R&P Entries
Articles in Journals
Sam, E. F. and Abane, A. M. (2017). Enhancing passenger safety and security in Ghana: Appraising public transport operators' recent interventions. Management Research and Practice, 9,
Abstract
There are increasing calls for regular monitoring and evaluation of safety and security strategies of public transport (PT) operators, especially in developing countries where PT safety and security concerns abound. In respect of this, this study examined the passenger safety and security interventions of PT operators in Ghana. Both the accident-incident theory and routine activities theory served as the theoretical framework within which the study was rooted. Guided by the convergent parallel mixed methods design, data were drawn from in-depth interviews with six major intercity PT operators as well as questionnaires administered to 273 intercity PT passengers. Field data were analysed using both thematic (qualitative data) and correlational (quantitative data) analyses in line with the study design. Varied perspectives on the state of PT passenger safety and security in the country were expressed, and operators’ current interventions in this regard were appraised. The study emphasised the need for periodic review of the regulatory framework establishing public transport undertaking by the Metropolitan, Municipal and District Assemblies (MMDAs) to reflect changing safety and security circumstances.
There are increasing calls for regular monitoring and evaluation of safety and security strategies of public transport (PT) operators, especially in developing countries where PT safety and security concerns abound. In respect of this, this study examined the passenger safety and security interventions of PT operators in Ghana. Both the accident-incident theory and routine activities theory served as the theoretical framework within which the study was rooted. Guided by the convergent parallel mixed methods design, data were drawn from in-depth interviews with six major intercity PT operators as well as questionnaires administered to 273 intercity PT passengers. Field data were analysed using both thematic (qualitative data) and correlational (quantitative data) analyses in line with the study design. Varied perspectives on the state of PT passenger safety and security in the country were expressed, and operators’ current interventions in this regard were appraised. The study emphasised the need for periodic review of the regulatory framework establishing public transport undertaking by the Metropolitan, Municipal and District Assemblies (MMDAs) to reflect changing safety and security circumstances.
Yorke, J. O., deGraft-Yankson, P., Essuman, J. & Amissah, E. R. K (2017). Ghana’s Presidential Seats and Sword of State: Aesthetic Manifestation of Kwame Nkrumah’s Cultural Policy on Ghana’s Political Culture. Journal of Literature and Art Studies, 7,
Abstract
This study explores the aesthetic dimensions of Kwame Nkrumah’s cultural policies in the creation of Ghana’s Presidential Seats and the State Sword. The study is an Art Historical research situated within the qualitative research paradigm. It had a population of a defined class of cultural policy makers, art historians, traditional rulers, nationalists, visual artists and Ghanaians resident both in and outside Ghana. The study examined how the creation of Ghana’s Presidential Seats and the State Sword were influenced by Kwame Nkrumah’s cultural policies and the cultural significance of the aesthetic interplay of ethnic insignias used in capturing the Ghanaian concept of Political authority. The study revealed that, Nkrumah recognised the cultural art forms and elements of ethnic Ghana as assets for national development. In line with his policy of building the Nation State of Ghana, he used ethnic cultural art forms and elements. At independence, Nkrumah commissioned some visual artist to create some artistic pieces (politico-cultural artefacts) for the Ghanaian political authority with inspiration or based on what pertains in the traditional authority (Chieftaincy) of Ghana. Politico-cultural artefacts as used in this study refer to the artefacts produced based on the cultural concepts of the ethnic states for the use of the political authority of the Republic of Ghana. Among these artistic pieces are the three Presidential Seats, The State Sword, The President’s Personal Standard Pole and the State Mace. KEYWORDS Adinkra, Presidential Seats, State Sword, politico-cultural artefacts, Kwame Nkrumah’s cultural policies
