Barriers to Quality Early Childhood Education Development in Keta Municipality, Ghana: A Focus on Teacher and Infrastructure Factors

Barriers to Quality Early Childhood Education Development in Keta Municipality, Ghana: A Focus on Teacher and Infrastructure Factors

Robert Akpalu¹, Peter Agyekum Boateng², Emmanuel Ayisi Asare³

¹School of Business, Valley View University, Ghana

^2,3School of Education, Valley View University, Ghana

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010230

Received: 31 December 2024; Revised: 13 January 2025; Accepted: 16 January 2025; Published: 14 February 2025

ABSTRACT

This study investigates the barriers to quality early childhood education development (ECED) in Keta Municipality, Ghana, with a specific focus on teacher-related and infrastructural challenges. Through a systematic literature review, the research explores the impact of inadequate teacher training, low motivation, and limited professional support on educational outcomes. Infrastructural deficiencies, including overcrowded classrooms, poor sanitation, and a lack of teaching materials, further exacerbate these challenges, creating an interdependent cycle that hinders effective ECED implementation. The findings reveal that systemic reforms are required to address these barriers holistically, emphasizing the importance of empowering educators, improving physical facilities, and fostering community collaboration. Practical recommendations are provided to guide policymakers, schools, and communities toward implementing sustainable strategies that align with Sustainable Development Goal 4. By addressing these interconnected issues, this research contributes to a deeper understanding of the systemic challenges facing ECED in resource-constrained contexts and offers actionable pathways for improvement.

Keywords: Early childhood education, teacher factors, infrastructure, Ghana, Keta Municipality, systematic literature review, educational inequality

INTRODUCTION

Early childhood education (ECE) serves as a critical foundation for a child’s cognitive, emotional, and social development, shaping their future learning and life outcomes. Globally, significant strides have been made to prioritize and improve ECE access and quality, with policies emphasizing its role in achieving equitable educational opportunities (Ackah-Jnr & Udah, 2021). In Sub-Saharan Africa, including Ghana, efforts to enhance ECE quality have been hindered by systemic barriers such as limited teacher training, inadequate resources, and poor infrastructure (Schwartz et al., 2019). These issues disproportionately affect rural and semi-urban areas, where resource constraints and socio-economic disparities are more pronounced (Frimpong, 2021).

In Ghana, the government has introduced several initiatives to promote quality ECE, including the Early Childhood Care and Development (ECCD) policy. Despite these efforts, implementation gaps persist, particularly in regions like Keta Municipality, where educational infrastructure and teacher-related factors remain inadequate (Abdallah et al., 2023). For instance, studies reveal that a lack of pedagogical training and professional development for early childhood educators negatively impacts teaching quality and curriculum delivery (Schwartz et al., 2019; Osafo-Acquah, 2018). Furthermore, infrastructural challenges, such as overcrowded classrooms and the absence of essential teaching materials, hinder effective learning environments (Dzakadzie & Agbayisah, 2022).

Teacher motivation and working conditions also play a significant role in determining ECE outcomes. In under-resourced settings, low salaries and job dissatisfaction among educators contribute to high attrition rates and poor engagement in professional development programs (Schwartz et al., 2019). These challenges are exacerbated by the absence of robust support systems, leaving many educators ill-equipped to handle the demands of early childhood pedagogy (Wolf, 2018). Addressing these barriers requires a multifaceted approach, combining investments in teacher training, resource allocation, and infrastructural development to ensure equitable access to quality education.

Infrastructure, as a critical determinant of ECE quality, includes the availability of safe and well-equipped classrooms, teaching materials, and sanitation facilities. Research in Ghana’s Volta Region highlights the severe lack of these resources, with many schools unable to provide adequate learning environments for young children (Dzakadzie & Agbayisah, 2022). These infrastructural deficits not only affect the delivery of quality education but also perpetuate existing inequalities, as children from disadvantaged backgrounds are disproportionately impacted (Frimpong, 2021).

In the context of Keta Municipality, the interplay between teacher-related and infrastructural barriers underscores the need for targeted interventions. By addressing these systemic challenges, policymakers and stakeholders can create a more inclusive and equitable framework for early childhood education, contributing to broader national development goals and the realization of Sustainable Development Goal 4 (Ackah-Jnr & Udah, 2021; Abdallah et al., 2023).

Problem Statement

Despite Ghana’s policy strides in early childhood education, regions like Keta Municipality struggle with systemic barriers that impede the effective implementation of quality ECE. Teachers often lack specialized training and adequate support systems, resulting in inconsistent curriculum delivery and suboptimal teaching practices (Schwartz et al., 2019; Osafo-Acquah, 2018). Furthermore, infrastructural deficiencies such as limited classrooms, poor sanitation facilities, and lack of teaching materials exacerbate these challenges (Frimpong, 2021). These issues disproportionately affect vulnerable children, perpetuating educational inequalities and undermining national development goals.

