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Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics into higher education status; the establishment of the University of Development Studies (UDS) in the northern part of the country; the amalgamation of existing Colleges of Education into degree awarding institutions; the creation of the Ghana Education Trust Fund (GETFund) to provide supplementary financial support for infrastructure, faculty research and development; expansion of distance education programs; modification of the student loan scheme; and a conducive regulatory environment that encourages private sector participation in higher education provision. In spite of these developments, the system continues to face several challenges such as limited funding to support academic programs; limited participation rates for low-income students, females, and minorities; difficulty recruiting and retaining young academic and research faculty; inadequate research capacities; limited ICT infrastructure to enhance instruction and curriculum delivery and inadequate facilities to support science and technology education; etc. This chapter focuses on the state of public higher education in Ghana with emphasis on current growth and challenges. The chapter offers descriptive analysis based on government policy reports and documents, enrollment data from universities in Ghana, and data from the Ministry of Education and the National Council for Tertiary Education in Ghana.

In the era of the knowledge economy, universities are expected to contribute to the economic development of their countries. Therefore, their research agendas must be relevant to the local context and geared, though not uncritically, to the national educational agenda. To do this diligently requires research autonomy. However, due to the low government investment in research on the African continent, universities have had to rely on other sources of funding, which usually come with strings attached. Our study investigates the case of Ghana, in particular, the University of Ghana, the leading research university in the country. We drew on resource dependence theory, which suggests that, despite external pressures on universities, they can enhance their autonomy through the implementation of strategic measures. Primarily, we analyzed documents such as research reports, journal articles and speeches in the light of Clark’s (1998) model of the “entrepreneurial university,” which, if adapted with care and in a localized form in Ghana, may contribute to the research autonomy of its universities. We found that, although research autonomy in Ghanaian universities is limited due to their over-reliance on external donor funding, it is likely to be strengthened if the government of Ghana follows through on plans to increase research funding and universities continue with measures to diversify their funding sources.

The current economic stage of the world is argued to be that of a knowledge economy. This refers to a shift from the dependence on natural resources to a new paradigm where the production and use of knowledge are paramount. Countries all over the world are striving to have full participation in the knowledge economy by providing opportunities for equitable access to higher education in order to provide advance knowledge to all citizens. Ghana is striving hard to achieve equitable higher education and use it as the agency for spearheading its full participation in the global knowledge economy, but so far, Ghana’s approach to equitable higher education, which is worth sharing, has not been synthesized and shared with the scholarly community. This chapter analyzes and synthesizes the various initiatives Ghana has undertaken to promote equitable higher education, draws attention to the gaps between rhetoric and realities, and makes recommendations for improvements in the initiatives.

This chapter presents findings from a study into reading interests and habits of prisoners in six Croatian penitentiaries, and their perception and use of prison libraries. The study was conducted with the help of self-administered print survey. A total of 30% of prison population (male and female) in selected prisons was included in the study and a total of 504 valid questionnaires were returned (response rate of 81.3%). Findings indicate that reading is the respondents’ most popular leisure activity and that they read more now than before coming to prison. Respondents read more fiction than non-fiction. Most frequently they read crime novels, thrillers, and historical novels. To a lesser degree, they read religious literature, biographies, spiritual novels, social problem novels, self-help, war novels, science fiction, erotic novels, romances, spy novels and horrors. Respondents would like to read daily newspapers and magazines, and books about sport, health, travel, computers, hobbies, cookbooks, etc. Respondents have wide reading interests (both in relation to fiction and non-fiction) but they do not have access to them in their prison library. Respondents reported that reading makes their life in prison easier and their time in prison passes faster with books. Only about a quarter of respondents are satisfied with their prison library collection. Almost a fifth of respondents does not visit the library at all because it does not have anything they would like to find there: newspapers, modern literature, non-fiction, reading material for visually impaired and computers.

Entrepreneurial education is gaining traction in Ghana. The purpose of this chapter was to assess the influences of social enterprises in promoting entrepreneurial education, using Ghanaian social enterprises as a case study. The study adopted a qualitative research approach. A multiple case study analysis examined the influences of social enterprises in Ghana. Four in-depth qualitative case studies offer insight into social enterprise practices. Sustainability, innovation, control and employment issues stand out as key effects of Ghanaian social enterprise practices. The social practice theory framework is used to draw the linkages of the structure and agency relationships. Sustainability emerges as the most dominant impact of social enterprise practice followed by innovation, control and employment. These four descriptive terms summarise the universal effects of Ghanaian social enterprises' practices. The study identifies and assesses the role of social enterprises in social entrepreneurial education in addressing social ills and environmental challenges facing Ghana. The emphasis placed on each of the identified four constructs describes the plausible roles of Ghana's social enterprises in achieving productive entrepreneurship through entrepreneurship education. The result shows the pursuit of multiple practices is a common feature of social enterprises. The limitations of the study stem from methodological approach as it is qualitative approach bias and a single country case. Likewise, the subjectivities of the samples direct the results of the study. The study draws the attention of stakeholders and policymakers to the goodwill of social entrepreneurship education in Ghana. Many studies have been conducted on entrepreneurial education in the contextual setting of this study. This present study focused on the practices of social enterprises in Ghana that influences entrepreneurial education.