Previous studies on pension provision in Ghana have ignored the impact of the 2008 Pension Reform on the governance and regulatory and solvency risk implications for pension provision in Ghana. The literatures on pension fund investment policy have also ignored the portfolio risk considerations of the absence of a risk-free asset in the domestic currency. However, in many countries, including Ghana, domestic government and corporate bonds carry significant credit risk. This thesis examines three major areas of pension provision in Ghana. Firstly, it examines the implications and challenges of the 2008 Pension Reform for pension provision in Ghana. Secondly, it examines the impact of the 2008 Pension Reform on the solvency and level of pensions of the State Pension Scheme (SPS) in Ghana. Thirdly, it examines the effects of the absence of a risk-free domestic government bond on the investment strategy of a defined benefit pension fund, taking Ghana as an example. The analysis is extended to examine the impact of restrictions placed on pension funds' overseas investments as prescribed by the 2008 Pension Act. It is shown that the inherent weaknesses in Ghana's pension system persist following the 2008 Pension Reforms, that pension provision in Ghana is challenged by several factors, that the governance structure remains broadly unchanged and that further reforms are needed to ensure adequate, equitable and sustainable pensions in Ghana. Several recommendations are made to enhance pension provision in Ghana. Model simulations show that the 2008 Pension Reform has enhanced the level of pensions; however, the reform has worsened the solvency of the SPS, largely as a result of structural and parametric changes affecting the level of contributions. Alternative reform policies are suggested to improve retirement income provision and the solvency of the SPS in Ghana. Analysis using a multi-period asset and liability model indicates that, in the absence of a risk-free domestic government bond and within an adjusted-CAPM framework, the optimal pension fund investment strategy may be a non-corner solution, which requires a higher initial minimum investment. It is found that ignoring the default probability of domestic government debt may lead to serious underestimation of pension fund risks, resulting in an underestimation of the minimum investment requirement. It is also found that the restrictions placed on pension funds' overseas investments, as prescribed by the 2008 Pension Act, impose additional costs on Ghanaian pension funds. JEL Classifications: Asset and Liability Modelling, Adjusted-CAPM, Asset Allocation, Credit Risk, Domestic Government Bonds, Defined Benefit Pension Funds, Default Probability, Economic Scenario Generator, Ghana, Governance, Minimum Investment Required, Overseas Investment Restrictions, Investment Strategy, Longevity Risk, Market Risk, Mortality, Pension Fund Risk, Pension Provision, Pension Policy Review, Pension Population Projection, Pension Reforms, Regulation, Solvency, Stochastic Modelling.

The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issues related to the nature, and appropriateness, of the current official primary mathematics curriculum, which was an adaptation of the products of the `new-math' project spearheaded by the West African Regional Mathematics Programme in the 1970s. The study used a range of methods for data collection. These include an extensive content and curriculum analysis of the official primary mathematics curriculum materials, and a questionnaire survey of teachers' coverage of the content and teaching methods prescribed by the official curriculum. The questionnaire survey of teachers' coverage of teaching methods involved the observation of teachers in classroom settings. Tape recordings of lessons and instructions from teacher's handbooks were transcribed to provide both qualitative and quantitative data on classroom practice. The analysis of the curriculum revealed several inefficiencies in the Ghanaian primary mathematics curriculum. Though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analysis indicated that learning/teaching activities that would encourage the use of such teaching skills in the materials were not included. It emerged from the findings that neither what the teachers really taught, nor what the official mathematics curriculum prescribed, was found to be adequate enough to meet the full mathematical needs of pupils. It was found that a very substantial part of the content of the curriculum was taught by the teachers, and both the official curriculum and the teachers, who implement it, emphasised expository teaching methods. It was argued in this light that the low pupils' attainment observed in the subject could not be seen simply as a reflection of the teachers' poor coverage of the curriculum, but as a reflection of inefficiencies within it. The findings of this study corroborate what is known about curriculum adaptation in school mathematics. It showed that coverage of textbooks does influence the emphasis on topics presented by teachers in their instruction, and also that topics in arithmetic are the most emphasised by both official mathematics curriculum materials and in teachers' actual classroom practice.

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The study ascertained elementary school teachers' and supervisors' views about their role in the implementation of Sankofa (Go back and retrieve) in school music. Sankofa mandates the integration of distinctive Ghanian traditional values and practices with Western educational concepts in the school curriculum. In music, it calls for the fusion of multi-ethnic musics of Ghana with Western musical concepts in public school music instruction. Some concerns expressed by Ghanian music educators regarding teachers' negative attitudes toward Sankofa in public school music had prompted the study.

Purpose: The article describes how cross-cultural communication might impact purchase decisions in the fourth stage of the decision-making process. It also examines how cultural value influences the Ghanaian consumer. The results and conclusions aim to help MNEs comprehend Ghanaian culture. Literature review: The reviewed literature discussed cross-cultural communication. Such as Hofstede's cultural aspects and how they affect the purchase decision. The author offered six hypotheses for the research model from the literature review. Methodology: A quantitative research design was used with a deductive research technique. An online questionnaire constructed with Google Forms was used to collect primary data, and it received 154 replies. Descriptive statistics, Cronbach's alpha, and Pearson's correlation were used to analyse the data. Findings: Hofstede's cultural qualities are positively linked to purchase decisions. Indulgence is the most vital link. The correlation research linked buying decisions to Hofstede's cultural characteristics. Positive connections were made. The thesis author analyses empirical data showing that Ghanaians keep to their culture but also follow trends.