Organisational commitment is very important for employees of every organisation. The construct has been much researched because of its impact on performance. The objective of the current study was to find out the relationship between organizational commitment and demographic variables (gender, age, qualification, experience and marital status) in Ghana. A descriptive correlation survey was employed in the study. Questionnaire was the main instrument used to gather the data for the current study. A total of 206 employees were randomly selected from 10 branches of a commercial bank in Ghana. The results showed that majority of the employees were moderately and highly committed with male workers recording the highest level of commitment compared to their female counterparts. The study further indicated that, there is evidence of significant relationship between organizational commitment and demographic variables (gender, age, qualification, experience and marital status). In conclusion, some of the organisational policies should be geared towards the improvement of employees' commitment in order to enhance their performance.

The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers" salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.

The study seeks to explore the cost of university education in Ghana. The rationale is premised on the fact that education is a human right which must be accorded to all humans regardless of their socio-economic status. Therefore, the present study at hand details the challenges of accessing higher education in Ghana and students' coping strategies. Qualitative research methodology with interviews, focus group discussion and auto-ethnography was employed as major instruments for data collection. Document review was used to understand the cost of pursuing university education in Ghana. The results indicated that majority of students who enroll, persist and graduate in Ghanaian universities are economically advantaged students. These students are beneficiaries of high quality education coupled with good resources in the urban areas from primary education. The plight of majority of Ghanaian population who depends on agriculture in rural areas with less quality of education is rare in Ghanaian universities. Moreover, there are government financial support systems for the needy students such as Student Loan Trust Fund (SLTF) but this financial assistance has its own challenges which impedes greater accessibility. From the findings gathered, it can be concluded that university education in Ghana is more of a privilege than right. In the light of this, the study suggest that stakeholders and educational legislators in Ghana should develop feasible policies that considers the economically-disadvantaged students who qualify for university education but unable to access it due to inadequate resources.

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