Research Objective

The study sought to explore and address key barriers to the effective implementation of quality early childhood education in Keta Municipality, Ghana. Specifically, it sought to identify teacher-related challenges, such as inadequate training, limited motivation, and professional support. Additionally, the study examined infrastructural deficiencies, including insufficient classrooms, poor sanitation, and inadequate teaching materials, which hinder learning outcomes. Finally, it aimed to propose actionable strategies for improving both teacher effectiveness and infrastructure to create an equitable and supportive educational environment, ultimately contributing to the achievement of Sustainable Development Goal 4.

METHODOLOGY

This study employs a systematic literature review to explore barriers to quality ECE in Keta Municipality. Peer-reviewed journal articles and relevant studies were identified using databases such as Google Scholar, IEEE Explore, and Scopus. Search terms included “early childhood education barriers,” “teacher factors,” and “infrastructure challenges in Ghana.” The study focused on analyzing literature that specifically addresses the challenges of early childhood education in Ghana and Sub-Saharan Africa. Relevant studies were selected based on their discussion of teacher-related and infrastructural barriers impacting educational quality and outcomes. The review examined how inadequate teacher training, low motivation, insufficient professional support, and infrastructural issues, such as overcrowded classrooms, poor sanitation, and lack of teaching materials, affect ECE implementation. A thematic analysis was conducted to identify key patterns and insights from the selected studies. This approach allowed the research to comprehensively capture the systemic barriers hindering effective ECE delivery and propose actionable recommendations for addressing these challenges. The findings aim to inform stakeholders, including policymakers, educators, and communities, about strategies for improvement.

By focusing on teacher and infrastructural challenges in Keta Municipality, this research provides localized insights into the systemic barriers hindering early childhood education in resource-constrained settings. The findings aim to inform policymakers, educators, and community stakeholders, offering practical recommendations to improve ECE quality. This study also contributes to the academic discourse by integrating theoretical and empirical perspectives to address educational inequalities, aligning with SDG 4 and Ghana’s broader development goals.

Theoretical Framework

This study adopts three key theories to analyze the barriers to quality early childhood education (ECE) in Keta Municipality: Bronfenbrenner’s Ecological Systems Theory, Human Capital Theory, and Maslow’s Hierarchy of Needs. These theoretical frameworks provide a comprehensive understanding of how systemic and individual factors interact to shape educational outcomes in the region.

Bronfenbrenner’s Ecological Systems Theory emphasizes the interplay between different environmental systems and their influence on a child’s development. This theory identifies layers of influence, from immediate settings like classrooms (microsystem) to broader societal values and policies (macrosystem) (Wolf & Avornyo, 2023). For Ghana, where systemic resource constraints and cultural dynamics shape ECE delivery, this framework is particularly relevant. Research has shown how these interconnected systems affect the quality of teacher training and the availability of infrastructure, both of which are critical to early childhood learning (Frimpong, 2021). Neglecting these systems perpetuates disparities, disproportionately affecting underprivileged communities (Ackah-Jnr et al., 2022).

Human Capital Theory focuses on the economic benefits of investing in education, particularly at foundational levels like ECE. This theory suggests that high-quality ECE improves individual productivity and contributes to national economic growth (Appiah, 2024). In Ghana, ensuring teacher competence and adequate infrastructure is essential to maximizing these benefits. Studies indicate that underfunded ECE systems reduce the long-term potential of children, reinforcing cycles of poverty and inequality (Ackah-Jnr et al., 2022). Investment in ECE, therefore, not only benefits individuals but also contributes to broader societal development by creating a skilled and educated workforce.

Maslow’s Hierarchy of Needs highlights the importance of meeting basic physiological and safety needs as a foundation for learning. Inadequate facilities, such as overcrowded classrooms and poor sanitation, undermine children’s ability to engage in learning, while stressed and under-supported teachers further diminish educational quality (Appiah, 2024). Research from Ghana demonstrates how these unmet needs hinder cognitive and emotional development, creating a significant barrier to educational success (Wolf & Avornyo, 2023). Addressing these basic requirements is vital to fostering an equitable and supportive learning environment.

Application of Theories to the Study

The integration of these theoretical frameworks provides a multidimensional lens for examining the systemic barriers to ECE in Keta Municipality. Bronfenbrenner’s theory offers a detailed understanding of how systemic issues, such as inadequate teacher training and resource distribution, cascade through various levels to affect children’s learning environments. For instance, poor policy implementation at the macrosystem level often leads to under-resourced classrooms at the microsystem level, creating a ripple effect of challenges (Wolf & Avornyo, 2023).

