Sustainable development advocates for a balance between socio-economic development and the environment in the pursuit of human advancement. In Africa, high population growth and inadequate infrastructure in urban areas exert pressure on the environment and this threatens the health and wellbeing of urban residents. The population of the African continent until the 1960s was predominantly rural. This scenario has taken a swift turn and some of the major shifts in the global urbanisation process are taking place on the continent. Factors including natural increase in the population, rural-urban migration, strife and hunger leading to the internal displacement of populations have exacerbated the urbanisation process in Africa. The situation has been worsened by the imposition of Western development policies, including structural adjustment programmes on African nations, which has eroded the subsistence base of rural agricultural communities and further ignited rural urban migration. The failure of industry to absorb the increasing labour force has created massive unemployment and deepening poverty crisis in urban centres. Inadequate provision of infrastructure and services to meet the growth in urban populations has resulted in inefficient spatial development of urban centres, the proliferation of squatter settlements, inadequate basic amenities including potable water, sanitation and waste disposal. Poor environmental sanitation has resulted in the upsurge of infectious diseases and deteriorating urban health. Urban populations in Africa are also the worst affected by newly emerging diseases, particularly HIV/AIDS. The poor bear a disproportionately large share of the problems due to their particular vulnerability to environmental and health risks.

Global competition is forcing tertiary institutions to excel in knowledge-creation that are relevant and innovative. Innovations bring solutions to societal problems. Perhaps a new system of thinking will enhance the relevance and sustainability of Ghana's new Technical Universities (TU) that were established by PNDC Law 321 to provide technical leadership, entrepreneurial solutions, and support of industries for its national development. For strategic thinking, the TUs are advised to avoid the Polytechnic traditions and be transformed by 'lessons' from other institutions such as Germany's University of Applied Research. The purpose of this study was to examine institutional leadership and policy practices of an African institution, (herein referred to as PaceSetter Institute or PSI) to serve as lessons for Ghana's Technical Universities towards sustainable development. Qualitative data came from field notes during interviews, interactions, observations, and desk reviews. Using an act of serendipity approach to case study, data revealed lessons such as: (i) Strategic thinking and leadership, (ii) Excellence in scholarship of engagement, (iii) Change in professionalism and specialization, and (iv) Entrepreneurship. The researchers urged TUs to consider strategic thinking for sustainable development of their institutions to bring social enterprise to academic pursuits, making profit by applied research, and consider scholarship of engagement with the Ghanaian society and change. The recommendations also focused on each TU envisioning on how to become a "Centre of Excellence" in Ghana by showcasing faculty and students' work, setting high standards of scholarship and professionalism, and entrepreneurship that brings solution to social problems.

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The study explored the curriculum guidelines and primary school teachers' conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers' practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.