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This paper explores the use of surface and deep learning strategies of students in two Colleges of Education within Mampong Municipality: St. Monica's College (Single-Sex College-Female) and Mampong Technical College (Single-Sex College-Male) who were enrolled to read a Four-Year Bachelor of Education programme. Drawing on Biggs et al.'s Revised Study Questionnaire (2001), the study investigates whether student-teachers adopt a predominantly surface or deep learning approach to their studies for the New B. Ed. programme introduced into the Colleges of Education. From February to April 2021, we employed a quantitative cross-sectional design. A self-administered questionnaire was used to collect data from 332 participants (level 200 and 300) who were enrolled to study the four-year B. Ed. programme which was introduced in 2018. One-way analysis of variance (ANOVA) and t-tests were used to examine participants' age, sex and level of study in correlation with their learning approaches (Deep or Surface). A significant difference in the Deep learning approach was found between males and females in both schools (p = 0.47). However, there was no significant difference between age, level and learning approach. Their responses were analysed using descriptive statistics. Findings suggest that student-teachers appear to adopt deep learning strategies in their studies at Colleges of Education and that this approach to learning was used regardless of the discipline in which they were enrolled.

The study critically looked at teacher distribution in Ghana's Primary and Junior High Schools in Sekyere Central District; in the Ashanti Region of Ghana. Data were gathered from Education Monitoring Information Systems (EMIS) from the District Education Office, Nsuta for the analysis. Evidence from the rural communities in teacher deployment for the 2021 academic year for 10 rural Primary Schools and 5 Junior High Schools depicted a gloomy picture because there was uneven teacher deployment to these areas where their services are needed. There was a huge teacher deficit in the rural communities so the question of quality and equitable education will not be achieved if policymakers fail to provide incentive packages to the rural teachers. The paper recommends that rural teachers' conditions of service should be different from those of their colleagues in the urban areas. When this is done, teacher manpower utilization and retention of teachers in rural communities would be improved.

The study investigated factors responsible for the low performance of female students in integrated science in some selected Junior High Schools (JHS) in the Aowin Municipal of Western North region of Ghana. The study employed descriptive research design to investigate the determinants of female students’ poor performance in the subject. The sample size for the study comprised 375 JHS female students selected from five educational circuits in the Aowin Municipal.  A four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree) was developed and administered to the participants. Data collected were analysed using descriptive statistics, specifically, mean and standard deviation. Findings revealed poor psychological state, teachers’ teaching practices/procedures and students’ socio-economic background as possible factors responsible for female students’ low academic performance in integrated science subject. It was recommended among others that the Municipal education office should organize workshops and seminars on the state-of-the-art procedure of teaching science subjects in the basic schools with particular emphasis on how to create a good learning atmosphere for the female students.