Human Capital Theory highlights the economic implications of neglecting ECE, showing how systemic underinvestment in teacher training and infrastructure reduces long-term societal benefits. Research indicates that addressing these gaps can transform ECE into a tool for breaking poverty cycles and enhancing national productivity (Ackah-Jnr et al., 2022). By focusing on teacher development and infrastructure, this study aligns with the economic arguments presented by this theory.

Maslow’s Hierarchy of Needs underscores the urgency of addressing basic infrastructural deficits, such as poor sanitation and overcrowded classrooms, which directly impede learning. These conditions fail to meet the foundational needs of both students and teachers, undermining efforts to improve educational outcomes. In Ghana, studies reveal that interventions targeting these areas have a measurable impact on learning quality and equity, making this theory central to the proposed solutions (Appiah, 2024).

Significance of Theoretical Framework

These theories collectively provide a robust framework for understanding the interplay of systemic, environmental, and individual factors affecting ECE in Keta Municipality. Bronfenbrenner’s theory underscores the interconnectedness of these challenges, Human Capital Theory emphasizes their economic significance, and Maslow’s framework highlights the urgency of addressing basic needs. Together, they not only elucidate the barriers but also inform strategies for addressing them holistically. By grounding this study in such frameworks, the findings contribute to evidence-based interventions that align with Sustainable Development Goal 4, promoting inclusive and equitable quality education in Ghana.

LITERATURE REVIEW

Global Perspectives on Barriers to Quality ECED

Early childhood education (ECE) is widely acknowledged as a critical foundation for lifelong learning and development. Globally, significant attention has been directed toward improving access and quality in ECE, particularly in under-resourced contexts. Despite these efforts, systemic barriers persist, hindering effective implementation. Teacher-related challenges, including inadequate training, low motivation, and insufficient pedagogical support, are among the primary obstacles. Research indicates that ECE teachers in under-resourced settings often struggle with limited access to professional development, leading to suboptimal implementation of curriculum frameworks (Schwartz et al., 2019). These barriers are compounded by infrastructural deficits, such as insufficient classrooms and inadequate learning materials, which undermine the quality of education delivered to young learners (Dzakadzie & Agbayisah, 2022).

Globally, the integration of information and communication technologies (ICTs) in ECE has been proposed as a strategy to enhance learning environments. However, studies highlight that intrinsic and extrinsic barriers, including limited access to digital tools, inadequate teacher training, and a lack of institutional support, impede the effective integration of technology in early education settings (Magen-Nagar & Firstater, 2019). These challenges are particularly pronounced in resource-constrained regions, where educators face significant constraints in accessing modern teaching aids and infrastructure (MacKay & Hall-Kenyon, 2020).

Cultural and socio-economic factors further influence the effectiveness of ECE delivery. For instance, teacher attitudes toward culturally responsive pedagogy often impact their ability to address the diverse needs of students. In many settings, the lack of alignment between global education reforms and local cultural contexts has been identified as a key barrier to successful implementation (Gupta, 2020). Additionally, neoliberal education reforms emphasizing standardization and high-stakes testing have been criticized for neglecting the holistic development goals of ECE, limiting opportunities for creativity and inclusive practices (Sims & Brettig, 2018).

Efforts to address these global barriers have emphasized the need for targeted professional development programs, increased investment in infrastructure, and the promotion of context-specific pedagogical approaches. For example, adaptive teaching strategies that align with the cultural and socio-economic realities of learners have been shown to improve educational outcomes in diverse contexts (Adewusi et al., 2023). Furthermore, fostering multi-stakeholder collaborations, including partnerships between governments, communities, and private entities, has been proposed as a sustainable solution to overcoming systemic barriers in ECE (Gupta, 2020).

Teacher-Related Barriers in ECED Implementation

Teachers are central to the delivery of high-quality early childhood education (ECE). However, numerous barriers hinder their effectiveness in resource-constrained settings. One prominent challenge is the lack of adequate training and professional development opportunities. Research indicates that ECE teachers in under-resourced regions often lack specialized training in early childhood pedagogy, leading to suboptimal curriculum delivery (Schwartz et al., 2019). For instance, teachers with insufficient qualifications are less likely to implement play-based learning approaches effectively, which are crucial for fostering cognitive and social development in young learners (Manning et al., 2019).

Teacher motivation is another critical factor affecting ECE implementation. Low salaries, poor working conditions, and limited career advancement opportunities contribute to low job satisfaction and high attrition rates among early childhood educators (Jennings, 2015). This lack of motivation often results in reduced engagement with professional development programs and negatively impacts the overall quality of teaching (Wildmon et al., 2024). Teachers experiencing emotional exhaustion or burnout are also less likely to create supportive and stimulating learning environments for young children (Jennings, 2015).

