English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study applies agenda setting theory mostly used to examine policy making in western countries to understand educational policymaking in Ghana. It draws on a case study on the role of the Asante Traditional Council and rulers in the adoption of the Ghana Education Trust Fund (GETFund), a program that allows the public to participate in the financing of education. The study finds that the outside initiation model, consolidation, pluralist concept of policymaking, and the policy streams metaphor help to explain agenda setting for the adoption of the GETFund program. In particular, it argues that the enstoolment of Otumfuo Osei Tutu II and his activism in championing the idea of a public participation program in financing education was an intervening event that opened the window for a proposal centering on that idea to gain agenda entrance and the passage of

Traditional Institutions and Agenda Setting: The Case of the Adoption of the Ghana Education Trust Fund