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Quarcoo,R, (2015). Garment Production under AGOA in the Freezone Areas of Ghana. Germany: LAP Lambert Academic Publishing. . ISBN: 978-3-659-64051-3
Abstract
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
Over the past decade, U.S government initiative on poverty alleviation in Sub-Saharan African countries (African Growth and Opportunity Act,AGOA) has been in force and Ghana is a beneficiary country for apparel provision among others. Other African countries have made tremendous gains with the apparel provisions under AGOA.How did Ghana utilize this advantage? This book looks at the extent to which the objectives of AGOA have been achieved through the apparel provision in the Ghanaian context; The benefits being derived by garment producing industries under AGOA; the challenges they are facing and the strategies that will help improve garment production in Ghana in order to maximize the advantage derived from the Apparel provision under AGOA.
EMMANUEL FON TATA
International Conference on Advanced Trends in ICT and Management. Accra, Ghana 28 -29 April, 2016
Paper presented:
REMOTE TRAINING MODEL:- A NEW PARADIGM FOR TECHNICAL AND VOCATIONAL APPRENTICESHIP IN GHANA
Abstract
Apprenticeship, unlike formal vocational and technical education seeks to instil in its learners, basic and advanced practical skills to enable them serve society and earn a living in a sustainable way, hence contributing to national development. In Ghana, Apprenticeship has been providing the traditional solution for developing and financing vocational skills of young people in poor societies. Several affords by the government of Ghana (discuss later in this paper), to formalize apprenticeship have not been sustainable. Today, apprenticeship in the informal economy represents the main road to skills development in Ghana. Estimations suggest that about 80 per cent of the skills imparted in the informal economy in Ghana are transferred through apprenticeship. However, apprenticeship lack a training plan, the passive nature of learning, the limited entry possibilities of new technologies, an incomplete training content and the difference in quality of skills acquired due to the absence of trade testing and certification. Also, the often long training periods and the risk of exploitation of apprentices as ´cheap labour´ are criticized, as well as the lack of post-training follow-up and support for apprentices to start up their own business. This is where this study comes in. This study suggests a much reliable, easier and sustainable model for enhancement of apprenticeship in Ghana through a collaboration between apprentice shops, technical universities (or polytechnics), and the deployment of an easy to use, online apprentice Electronic system which will be referred in this paper as "Remote Training Model". the Remote Training Model was designed mainly for the purpose of apprenticeship enhancement. Remote Training Model is an online resource and learning centre for apprentice in different skills. it contains recent information and graphical illustrations, it also provide a huge database on "how to" in a lot of skills sets. E-apprentice help apprentice to search the net in case of challenges handling unfamiliar technologies. Remote Training Model is continuously being updated to include the latest technologies in the market and technical issues related to these technologies explained in graphical forms.This study involved the training of some 50 apprentices, in different skills through a non-read/write and semi-read/write training module. Data was collected from the technical institutions and from the apprenticeship training shops. The data was carefully analyzed and the results yielded a common ground for the enhancement and formalization of apprenticeship training in Ghana. This model benefits both the technical institution as a state apparatus used here, the apprentice and the masters/mistresses, and also contributes to national development. Keywords: Remote Training Model; RTM, ICT; information communication technology.
Apprenticeship, unlike formal vocational and technical education seeks to instil in its learners, basic and advanced practical skills to enable them serve society and earn a living in a sustainable way, hence contributing to national development. In Ghana, Apprenticeship has been providing the traditional solution for developing and financing vocational skills of young people in poor societies. Several affords by the government of Ghana (discuss later in this paper), to formalize apprenticeship have not been sustainable. Today, apprenticeship in the informal economy represents the main road to skills development in Ghana. Estimations suggest that about 80 per cent of the skills imparted in the informal economy in Ghana are transferred through apprenticeship. However, apprenticeship lack a training plan, the passive nature of learning, the limited entry possibilities of new technologies, an incomplete training content and the difference in quality of skills acquired due to the absence of trade testing and certification. Also, the often long training periods and the risk of exploitation of apprentices as ´cheap labour´ are criticized, as well as the lack of post-training follow-up and support for apprentices to start up their own business. This is where this study comes in. This study suggests a much reliable, easier and sustainable model for enhancement of apprenticeship in Ghana through a collaboration between apprentice shops, technical universities (or polytechnics), and the deployment of an easy to use, online apprentice Electronic system which will be referred in this paper as "Remote Training Model". the Remote Training Model was designed mainly for the purpose of apprenticeship enhancement. Remote Training Model is an online resource and learning centre for apprentice in different skills. it contains recent information and graphical illustrations, it also provide a huge database on "how to" in a lot of skills sets. E-apprentice help apprentice to search the net in case of challenges handling unfamiliar technologies. Remote Training Model is continuously being updated to include the latest technologies in the market and technical issues related to these technologies explained in graphical forms.This study involved the training of some 50 apprentices, in different skills through a non-read/write and semi-read/write training module. Data was collected from the technical institutions and from the apprenticeship training shops. The data was carefully analyzed and the results yielded a common ground for the enhancement and formalization of apprenticeship training in Ghana. This model benefits both the technical institution as a state apparatus used here, the apprentice and the masters/mistresses, and also contributes to national development. Keywords: Remote Training Model; RTM, ICT; information communication technology.