Additionally, limited access to teaching resources and materials poses significant challenges. Teachers often work in environments where essential learning aids, such as manipulatives and visual aids, are scarce. This resource gap not only hampers the effective delivery of lessons but also restricts opportunities for hands-on, interactive learning experiences that are vital for early childhood development (Magen-Nagar & Firstater, 2019). Furthermore, the integration of digital tools in ECE, which has the potential to enhance teaching effectiveness, is constrained by a lack of access to technology and inadequate training on its use (MacKay & Hall-Kenyon, 2020).

Cultural attitudes and systemic issues also play a role in shaping teacher effectiveness. For example, societal undervaluation of early childhood educators and the perception of ECE as less critical than primary education contribute to limited investment in teacher training and support systems (Gupta, 2020). These systemic barriers perpetuate a cycle of underperformance and low-quality educational outcomes, particularly in marginalized communities.

Addressing these barriers requires a multi-pronged approach. Enhancing teacher training programs, providing competitive compensation, and creating supportive work environments can improve teacher motivation and retention. Additionally, investing in teaching resources and integrating technology into ECE classrooms can empower educators to deliver more effective and engaging lessons. By addressing these challenges, policymakers and stakeholders can significantly improve the quality of ECE and ensure better outcomes for young learners.

Infrastructure-Related Barriers in ECED Implementation

Infrastructure plays a crucial role in determining the quality of early childhood education (ECE). Adequate physical facilities, such as classrooms, playgrounds, and sanitation facilities, are essential to creating an environment conducive to learning and development. However, many ECE programs in resource-constrained settings, including Ghana, face significant infrastructural deficiencies. Studies have shown that schools with poor infrastructure often struggle to meet the developmental needs of young learners, leading to lower enrollment and participation rates (Muthanje, 2022). For example, the absence of well-ventilated classrooms and adequate water points has been linked to decreased internal efficiency in educational systems (Muthanje, 2022).

The lack of appropriate teaching and learning materials further compounds the challenges faced by early childhood educators. In many under-resourced schools, teachers are unable to access basic tools such as visual aids, manipulatives, and age-appropriate furniture, which are vital for delivering effective instruction (Frimpong, 2021). This shortage not only hampers lesson delivery but also affects children’s ability to engage in interactive and play-based learning, which is critical for cognitive and social development (Ardoin & Bowers, 2020).

Technological infrastructure is another significant barrier. Although digital tools have the potential to enhance teaching and learning in ECE, many schools lack the resources and training required to integrate technology into their classrooms (Nikolopoulou, 2021). Limited access to devices such as tablets and computers, coupled with inadequate teacher training on the use of digital tools, restricts opportunities for innovative teaching practices. Teachers also report concerns about cyber safety and the overuse of technology, which can detract from hands-on learning experiences (Nikolopoulou, 2021).

Community engagement is often overlooked in addressing infrastructural barriers. In many cases, schools rely on local stakeholders to support the maintenance and development of facilities. However, limited community involvement, driven by socio-economic constraints, reduces the capacity of schools to improve their infrastructure (Taniguchi & Hirakawa, 2016). Strengthening partnerships between schools, parents, and local governments is essential to mobilizing resources and creating sustainable solutions for infrastructural challenges.

Addressing these barriers requires a holistic approach that includes increased government funding, public-private partnerships, and community-driven initiatives. Investments in infrastructure not only improve the quality of ECE but also foster greater equity by ensuring that all children, regardless of socio-economic background, have access to supportive learning environments. By prioritizing infrastructure development, policymakers can create a foundation for improved educational outcomes and long-term societal benefits.

Case Studies from Sub-Saharan Africa

Sub-Saharan Africa presents a diverse range of challenges and solutions in implementing quality early childhood education (ECE). Case studies from this region provide valuable insights into teacher-related and infrastructural barriers while highlighting innovative practices and interventions that can inform policies elsewhere.

A study in Tanzania examined the relationship between early literacy development and educational infrastructure. It identified that inadequate facilities, such as poorly equipped classrooms and insufficient teaching materials, significantly hinder literacy outcomes among young learners (Ngwaru & Oluga, 2015). Similarly, Ghana’s Agona East District faced a severe lack of teaching and learning materials (TLMs), which impeded interactive learning experiences. Teachers in this district emphasized the necessity of making TLMs locally available to enhance children’s engagement in ECE (Frimpong, 2021).

South Africa’s Grade R program serves as a noteworthy example of progress in ECE implementation. As the first Sub-Saharan African country to legislate free preschool education, South Africa achieved near-universal enrollment for 5-year-olds within a decade. However, quality concerns persist, particularly in underprivileged areas where insufficient funding and inadequate teacher training affect outcomes (Richter & Samuels, 2018). This case highlights the importance of pairing access-focused policies with robust quality assurance mechanisms.

