment, and Engagement
A review of the research methodology literature suggests that owing to the difficulty of gaining access to and obtaining commitments from elites, social scientists less frequently use them as research respondents, opting instead to investigate those over whom power is exercised. This article provides insights into some intricacies of elite interviewing. It recounts the experience of a novice researcher in his quest to gain access to and interview…
Exploring the policy implementation paradox: Using the Free Compulsory Universal Basic Education (fCube) policy in Ghana as an exemplar
This paper uses the Free Compulsory Universal Basic Education (fCUBE) policy implementation in Ghana as an exemplar to explore the apparent disjuncture between policy intentions in theory and outcomes of implementation tasks in practice. Through the critical discourse analysis of a range of policy documents complemented by the analysis of interviews with Ghanaian education officials, the paper investigates the extent to which the ‘free’, ‘compuls…
Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what…
Re-conceptualising the paradox in policy implementation: A Post-Modernist Conceptual Approach
A review of education policy and practice indicates a paradox in policy implementation. Policy outcomes most often differ significantly from intended purposes and provisions enacted. This paper re-conceptualises this policy phenomenon, drawing on the post-modernist conception of policy as both 'text' and 'discourse' as an approach for understanding and unmasking the messiness and contested nature of education policy processes. The choice of appro…
Interviewing Ghanaian Educational Elites: Strategies for Access, Commitment, and Engagement
A review of the research methodology literature suggests that owing to the difficulty of gaining access to and obtaining commitments from elites, social scientists less frequently use them as research respondents, opting instead to investigate those over whom power is exercised. This article provides insights into some intricacies of elite interviewing. It recounts the experience of a novice researcher in his quest to gain access to and interview…
Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what…
Exploring the policy implementation paradox: Using the Free Compulsory Universal Basic Education (fCube) policy in Ghana as an exemplar
This paper uses the Free Compulsory Universal Basic Education (fCUBE) policy implementation in Ghana as an exemplar to explore the apparent disjuncture between policy intentions in theory and outcomes of implementation tasks in practice. Through the critical discourse analysis of a range of policy documents complemented by the analysis of interviews with Ghanaian education officials, the paper investigates the extent to which the ‘free’, ‘compuls…
Re-conceptualising the paradox in policy implementation: A Post-Modernist Conceptual Approach
A review of education policy and practice indicates a paradox in policy implementation. Policy outcomes most often differ significantly from intended purposes and provisions enacted. This paper re-conceptualises this policy phenomenon, drawing on the post-modernist conception of policy as both 'text' and 'discourse' as an approach for understanding and unmasking the messiness and contested nature of education policy processes. The choice of appro…
Re-conceptualising the paradox in policy implementation: A Post-Modernist Conceptual Approach
A review of education policy and practice indicates a paradox in policy implementation. Policy outcomes most often differ significantly from intended purposes and provisions enacted. This paper re-conceptualises this policy phenomenon, drawing on the post-modernist conception of policy as both 'text' and 'discourse' as an approach for understanding and unmasking the messiness and contested nature of education policy processes. The choice of appro…
Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what…
Exploring the policy implementation paradox: Using the Free Compulsory Universal Basic Education (fCube) policy in Ghana as an exemplar
This paper uses the Free Compulsory Universal Basic Education (fCUBE) policy implementation in Ghana as an exemplar to explore the apparent disjuncture between policy intentions in theory and outcomes of implementation tasks in practice. Through the critical discourse analysis of a range of policy documents complemented by the analysis of interviews with Ghanaian education officials, the paper investigates the extent to which the ‘free’, ‘compuls…
Interviewing Ghanaian Educational Elites: Strategies for Access, Commitment, and Engagement
A review of the research methodology literature suggests that owing to the difficulty of gaining access to and obtaining commitments from elites, social scientists less frequently use them as research respondents, opting instead to investigate those over whom power is exercised. This article provides insights into some intricacies of elite interviewing. It recounts the experience of a novice researcher in his quest to gain access to and interview…
An Analytical Review of Education Policy-Making and Implementation Processes Within the Context of “Decentralized System of Administration” in Ghana
A critical assessment of education policy and practice in Ghana suggests that despite the initiation of the concept of decentralization, education policy making and implementation is still perceived as adopting a hierarchical structure with its inherent practice of concentration of power at the center. This article conducts an analytical review of the processes of education policy making and implementation within the context of decentralized syst…
Management Practices and Implementation Challenges in District Education Directorates in Ghana
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constra…
Leadership practices and teacher professional learning and development in public senior high schools in Ghana: Insights from teachers and educational leaders
Countries worldwide have invested considerable resources in teacher professional learning and development (PLD) to improve their professional performance. However, in Ghana, PLD efforts, especially research, have disproportionately focused on primary and basic schoolteachers. This study examines the perspectives of teachers and educational leaders regarding leadership practices that influence teacher PLD in Ghanaian public senior high schools. Us…
Sociology (6 works) · Political science (5 works) · Politics (5 works) · Public Administration (4 works) · Economics (3 works) · Education policy (3 works) · Global Educational Policies and Reforms (3 works) · Higher education (3 works) · Policy analysis (3 works) · Law (2 works)