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NO MUMS ALLOWED, EVER!!! GHANAIAN YOUNG ADOLESCENTS’ PERCEPTIONS OF THEIR RELATIONSHIP WITH THEIR PARENTS
Get PDFIn most societies, mothers invest more time in being physically and emotionally available to their children than fathers. Therefore, for most children, the relationship with their mothers is the most important in their lives for many years. However, in adolescence and thus in the struggle for their own identity, young people have to reshape their family relations and thus their relations with their mothers to become autonomous subjects. In a study with children (aged 10-13 years) in Winneba, Ghana, they were asked to write an essay about their fantasies regarding an ideal childhood. Envisioning their ideal life as a child, they repeatedly addressed—among other issues—their relationship with their mothers and fathers with regard to availability (i.e., time together), financial or emotional support, responsibility, and (in)dependence. Using selected examples from the essays that were analysed using the documentary method, the study discussed the following issues and questions in this paper: What do children imagine to be an ideal relationship with their parents? What are the characteristics and differences in the children’s conceptualization of a perfect mother, and an ideal father? How do they imagine ideal gender relations? In addition, the study examined what these ideals can tell individuals about their perceptions and experiences with family, cross-generational, and gender-specific relationships in their current life in Ghana. Among others, the findings showed that young adolescents define ideal parents, predominantly, with images of availability. Although egalitarianism is portrayed as the best family structure, with domestic chores, traditional gender roles are mostly favoured
Communication Challenges in a Multi-Campus University System in Ghana: The Case of University for Development Studies (UDS)
No full textThe paper focuses on the three dispersed campuses of University for Development Studies (UDS). It analyses the communication system of the University and the associated challenges. The qualitative research design and case study approach guided the investigation and analysis. A structured interview guide facilitated the collection of information from 35 purposively selected key officers (managers) engaged in the day-to-day administration of UDS’s three campuses. In addition, 45 randomly sampled supporting staff (administrators) and students from the three campuses participated in a Focal Group Discussion (FGD). Thus, 80 members of the University participated in the study. The paper revealed that the current communication system used by administrators of the University is not up to date and inefficient. For efficient management of UDS, the deployment of modern communication technologies is highly recommended. This will enable the campus administrators to communicate in real-time. UDS needs to develop a communication policy to facilitate efficient communication
Lived Experiences of Workplace Bullying at the University of Education, Winneba, Ghana
Get PDFBullying was traditionally associated with the playground, but it is becoming a real menace in the workplace in the new millennium. It is usually a complex problem
which requires a pragmatic solution. This is because bullying as behaviour is not always obvious. It can be irrational, subtle and devious, taking place when there are
no witnesses, inflicted on colleagues and subordinates to cause maximum humiliation. Bullying takes place in almost all workplaces; UEW is no exception. This research paper brings to the fore, lived experiences on “bullying in the workplace” of fifty (50) members of staff. It ends with suggestions to administrators to help reduce this behaviour at UEW. The writer has the conviction that there is no place for bullies in any well-run organization such as our universities
MONITORING TEACHER EDUCATORS’ CONCERNS: IMPLICATIONS FOR IMPLEMENTING THE BACHELOR OF EDUCATION CURRICULUM IN COLLEGES OF EDUCATION IN GHANA
Get PDFThere is the general impression that once innovation is adequately and explicitly described, and training and support activities are provided, implementation will occur, without recourse to the maturational level of implementors as they use the innovation. Abundant evidence, however, suggests that implementors’ worries and fears, which are not usually addressed, frustrate implementation efforts. The main purpose of the study was thus to examine the concerns tutors have about the implementation of the new 4-year Bachelor of Education curriculum in colleges of education in Ghana. All 230 tutors in five colleges of education were involved in the study. Out of this, data were gathered from 191 tutors constituting 83%. The Stages of Concerns (SoC) instrument with a reliability index of .894 was adapted for data collection. Data were analysed using frequencies, percentages, and percentile means. It came to light that tutors implementing the curriculum had very high self-concerns and impact concerns suggesting that their knowledge about some aspects of the curriculum was inadequate and therefore needed more information. They were however, willing to collaborate and try other alternatives that would work to ensure successful implementation. Also, tutors had a favourable perception of the curriculum but indicated inadequate logistics and resources as potential inhibitors to the implementation of the curriculum. It was recommended that the colleges liaise with mentoring universities and regulatory bodies to explore creative ways of addressing these concerns
INFLUENCE OF PARENTS’ INCOME ON STUDENTS’ PERFORMANCE IN SENIOR HIGH SCHOOLS (SHS) IN THE AWUTU-SENYA AND EFFUTU EDUCATIONAL DISTRICTS
Get PDFThe study sought to investigate how parents’ income levels influence their ability to support their children’s education at the SHS level, and how such situations affect students’ academic performance in schools. A cross sectional survey was used as the design. The sample size was 528. The population of the study consisted of school officials, teachers, students and parents. Purposive, census, quota and random sampling techniques were employed to select the respondents. Questionnaire, semi-structured interview schedules, and documents were used in the data collection process. Descriptive statistics were used in presenting the data. Teachers agreed that the financial status of parents generally affected students’ achievement levels in the study area. Parents found it difficult to support their children’s education and were unable to pay their school fees, other levies and also provide their educational materials. Parents who were hard hit by this situation were those who did not have employable skills such as subsistent farmers. The study further found that about 22% of the students owed fees in arrears. Respondents were of the view that well educated parents who were well paid were able to pay for their students’ education and provided their needs. It is recommended that the Government of Ghana should take measures to ensure that needy students are given scholarships and bursaries so as to reduce their financial pressures they experience in school