Another example from Kenya underscores the importance of inclusive education for children with special educational needs (SEN). Challenges such as negative teacher attitudes, lack of training, and resource shortages were identified as major barriers. Despite these obstacles, NGOs played a critical role in bridging gaps by providing training and resources to support inclusive practices (Kiru, 2019). This case demonstrates the potential of non-governmental partnerships to address systemic gaps in ECE.

In Ghana, the sociocultural context significantly influences perceptions of ECE quality. Teachers and stakeholders in some regions reported misalignment between global standards and local educational priorities. For instance, the CLASS observation tool, widely used to measure classroom quality, failed to capture culturally specific teaching practices that foster child development (Wolf & Avornyo, 2023). These findings underscore the need for context-sensitive frameworks in assessing and improving ECE quality.

Lastly, the Ubuntu philosophy has been cited as a valuable framework for enhancing ECE in Sub-Saharan Africa. By emphasizing community collaboration, socio-emotional development, and locally driven solutions, Ubuntu-inspired approaches have the potential to address both teacher-related and infrastructural barriers (Padayachee et al., 2022).

These case studies collectively highlight the multifaceted challenges and opportunities in advancing ECE in Sub-Saharan Africa. They demonstrate the importance of integrating cultural relevance, community engagement, and systemic support into educational frameworks to achieve sustainable improvements in ECE quality.

FINDINGS AND DISCUSSION

Key Teacher-Related Barriers

Teacher-related barriers remain central to the challenges affecting early childhood education (ECE) in Keta Municipality. The lack of specialized training for educators is particularly concerning, as teachers often lack the requisite pedagogical skills to implement child-centered teaching approaches, such as play-based learning. Bronfenbrenner’s Ecological Systems Theory highlights how inadequate training reflects broader systemic failures at the macrosystem level, where policies and professional development programs fail to align with local needs (Wolf & Avornyo, 2023). These gaps cascade down to the microsystem, where educators struggle to meet the developmental needs of their students (Frimpong, 2021).

Teacher motivation is another critical issue. Low salaries, limited career advancement opportunities, and poor working conditions contribute to high attrition rates. From the perspective of Maslow’s Hierarchy of Needs, the inability to meet teachers’ basic physiological and safety needs—such as competitive wages and stable working environments—directly affects their capacity to focus on higher-order professional goals (Appiah, 2024). Emotional burnout among teachers, often resulting from the lack of institutional support, further undermines their ability to foster nurturing and engaging learning environments, a key component of effective ECE (Wildmon et al., 2024).

Additionally, insufficient teaching materials remain a pervasive challenge. The Human Capital Theory underscores the long-term societal and economic implications of these deficiencies, as poorly equipped educators are unable to deliver high-quality education that builds human capital (Ackah-Jnr et al., 2022). Without access to essential resources like visual aids and manipulatives, teachers cannot implement experiential learning strategies that are foundational to cognitive and social development in early childhood (Magen-Nagar & Firstater, 2019).

Key Infrastructure-Related Barriers

Infrastructure deficits exacerbate the challenges of delivering quality ECE in Keta Municipality. Overcrowded classrooms, lack of sanitation facilities, and poorly ventilated environments compromise the physical and emotional well-being of children, aligning with Maslow’s Hierarchy of Needs. The absence of these fundamental facilities impairs children’s ability to focus and thrive, creating a learning environment that fails to meet their basic physiological and safety needs (Dzakadzie & Agbayisah, 2022).

Bronfenbrenner’s Ecological Systems Theory further elucidates the role of the exosystem, where community and governmental support for infrastructural development are inadequate. These systemic failures trickle down to the microsystem, where schools lack the physical resources to create conducive learning environments (Muthanje, 2022). The digital divide, characterized by limited access to technology and internet connectivity, also reflects inequities at the macrosystem level, perpetuating disparities between rural and urban schools (Nikolopoulou, 2021).

Human Capital Theory emphasizes the economic ramifications of infrastructural deficiencies, as under-resourced schools fail to provide the foundation for a skilled and productive workforce. Investments in infrastructure, such as constructing adequate classrooms and integrating digital tools, are essential for equipping children with the competencies needed for future societal contributions (Ackah-Jnr et al., 2022).

Interplay Between Teacher and Infrastructure Factors

The challenges related to teachers and infrastructure are deeply interconnected, forming a cyclical impact that undermines the quality of ECE in Keta Municipality. For instance, inadequate infrastructure amplifies teacher-related barriers by creating stressful working conditions that hinder effective pedagogical practices. Overcrowded classrooms and the absence of teaching materials make it challenging for educators to implement child-centered approaches, as emphasized by Bronfenbrenner’s framework (Wolf & Avornyo, 2023). These inadequacies also exacerbate teacher stress, reducing their capacity to provide supportive learning environments (Jennings, 2015).

