This book explores sustainable community development in Ghana post-COVID-19, highlighting examples of how individuals facing extreme challenges have adapted to their changing circumstances.
Through the voices of African researchers, it explores the different responses that local, subnational, and national stakeholders and communities initiated to preserve the gains made in achieving the Sustainable Development Goals in Ghana during the global pandemic. This collection considers how policy makers are tackling the pressing issues of sustainability, climate change and its effects on Africa and Ghana in particular, and multi-stakeholder policy responses to building communities in a post-COVID-19 world. The case studies show how communities are interacting to ensure sustainable community development and learning in the Global South, and the role that education and learning, both formal and informal, play in strengthening livelihoods, choices, and opportunities in African communities.
An assessment of multi-stakeholder policy responses to building communities in Ghana, this book will be of interest to scholars and students in the field of Education, Education Management, Sociology, Economics, and African Studies. It will also be of interest to policy makers and practitioners engaged in community development programmes and activities and the development of associated policies.
Introduction: Sustainable community development: Examining the Ghanaian situation PART I Community response to COVID‑19 and the SDGs 1 Engendering sustainable communities during and post‑COVID‑19 pandemic: Experiences from Ghana 2 Community response to COVID‑19 pandemic and the future of global health: A model to support higher education partnership PART II Education, COVID‑19 and the SDGs 3 Community mobile teaching and learning applications during COVID‑19: Review of the experiences of some religious groups in Ghana 4 Higher education institutions and the United Nations’ sustainable development goals: The University of Ghana experience 5 Happiness in online communities: Service quality and students’ satisfaction in online education delivery in a Ghanaian University 6 A critical assessment of non‑formal education as a strategic tool for enhancing district assembly women’s participation in local governance in the Northern sector of Ghana 7 Closing the gap: Distance education to empowerment of nursing students in Ghana through the self‑determination theory 8 E‑learning laws and principles quarantined by COVID‑19: Emerging ‘un’sustainable practices of ‘new’ e‑learning laws in higher education 9 Competencies and capabilities of local and traditional leaders in Ghana: Examining the nexus of continuing education for community development PART III Environmental sustainability and the SDGs 10 Climate change knowledge, attitudes and adaptation among households in three major agro‑ecological zones of Ghana: Implications for climate change education and sustainable development 11 Plastic waste recycling in Ghana: Understanding the sources and the value chain 12 Climate change adaptation practices in two rural communities in Ghana PART IV Sustainable livelihoods, aid and community development 13 Experiences of young vendors engaged in informal entrepreneurship during COVID‑19 pandemic in Ghana 14 Impact of COVID‑19 on sustainable livelihoods and community development through SDGs in Kenya 15 Intricacies of foreign aid to Ghana
Isaac Kofi Biney is an associate professor of Adult Education and Community Development at the University of Ghana, Legon, Ghana. John Kwame Boateng is an associate professor of Development Education and Human Resource Studies, University of Ghana, Legon, Ghana. Paul Gary Nixon is an independent researcher at The Hague, The Netherlands.
