This study aimed at evaluating the judiciary system regarding the application of the existing laws and criminal codes in trying, pronouncing judgments on cases of recovery of properties, and making recommendations to curb the anomalies inherent in the provision of justice. The investigation discovered unnecessary adjournment of cases, improper implementation of the Alternate Dispute Resolution practice, divergence on ruling of the same case by different judges and significant disparities in charges of services provided by the courts. Based upon its findings the study recommended uniform charges across all courts within the country to promote the ethos of equity in the dispensation of justice. Further, it recommends the training of mediators on cases to enable them operates from the premise of the law and cases brought before the courts. Additionally, the study recommends judges base their judgments on the cases brought before them rather than operate from premises unrelated nor to the understanding of the litigants.

This study focuses on the disruption of teaching and learning norms as a result of the Corona Virus Disease (COVID-19) pandemic on Senior High Secondary school learners of the Ga East District of the Greater Accra Region of Ghana. United Nations Education Scientific and Cultural Organisation (UNESCO) reported that at the end of April 2020, educational institutions shut down in 186 countries, affecting approximately 74% of total enrolled learners on the planet. COVID 19 pushed teachers towards transition from face-to-face teaching and learning to online teaching with little time to prepare. Teachers found themselves as both instructional designers and pedagogical facilitators using tools which few of them had fluently mastered. The different skills and competencies required by online teaching differ a great deal from the traditional face-to-face teaching. Further, skills and competencies required by online teaching are non-inclusive in pre-service teacher training programme (Huck & Zhang, 2021).Corona Virus Disease 19 pandemic led to the emergence of few new vocabularies and educational academic phrases namely, ’digital divide’ and “digital use divide”. The fore-mentioned phrases were created as they became obstacle to learning and high performance for learners from lower-income and rural backgrounds (Thieman & Cevallos, 2017; Warshauer, 2016). This is so because parents with lower levels of education and income are less likely to have the technology, technical skills, and supervise their wards’ learning at home. Moreover, families with access to the materials supplied by educators and facilitators may not have the requisite language or technological skills (i.e., operation of tablets) towards their usage and thus cannot benefit greatly from their provision (Bouffard, 2008).In Ghana, prior to the pandemic, 83.3% of children aged 15-17 years (senior secondary age group) were either not attending school, two or more years behind in school, or have not achieved the correct level of schooling for their grades. Transition from Junior Secondary to Senior Secondary in the Greater Accra region was 42.7% with the completion rate at 30% in 2017/2018 (Education Sector Performance Report, 2018). Although distance learning programmes have been implemented nationwide (during the pandemic), these services were not equitably accessed by all learners. Some children have no access to televisions, mobile devices, and the internet (14-17% of school-age children) as well as service stations, such as postal offices for receiving remote learning materials. Even those learners able to access distance and online learning programmes, the quality of learning was highly impeded due to numerous challenges such as learning difficulties at home.In order to investigate the topic successfully towards valid and reliable conclusion, it is imperative to assess learning outcomes globally by comparing pre- COVID 19 and COVID 19 data through studies carried out with global standardized measures. A study conducted by Business Ghana on the West African Senior School Certificate Examination (WASSCE) in June 2021 (among Senior High Secondary School learners) revealed challenges namely, lack of access to basic tools like computers or phones (45.3%), lack of learning materials (i.e., textbooks, 27.6%) and lack of access to the internet (25.6%) in accessing learning materials (Business Ghana, 2021: 11-12).The WASSCE (which is administered to school candidates in the third year of Senior High School and private candidates), is used for selection to tertiary institutions and for certification in Ghana. Opoku-Amankwa (2021), contended that the analyses of the fore-mentioned examination between 2015 and 2021 carried out in Ghana (displayed in Table 1), has been improving in the core subjects. Nevertheless, the aforementioned analyses recorded a decline (2020, 2021) in learner performance during COVID 19 pandemic.