Conversely, limited teacher training and motivation intensify the negative effects of infrastructural deficits. Educators who lack professional development opportunities are often ill-equipped to adapt to resource-constrained settings. The Human Capital Theory highlights how this cycle undermines long-term educational outcomes by failing to equip children with the skills needed for societal progress (Ackah-Jnr et al., 2022). Teachers’ inability to creatively utilize locally available materials further diminishes the quality of education, reflecting systemic gaps in both training and resource allocation (Manning et al., 2019).

Maslow’s Hierarchy of Needs ties these factors together by illustrating how unmet needs—both for teachers and students—create a feedback loop of inefficiency and poor outcomes. Addressing these intertwined challenges requires a holistic approach that integrates teacher empowerment with infrastructural improvements, aligning systemic interventions with the interconnected layers of influence described in Bronfenbrenner’s theory.

CONCLUSION

The findings of this study highlight the significant barriers that hinder the effective implementation of quality early childhood education in Keta Municipality. Teacher-related challenges, such as inadequate training, low motivation, and limited access to professional development, are compounded by infrastructural deficiencies, including overcrowded classrooms, poor sanitation facilities, and insufficient teaching materials. These interconnected issues create a cycle that not only impedes the delivery of education but also affects the overall development and learning outcomes of young children.

Addressing these challenges requires a comprehensive approach that combines strategic investments in infrastructure with targeted interventions to empower educators. Providing specialized training and creating pathways for professional growth can enhance teacher effectiveness, while improving working conditions and incentivizing retention can foster a more motivated and committed workforce. Simultaneously, allocating resources to build and maintain quality learning environments is essential for ensuring equitable access to education.

The urgency of addressing these barriers cannot be overstated. Early childhood education serves as the foundation for lifelong learning and personal development, making it a critical component of national and global development agendas. Stakeholders, including policymakers, educators, community members, and development partners, must collaborate to implement the strategies outlined in this study. By prioritizing the needs of young learners and creating supportive ecosystems for education, we can ensure that every child in Keta Municipality has the opportunity to thrive.

RECOMMENDATIONS

By adopting these recommendations, stakeholders in Keta Municipality can address the multifaceted challenges of early childhood education, ensuring that all children receive the foundation they need for lifelong success.

Policy Recommendations

To address the systemic challenges hindering quality early childhood education (ECE) in Keta Municipality, a robust set of policy interventions is necessary. These recommendations focus on improving teacher capacity, creating conducive learning environments, and ensuring equitable resource allocation. First, comprehensive teacher training programs must be established. These programs should provide specialized training in early childhood pedagogy, equipping educators with the skills needed to deliver child-centered, play-based learning. Training initiatives should also include modules on classroom management and the use of low-cost, contextually relevant teaching aids. To ensure accessibility, the programs could be implemented through local teacher training colleges and supported by regular refresher courses.

To address the issue of teacher retention, policymakers should develop incentive structures that improve job satisfaction and commitment. This includes offering competitive salaries, housing benefits, and structured career advancement opportunities. Additionally, recognizing teachers’ efforts through awards and public acknowledgment can help enhance morale and foster a sense of professional pride.

Improving ECE infrastructure is another critical area for policy intervention. Governments should allocate dedicated funding to construct well-equipped classrooms, ensure the availability of clean water and sanitation facilities, and provide safe outdoor spaces for play and learning. These investments should prioritize underserved and rural areas, where resource deficits are most severe.

Policies should include mechanisms for monitoring and evaluation to ensure the efficient use of resources and the effectiveness of implemented strategies. Establishing an independent body to oversee the distribution and impact of ECE resources would enhance accountability and transparency. Regular feedback from teachers, parents, and community stakeholders should inform ongoing policy adjustments to ensure relevance and effectiveness.

Practical Strategies for Schools and Communities

Practical strategies at the school and community levels are essential for overcoming the challenges affecting early childhood education (ECE) in Keta Municipality. By fostering collaboration, leveraging local resources, and introducing innovative practices, schools and communities can play a transformative role in improving ECE delivery.

Enhancing Teacher Support Systems: Providing consistent support to teachers is critical for improving their effectiveness. Schools can establish mentorship programs where experienced teachers guide their less experienced peers in adopting best practices. Regular workshops and peer learning sessions can help educators share strategies, solve common challenges, and stay updated on evolving pedagogical techniques. Collaborative forums for teachers can also foster a sense of community, reducing feelings of isolation and promoting collective problem-solving. Additionally, schools should create internal feedback mechanisms to allow teachers to voice their challenges and propose solutions. Administrators can then address these concerns by facilitating access to teaching resources or modifying existing practices. Recognizing teachers’ efforts through school-level acknowledgments and awards can further motivate them and enhance their job satisfaction.