EMMANUEL FON TATA
International Conference on Advanced Trends in ICT and Management. Accra, Ghana 28 -29 April, 2016
Paper presented:
Investigating the Impact of ICT on the Enhancement of Learning amongst Special Needs Students
Abstract
Inclusive education, unlike integrated education is concerned with making sure that Special needs Students (SNS) receive equal learning like non-SNS of the same class. The University of Education Winneba over the years has made several efforts by procuring equipment to enhance immersive learning amongst SNS in their academic work, to ensure educational equity. Such efforts include the use of embossers, scanners, and other equipment at the University’s Special Education Resource Centre. This study draws on the use of ICT to create an immersive learning environment to improve on learning amongst SNS. In this study the SNS were provided with tools and trained on skills in the use of computers and software to improve learning. The study also involved training the staff of the UEW resource centre to provide them with advanced ICT skills to enable them manage exams relating to SNS. This study also tested a prototype of the SNS library resource server (a server intended to host and deploy special needs services like research on internet and study materials like audio books, video books, etc. to SNS). At the beginning of the study, an evaluation of the initial learning skills of the participants was carried out. A similar evaluation was also done by the end of the training workshop, a careful analysis of the data and results were obtained. From the data and analysis of the data, recommendations were made to the management of UEW in line with the aims of the workshop. Keywords: Special Needs Students (SNS); Information and Communication Technology (ICT), immersive learning
Inclusive education, unlike integrated education is concerned with making sure that Special needs Students (SNS) receive equal learning like non-SNS of the same class. The University of Education Winneba over the years has made several efforts by procuring equipment to enhance immersive learning amongst SNS in their academic work, to ensure educational equity. Such efforts include the use of embossers, scanners, and other equipment at the University’s Special Education Resource Centre. This study draws on the use of ICT to create an immersive learning environment to improve on learning amongst SNS. In this study the SNS were provided with tools and trained on skills in the use of computers and software to improve learning. The study also involved training the staff of the UEW resource centre to provide them with advanced ICT skills to enable them manage exams relating to SNS. This study also tested a prototype of the SNS library resource server (a server intended to host and deploy special needs services like research on internet and study materials like audio books, video books, etc. to SNS). At the beginning of the study, an evaluation of the initial learning skills of the participants was carried out. A similar evaluation was also done by the end of the training workshop, a careful analysis of the data and results were obtained. From the data and analysis of the data, recommendations were made to the management of UEW in line with the aims of the workshop. Keywords: Special Needs Students (SNS); Information and Communication Technology (ICT), immersive learning
Kofi Bentum Wilson & Mrs Bliss Acheampong (2015). Language Students' Attitude toward the Use of Computer Technology: Implications for Communication and Practice. International Journal of Innovations in Applied Sciences & Engineering, 1,
Abstract
The study investigated language students' attitude with a focus on how they use computer technology for communication in the education environment. The study used self-answering questionnaires with closed-ended items to collect empirical data from a group of language students. A total of 200 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means and frequencies. The main findings are: 1. Most students have some access to the technology. 2. Most students enter the university with their technology skills or acquire them through the first semester compulsory ICT course, and not their main programme of study. Implications and suggestions for student training were provided. The authors recommended the following: Increased access time to promote improved utilisation of resources; deliberate effort to include technology training skills and assessment of that in courses studied by pre-service English language teachers. From the findings, English language-teacher education programmes need to provide students with further training programs in their specific area aside the mandatory general ICT course to help enhance their skills in the use of computers as an instructional tool for language-teaching and learning. Keywords: Language students, attitude, computer technology, communication practice
The study investigated language students' attitude with a focus on how they use computer technology for communication in the education environment. The study used self-answering questionnaires with closed-ended items to collect empirical data from a group of language students. A total of 200 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means and frequencies. The main findings are: 1. Most students have some access to the technology. 2. Most students enter the university with their technology skills or acquire them through the first semester compulsory ICT course, and not their main programme of study. Implications and suggestions for student training were provided. The authors recommended the following: Increased access time to promote improved utilisation of resources; deliberate effort to include technology training skills and assessment of that in courses studied by pre-service English language teachers. From the findings, English language-teacher education programmes need to provide students with further training programs in their specific area aside the mandatory general ICT course to help enhance their skills in the use of computers as an instructional tool for language-teaching and learning. Keywords: Language students, attitude, computer technology, communication practice
Nabie M. J. (2016). Perceived Competence and Self - Regulation among Mathematics Education Teacher Candidates in Ghana. Researchjournali’s Journal of Mathematics, 3,
Abstract
The study investigated the perceived competence and self-regulation among mathematics education teacher candidates in one university in Ghana. A purposive sample of 324 mathematics education teacher candidates with only 319 indicating their gender (284 males and 35 females) enrolled in the Bachelors (307) and the B.Ed./Post Diploma (15) Degree programs were involved in the study. Adapted versions of the Perceived Competence Scale (PCS) that assessed teacher candidates’ perceived competence about pursuing the Mathematics Education degree program and the Autonomous subscale of the Self-Regulation Questionnaire that assesses why people learn in specific settings were used to collect data. Data collected were analyzed using descriptive and inferential statistics. The study indicated teacher candidates PCS and SRQ-L and that most teacher candidates perceived themselves to have high levels of perceived competences and self-regulation. Participants’ perceived competences and self-regulation were influenced by the program type and year in program. They study suggested further research on PCS SRL on the TCs academic performance.
