Seth Badu is a doctoral student in the Department of Teaching and Learning, with a specialization in Early Childhood Education. His academic journey began with a Bachelor of Education Degree in Early Childhood Education, followed by a Master of Philosophy (MPhil) degree in Early Childhood Education, both obtained from the University of Education, Winneba - Ghana.
Before embarking on his doctoral studies, Seth gained valuable experience as a part-time Tutor at the College of Distance and e-Learning within the University of Education, Winneba, and Jackson College of Education, a leading private institution in Ghana offering distance learning programs.
Seth's research interests lie at the intersection of education and policy, with a primary focus on the implementation of the new standard-based kindergarten curriculum in Ghana. His work is dedicated to uncovering and addressing the challenges associated with the effective implementation of the Ghanaian standard-based kindergarten curriculum. Through his research, Seth aims to make significant contributions to the improvement of early childhood education in Ghana and beyond.
Selected Publications
1. Badu, S. Subbey, M., & Agbevivi S. G. (2022). Aspects of kindergartners’ reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma District, Ghana International Journal of Research and Innovation in Social Science, 6(8), 441-446
2. Mohammed, A. Y. S. Badu, S. & Baatimah J. (2022). Attitude of teachers towards children with disabilities in Early Childhood Centres in the Sissala West District. International Journal of Innovative Science and Research Technology, 7(8), 1537-1543
3. Mohammed, A. Y. S. & Badu, S. (2022). Perceptions of teachers towards inclusive education: The case of early childhood centres in Sissala East District. International Journal of Research and Innovation in Social Science, 6(7), 94-100
4. Yeng E., Woode-Eshun, A. & Badu, S. (2022). Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District. British Journal of Education, 10(1), 17-35