Mobilizing Community Resources: Communities are vital in addressing local infrastructure and resource deficits. Schools can partner with community members to develop and maintain physical facilities, such as classrooms and playgrounds. For example, parents and local artisans can collaborate to construct durable, cost-effective classroom furniture and teaching aids using locally available materials. This approach not only reduces costs but also fosters community ownership of educational initiatives. Parent-teacher associations (PTAs) and local leaders should be actively involved in school development activities. These groups can organize fundraising events, contribute labor or materials, and advocate for external support from local governments and non-governmental organizations. Schools should also build partnerships with local businesses, which may be willing to sponsor projects like building sanitation facilities or donating learning materials.

Adopting Scalable, Low-Cost Solutions: Low-cost, scalable solutions can significantly enhance the quality of ECE without overburdening limited resources. Schools can adopt reusable teaching aids, such as laminated flashcards and multi-functional manipulatives, that can be used across multiple classes. Simple, innovative solutions like these ensure that learning remains interactive and engaging even in resource-constrained environments. Incorporating locally relevant content into the curriculum is another effective strategy. For instance, storytelling based on community traditions and cultures can help young children connect with their heritage while developing literacy skills. Additionally, schools can organize community-driven literacy initiatives where parents and volunteers conduct reading sessions or mentor small groups of students.

Fostering Collaborative Engagement: Building trust and collaboration between schools and communities is critical for sustained improvements in ECE. Schools should involve parents and community members in decision-making processes, such as setting development priorities or planning activities. This inclusivity not only enhances transparency but also encourages active participation from all stakeholders. Schools can also establish open communication channels to keep parents informed about their children’s progress and the school’s needs. Simple measures, such as parent-teacher meetings, newsletters, or mobile notifications, can strengthen the relationship between schools and families. By aligning efforts, schools and communities can work toward shared goals of providing equitable and quality early education.

By implementing these practical strategies, schools and communities in Keta Municipality can address many of the systemic barriers to ECE delivery. These collaborative, resource-efficient approaches can lay the groundwork for sustainable improvements, ensuring that all children have access to supportive and high-quality learning environments.

Future Research Directions

Future research should explore innovative models of teacher training that are specifically designed for resource-constrained settings. These models should focus on integrating technology and experiential learning, making them accessible and effective even in low-resource environments. Additionally, studies should investigate how public-private partnerships can be leveraged to address infrastructural and resource challenges in ECE. Research into culturally adaptive teaching practices would also be valuable. Understanding how global educational standards can be tailored to align with local socio-cultural contexts can enhance the relevance and impact of ECE programs.