TEACHING AND LEARNING OF ENGLISH LANGUAGE IN JUNIOR HIGH SCHOOLS IN ASHANTI REGION: EVIDENCE FROM SEKYERE CENTRAL DISTRICT
Get PDFThe study sought to identify teaching practices used in the teaching of English Language in selected junior high schools in correlation with their Mock Examination performance in Sekyere Central District. The study adopted quantitative research design with a sample of 300 respondents. The study found that teachers adopted teacher-centered approaches which did not take into consideration individual learning needs and abilities. The study identified that teachers’ approach to teaching English Language was not engaging enough and that have led to poor performance in their Mock examination results. Aside the limitations associated with teacher-centred approach, inadequate instructional material, headteachers’ negligence in their supervision, and poor rapport between pupils and teachers adversely affected pupils’ academic achievement. The study recommends teachers to introduce more activities to engage pupils in group work, learner-centered, individual and group presentation of projects by pupils
Students’ housing satisfaction in the University of Education, Winneba
Get PDFStudents’ housing plays an important role in the success of university education. This paper explores students’ housing satisfaction in the University of Education,
Winneba (UEW). It examined how satisfied students were with the university’s housing systems and services on campus. Specifically, subjective and objective physical variables were used to measure students’ residential satisfaction. Data were sourced from questionnaire distributed to a sample of 400 respondents and an interview with four hall managers/administrators. Frequencies and correlation were used to analyze the data. Majority of the respondents were dissatisfied with the housing systems and services. Interview with hall administrators revealed lack of resources for satisfactory management of the halls. This study concluded that the hall of students’ residence did not match the aspirations and expectations of the students. It was recommended that students’ housing facilities should be improved through regular maintenance. It was specifically recommended that student residential services are improved to involve facilities such as kitchenette, reading room and more washrooms. It was also recommended that students should change their attitude towards the use of hall residential facilities
Social Studies Pedagogy in Ghana
Get PDFThe purpose of Social Studies Education is to help the youth develop ability to make informed and reasoned decisions; facilitate their personal growth and development of their respective communities. Key features that distinguish Social Studies (SS) as a field of study is its intent to promote values and attitudes for civic competence. Relevant pedagogy is critical to the teaching and learning of the subject. As a result, the main purpose of this study is to examine pedagogy for the teaching and learning of Social Studies in Ghanaian Senior High Schools (GSHSs) using related empirical secondary literature. It was found among others that, the inquiry method, discussion method, project method, field trip, lecture method, problem-based approach, role play, simulations, resource persons and team-teaching approaches are pedagogical approaches considered more responsive to the teaching and learning of SS. Conclusions also pointed to the fact that pedagogy plays a significant role in teaching and learning and the successful achievement of the objectives of Social Studies lessons and requires that teachers employ and combine variety of pedagogical methods and strategies in lesson delivery. It was recommended that teachers of Social Studies should employ different methodologies to motivate and arouse learners' interest in the subject because students become more interested in a topic when a variety of teaching methods are used to achieve varied lesson objectives. It is also recommended among others that the Ministry of Education, the Curriculum Research Development Division (CRDD), Social Studies curriculum specialists, regional, district as well as heads of various second cycle institutions should organize workshops for teachers to update their knowledge in varied pedagogies to improve the teaching and learning of the subject
Assimilatory and Syllable Structure Processes in Kusaal
Get PDFThis paper expounds on some of the recurring phonological processes that are prevalent in
Kusaal, a Mabia language spoken mainly in the north-eastern part of Ghana but also in the
adjourning areas of Burkina Faso and Togo. Drawing on generative phonological theory,
the study first examines the processes whereby one sound copies or behaves like another
within a word or phrase (assimilation), and thereafter, discusses some of the processes that
are evident in the structuring of syllables in the language. We find that the prevalent factors
in the former include nasalization, homorganic nasal assimilation (HNA), labialisation,
palatalization, glide formation and vowel harmony. As regards syllable structure processes,
deletion, syllable truncation, aspiration and glottalization have critical functions and equally
factor into the phonology of borrowed words in the language.
Keywords: Kusaal, Mabia, assimilation, syllable structures, loanword phonolog
Literacy Skills: The Bedrock of Faculty Officer’s Performance in Public University Administration
Get PDFThe University Faculty Officer is the senior administrator in a faculty and closely works with the Dean of Faculty, other academics, other administrative staff, and the University community. The use of “literacy skills” is key to the optimization of his/her administrative performance. This paper therefore, used the available literature to discuss how “literacy skills” enhance performance and effectiveness of the Faculty Officer (FO) in university administration. The paper argues that Faculty Officers, as university senior administrators (USA), could perform better when they have good foundation in the use of administrative/management, documents /records and information management literacy skills. This paper recommends a university-initiated supportive learning environment in the form of continuing professional development opportunities in order to optimize the performance of the Faculty Officer who is the hub around which faculty administration revolves