This study explores the aesthetic dimensions of Kwame Nkrumah’s cultural policies in the creation of Ghana’s Presidential Seats and the State Sword. The study is an Art Historical research situated within the qualitative research paradigm. It had a population of a defined class of cultural policy makers, art historians, traditional rulers, nationalists, visual artists and Ghanaians resident both in and outside Ghana. The study examined how the creation of Ghana’s Presidential Seats and the State Sword were influenced by Kwame Nkrumah’s cultural policies and the cultural significance of the aesthetic interplay of ethnic insignias used in capturing the Ghanaian concept of Political authority. The study revealed that, Nkrumah recognised the cultural art forms and elements of ethnic Ghana as assets for national development. In line with his policy of building the Nation State of Ghana, he used ethnic cultural art forms and elements. At independence, Nkrumah commissioned some visual artist to create some artistic pieces (politico-cultural artefacts) for the Ghanaian political authority with inspiration or based on what pertains in the traditional authority (Chieftaincy) of Ghana. Politico-cultural artefacts as used in this study refer to the artefacts produced based on the cultural concepts of the ethnic states for the use of the political authority of the Republic of Ghana. Among these artistic pieces are the three Presidential Seats, The State Sword, The President’s Personal Standard Pole and the State Mace. KEYWORDS Adinkra, Presidential Seats, State Sword, politico-cultural artefacts, Kwame Nkrumah’s cultural policies
Yorke, J. O., Amissah, E. R. K., deGraft-Yankson, P & Essuman, J. (2017). An Overview of Kwame Nkrumah’s Cultural Policies on Ghana’s Visual Culture. Research Journal of Humanities and Cultural Studies, 3,
Abstract
This paper attempts to inquire about Kwame Nkrumah’s cultural policies and philosophies on the visual culture of present-day Ghana. The study hinged on the Art Historical research procedures within the qualitative research paradigm and gathered data through interviews, field notes, observation and discussions. The study examined Kwame Nkrumah’s cultural policies and philosophies based on his policy actions and pronouncements and their influence on the visual culture as well as their relevance to the policies. The study revealed that, Nkrumah did not make a distinction between politics, culture and economics. He had a dialectic approach to all his policies because he acknowledged the interconnected nature of the social life of the Ghanaian. Based on this, he propagated that Ghanaians should recognise their cultural heritage and take pride in projecting it; that Ghanaians needed to create their nation state based on their culture heritage and that Ghanaians should recognise their cultural heritage as assets for national development. Keywords: visual culture, Kwame Nkrumah’s cultural policies, pronouncements.
This paper attempts to inquire about Kwame Nkrumah’s cultural policies and philosophies on the visual culture of present-day Ghana. The study hinged on the Art Historical research procedures within the qualitative research paradigm and gathered data through interviews, field notes, observation and discussions. The study examined Kwame Nkrumah’s cultural policies and philosophies based on his policy actions and pronouncements and their influence on the visual culture as well as their relevance to the policies. The study revealed that, Nkrumah did not make a distinction between politics, culture and economics. He had a dialectic approach to all his policies because he acknowledged the interconnected nature of the social life of the Ghanaian. Based on this, he propagated that Ghanaians should recognise their cultural heritage and take pride in projecting it; that Ghanaians needed to create their nation state based on their culture heritage and that Ghanaians should recognise their cultural heritage as assets for national development. Keywords: visual culture, Kwame Nkrumah’s cultural policies, pronouncements.
Annobil, C. N. & Mummuni, T. (2017). A comparison of Western and Ghanaian Early Childhood Curricula: Montley of Complexities. Journal of Innovation in Education in Africa (JIEA), 1,
Abstract
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
Annobil, C. N. & Mummuni, T. (2016). A Critical Analysis of the Cognitive constructivists and socio-cultural theories as a frame for Kindergarten Education.. Afican Jounal of Interdisciplinary Studies., 9,
Abstract
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
Ghanney, R. (2017). Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Culture Studies, 1,
Abstract
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
Ghanney, R. (2017). A Case Study of Teacher Involvement that affect Parental Involvement in Basic Education in Rural Ghana. World Journal of Educational Research, 4,
Abstract
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
Ghanney, R. (2017). A Study of Socio-Economic factors and Role of Extended Family in Children's Basic Education in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Practice, 8,
Abstract
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
Ghanney, R., Antwi, T., Ali, H (2017). School Culture and Teacher Job Performance: A comparative analysis of the perception of teaching staff in private and public basic schools in Ga South Municipality. British Journal of Education, 5,
Abstract
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
ii. Essia-Donkoh, K., Eshun, E.S., Acquaye, V.N.A. & Nelson Amponsah (2017). Learning Styles Preferences of Male and Female Sandwich Students of the Department of Basic Education, University of Education, Winneba, Ghana.. Journal of Innovation in Education in Africa (JIEA), 1,
Abstract