REFERENCES

1. Abdallah, S., Kissiedu, K., & Nyame, I. (2023). Barriers to early identification and intervention for children with special education needs (SEN) in public kindergartens in the Sagnarigu District of Northern Ghana. European Journal of Education and Pedagogy, 4(6), e519. https://doi.org/10.24018/ejedu.2023.4.6.519
2. Ackah-Jnr, F. R., & Udah, H. (2021). Implementing inclusive education in early childhood settings: The interplay and impact of exclusion, teacher qualities, and professional development in Ghana. Journal of Educational Research and Practice, 11(1), 93-107. https://doi.org/10.5590/JERAP.2021.11.1.08
3. Ackah-Jnr, F. R., Appiah, J., Addo-Kissiedu, K., & Kwao, A. (2022). Early childhood education policy and practice in Ghana. Multidisciplinary Journal of Educational Research, 12(2), 289-310. https://doi.org/10.17583/remie.9964
4. Adewusi, O. E., Hamad, N. M. A., Adeleke, I. J., Nwankwo, U. C., Chinenye, G., & Nwokocha, G. (2023). Adaptive teaching strategies in early childhood education: A review for Nigeria and the UK. International Journal of Applied Research in Social Sciences, 5(8), 137-154. https://doi.org/10.51594/ijarss.v5i8.575
5. Ardoin, N., & Bowers, A. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353
6. Appiah, K. (2024). Influence of school feeding programs on student attendance and academic performance in Ghana. African Journal of Education and Practice. https://doi.org/10.47604/ajep.3030
7. Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage. Sustainability, 11(3), 719. https://doi.org/10.3390/SU11030719
8. Dzakadzie, Y., & Agbayisah, S. (2022). Evaluation of available resources for early childhood education programme in Adaklu District, Volta Region, Ghana. European Journal of Education and Pedagogy, 3(1), Article 250. https://doi.org/10.24018/ejedu.2022.3.1.250
9. Frimpong, S. (2021). The role of teaching and learning materials and interaction as a tool to quality early childhood education in Agona East District of the Central Region of Ghana. African Educational Research Journal, 9(1), 20–30. https://doi.org/10.30918/AERJ.91.20.112
10. Gupta, A. (2020). Preparing teachers in a pedagogy of third space: A postcolonial approach to contextual and sustainable early childhood teacher education. Journal of Research in Childhood Education, 34(1), 18–30. https://doi.org/10.1080/02568543.2019.1692108
11. Hu, B., Roberts, S., & Guo, H. (2016). Challenges to early childhood education in rural China: Lessons from the Hebei province. Early Child Development and Care, 186(1), 104–120. https://doi.org/10.1080/03004430.2015.1062984
12. Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(2), 333–343. https://doi.org/10.1007/S12671-014-0312-4
13. Kiru, E. W. (2019). Special Education in Kenya. Intervention in School and Clinic, 54(3), 181–188. https://doi.org/10.1177/1053451218767919
14. Magen-Nagar, N., & Firstater, E. (2019). The obstacles to ICT implementation in the kindergarten environment: Kindergarten teachers’ beliefs. Journal of Research in Childhood Education, 33(2), 165-179. https://doi.org/10.1080/02568543.2019.1577769
15. MacKay, K., & Hall-Kenyon, K. M. (2020). An early childhood professional development model for technology integration. In Professional Development in Early Childhood Education (pp. 28-49). https://doi.org/10.4018/978-1-7998-5089-2.ch002
16. Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370-415. https://doi.org/10.3102/0034654319837540.
17. Muthanje, A. K. (2022). Mainstreaming physical infrastructure in early childhood education and its influence on participation rates in public primary schools in Embu County, Kenya. Journal of Education and Training, 9(2), Article 19910. https://doi.org/10.5296/jet.v9i2.19910
18. Ngwaru, J. M., & Oluga, M. (2015). Educational infrastructure and resources for sustainable access to schooling and outcomes: The case of early literacy development in Southern Tanzania. Africa Education Review, 12(1), 88–108. https://doi.org/10.1080/18146627.2015.1036570
19. Nikolopoulou, K. (2021). Mobile devices in early childhood education: Teachers’ views on benefits and barriers. Education and Information Technologies, 26(3), 3131–3147. https://doi.org/10.1007/s10639-020-10400-3
20. Osafo-Acquah, A. (2018). Pre-service teacher preparation for early childhood education in Ghana: A review of literature. Ghana Journal of Health, Physical Education, Recreation, Sports and Dance (GJOHPERSD), 11(1), 10-20. https://doi.org/10.47963/gjohpersd.v11i1.529
21. Padayachee, K., Maistry, S., Harris, G., & Lortan, D. (2022). Exploring the value of the indigenous knowledge of Ubuntu in early childhood education in South Africa. Africa Education Review, 19(1), 78–100. https://doi.org/10.1080/18146627.2023.2243379.
22. Richter, L., & Samuels, M.-L. (2018). The South African universal preschool year: A case study of policy development and implementation. Child: Care, Health and Development, 44(1), 12–18. https://doi.org/10.1111/cch.12511
23. Schwartz, K., Cappella, E., Aber, J., Scott, M., Wolf, S., & Behrman, J. (2019). Early childhood teachers’ lives in context: Implications for professional development in under-resourced areas. American Journal of Community Psychology, 64(3–4), 309–322. https://doi.org/10.1002/ajcp.12325
24. Sims, M., & Brettig, K. (2018). Early childhood education and early childhood development: Do the differences matter? Power and Education, 10(3), 275-287. https://doi.org/10.1177/1757743818771986
25. Taniguchi, K., & Hirakawa, Y. (2016). Dynamics of community participation, student achievement and school management: The case of primary schools in a rural area of Malawi. Compare: A Journal of Comparative and International Education, 46(4), 479–502. https://doi.org/10.1080/03057925.2015.1038500
26. Tsangaridou, N. (2017). Early childhood teachers’ views about teaching physical education: Challenges and recommendations. Physical Education and Sport Pedagogy, 22, 283–300. https://doi.org/10.1080/17408989.2016.1192593
27. Wildmon, M. E., Anthony, K., & Kamau, Z. (2024). Identifying and navigating the barriers of parental involvement in early childhood education. Current Issues in Education, 25(1). https://doi.org/10.14507/cie.vol25iss1.2146
28. Wolf, S. (2018). Impacts of pre-service training and coaching on kindergarten quality and student learning outcomes in Ghana. Studies in Educational Evaluation, 59, 112–121. https://doi.org/10.1016/j.stueduc.2018.05.001
29. Wolf, S., & Avornyo, E. (2023). Cultural considerations in defining classroom quality: Ghanaian preschool teachers’ agreements and disagreements with standards-based instruments. Comparative Education Review, 67(2), 189–214. https://doi.org/10.1086/722802
30. Ye-Won Na, & Kim, K. (2024). Difficulties of early childhood teachers in implementing global citizenship education. Korean Journal of Early Childhood Education, 26(3), 250–270. https://doi.org/10.15409/riece.2024.26.3.10