The study investigated the perceived competence and self-regulation among mathematics education teacher candidates in one university in Ghana. A purposive sample of 324 mathematics education teacher candidates with only 319 indicating their gender (284 males and 35 females) enrolled in the Bachelors (307) and the B.Ed./Post Diploma (15) Degree programs were involved in the study. Adapted versions of the Perceived Competence Scale (PCS) that assessed teacher candidates’ perceived competence about pursuing the Mathematics Education degree program and the Autonomous subscale of the Self-Regulation Questionnaire that assesses why people learn in specific settings were used to collect data. Data collected were analyzed using descriptive and inferential statistics. The study indicated teacher candidates PCS and SRQ-L and that most teacher candidates perceived themselves to have high levels of perceived competences and self-regulation. Participants’ perceived competences and self-regulation were influenced by the program type and year in program. They study suggested further research on PCS SRL on the TCs academic performance.
Nabie, M.J., Raheem, K., Agbemaka, J.B., & Sabtiwu, R (2016). Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana. International Journal of Research in Education and Science (IJRES), 2,
Abstract
The study explored the curriculum guidelines and primary school teachers’ conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers’ practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.
The study explored the curriculum guidelines and primary school teachers’ conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers’ practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.
Nabie M. J. (2015). W here cultural games count: The voices of primary classroom teachers. International Journal of Education in Mathematics, Science and Technology, 3,
Abstract
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics
This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics
Ngman-Wara, E. (2015). Ghanaian junior high school science teachers’ knowledge of contextualised science instruction.. Journal of Curriculum and Teaching, 4,
Abstract
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses. KEY WORDS: contextualised science instruction, contextualised science instructional strategies, teachers’ knowledge of contextualised science instruction,
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses. KEY WORDS: contextualised science instruction, contextualised science instructional strategies, teachers’ knowledge of contextualised science instruction,
Ngman-Wara, E., Tachie, Y. T., & Mawusi, S. K. (2015). Assessing in-service needs of basic school natural science teachers in New Juaben Municipality, Ghana. American Journal of Educational Research, 3,
Abstract
This study sought to assess in-service needs of basic school teachers who teach Natural Science in the New Juaben Municipality. Data for the study were collected from 234 primary school teachers using a questionnaire. The questionnaire sought response on eight dimensions of science teachers’ need generic pedagogical knowledge and skills knowledge and skills in Science subjects managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Descriptive statistics were used or organize the data into frequency counts and percentage while chi square statistic was used to establish any association between the independent variables and the dimensions. Results of the descriptive analysis indicated that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subject, generic pedagogical knowledge and skills and planning of science instruction. When measures of association were determined between the science teachers’ needs and the independent variable, it was found that no significant associations existed. It is recommended among other things that in-service courses be used as platform in upgrading the teachers’ needs and in-service course organizers should first assess the in-service needs of participants before providing the services.
This study sought to assess in-service needs of basic school teachers who teach Natural Science in the New Juaben Municipality. Data for the study were collected from 234 primary school teachers using a questionnaire. The questionnaire sought response on eight dimensions of science teachers’ need generic pedagogical knowledge and skills knowledge and skills in Science subjects managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Descriptive statistics were used or organize the data into frequency counts and percentage while chi square statistic was used to establish any association between the independent variables and the dimensions. Results of the descriptive analysis indicated that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subject, generic pedagogical knowledge and skills and planning of science instruction. When measures of association were determined between the science teachers’ needs and the independent variable, it was found that no significant associations existed. It is recommended among other things that in-service courses be used as platform in upgrading the teachers’ needs and in-service course organizers should first assess the in-service needs of participants before providing the services.
Ngman-Wara, E., & Acquah, S. (2015). Ghanaian junior high science teachers’ reflections on the use of Tessa secondary science modules.. American Journal of Educational Research., 3,
Abstract
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
