Leadership is an important component for performance of every organization. Schools like any other organization also need leadership that will make things happen. The social inequalities existing in schools make it very important for school authorities to appreciate that although leadership is a key to improvement in every school, there is the need for school authorities and stakeholders to appreciate that not every type of leadership is needed in every situation of the school. Different situations need different types of leadership. Therefore, the inequalities in schools also calls for different leadership types. This chapter critically examines the various types of leadership needed in PK-12 educational setting and how such leaders could help address the social inequalities that exist in our schools.

Marriages in Ghana are usually preceded by counseling. It is believed that premarital counseling helps to sustain marriages because it gives couples the initial skills needed to enable them to start their marriage and solve minor problems that may be encountered in the relationship. This study was aimed at assessing the significance of premarital counseling to the sustenance of marriage. The study adopted a mixed methodological approach in gathering the data. Data was gathered from 112 individuals from three different suburbs of the capital city of Ghana. The results showed that although pre-marital counseling was observed to be important for would-be couples, it does not help sustain all marriages. Married couples that were given pre-marital counseling were getting separated as well as those who never had pre-marital counseling. It is therefore recommended that although premarital counseling may be necessary, it is not sufficient to sustain marriages. Therefore, counseling should continue even after marriage.

Higher educational institutions are widening participation through the introduction of new programs, using different approaches to deliver learning so that many people can have access to education. With the growing number of students in our higher educational institutions, coupled with learners who are working and by virtue of their job commitments cannot do traditional face-to-face education, using information technology (IT) to support lessons in higher education institutions has become very laudable. The introduction and use of technology have brought changes in the way we teach and support students in our higher education institutions. This, therefore, calls for effective IT leaders who will be able to motivate, inspire, and meet the learning needs of the diverse students in our institutions while improving teaching and learning. The IT leaders should not only be individuals who can only lead the change crusade but should be able to manage the change process.

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

This article critically examines the school feeding policy in Ghana. The policy became operational in the year 2005. It was part of the nation's effort to curb a drop in school enrolment that became a global concern which became part of the United Nations (UN) global efforts to reduce poverty in many parts of the world. The drop in school enrolment was attributed to poverty, hunger, and inequality in many deprived communities. So, to address those problems, the UN initiated various forms of interventions in member nations as part of efforts to improve school enrolment, reduce inequality and poverty. Ghana initiated a school feeding that was aimed at providing at least one hot meal a day for every child at the basic school level. Implementation of the policy has faced a lot of challenges and lack of political will. Some critics therefore argue that alternative policy initiatives should be considered to improve or replace the existing school feeding policy because although enrolment seem to go up, there is little evidence the policy is improving academic performance