To ensure inclusive, equitable quality education, and encourage educational opportunities for lifelong learning worldwide; the United Nations set sustainable development goals (SDG) to achieve quality education. Thus, using SDG 4 quality education and system theory, this research seeks to identify the effects of educational management on quality education in rural and urban primary schools in Ghana. Moreover, the mediating role of internet facilities in educational management and quality education relationhsip has been discussed. Thus, 745 urban and 471 rural head teachers and teachers from Ghana participated in an online survey. The data was compiled and executed by structural equation model using SPSS-AMOS. The result reveals that educational management has a positive effect on quality education in urban and rural schools. In addition, urban schools have more quality education than rural schools. Although internet facilities have a positive effect on quality education their absence weakens the quality of education in urban and rural schools. Moreover, it is recommended that the Ministry of Education should arrange professional training for supervisors and head teachers to boost their monitoring and supervision strategies. Furthermore, Parents Teacher Associations can provide funding to support the monitoring and supervision activities to achieve success. Lastly, quality internet facilities should be built with limited charges in rural and urban schools.

The mining industry is often associated with decisions that have huge social significance. Using the example of the AGL mining company and the Damang community in Ghana, this study sought to assess the extent of adherence to government policies as well as the implications of resettlement on the livelihood dynamics of the affected communities. The paper argues that the existing policies create a new type of poverty by widening the poverty gap. Furthermore, the actual practice adopted for the computation and payment of both land and cash compensation clearly seems to be in violation of the principle of fair compensation.

Although theories and processes of educational policymaking and planning are relevant in educational development, an assessment of them in Ghana revealed that they are boycotted; hence, the inability of educational developments to achieve their objectives. This article reports on a study that analysed the theories, and processes of educational policymaking and planning on the recent educational development in Ghana. From the findings, the article argues that the recognition of theories and approaches to policymaking and planning can help to bring sanity to the situation and overhaul Ghana’s educational system. This can be achieved by allowing educational stakeholders to do due diligence on their work in order to achieve their educational objectives.