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Essel, O. Q., Agyarkoh, E., Sumaila, M. S. & Yankson, D. P. (2014). TVET stigmatization in developing countries: Reality or fallacy?. European Journal of Training and Development Studies, 1,
Abstract
TVET (Technical Vocational Education and Training) programmes have been in existence in most developing African countries including Ghana for decades. But their intended productive and inventive output of producing readily employable and or self-employable graduates, and serving as real economic bail out for the deteriorating economies in Africa is yet to be achieved. This worrying development has culminated in a stigmatization towards the study of the TVET programmes in higher institutions in Ghana. This paper therefore explores briefly the historicity of Technical Vocational Education and Training (TVET) in Ghana, including the tertiary-based TVET institutions (particularly, polytechnics and universities). Through in-depth inquiry, this paper investigates the root cause of the stigmatization and its concomitant effects on the nation, the learners and the higher institutions of training in such programmes. Using comparative analytical methodology, the study revealed that there is curriculum deficiency in TVET programmes; logistical challenge due to inadequate funding; poor linkage of TVET to industry; unfair trend of inappropriate categorization of graduates on the field and a continuous chain of leadership crisis. The paper recommends more dynamic, innovative and modern curriculum review to include product and industrial design courses such as animation, game design, robotics, interior decoration, multimedia design, aircraft, automobile and ship design, structural and industrial painting and medical engineering.
TVET (Technical Vocational Education and Training) programmes have been in existence in most developing African countries including Ghana for decades. But their intended productive and inventive output of producing readily employable and or self-employable graduates, and serving as real economic bail out for the deteriorating economies in Africa is yet to be achieved. This worrying development has culminated in a stigmatization towards the study of the TVET programmes in higher institutions in Ghana. This paper therefore explores briefly the historicity of Technical Vocational Education and Training (TVET) in Ghana, including the tertiary-based TVET institutions (particularly, polytechnics and universities). Through in-depth inquiry, this paper investigates the root cause of the stigmatization and its concomitant effects on the nation, the learners and the higher institutions of training in such programmes. Using comparative analytical methodology, the study revealed that there is curriculum deficiency in TVET programmes; logistical challenge due to inadequate funding; poor linkage of TVET to industry; unfair trend of inappropriate categorization of graduates on the field and a continuous chain of leadership crisis. The paper recommends more dynamic, innovative and modern curriculum review to include product and industrial design courses such as animation, game design, robotics, interior decoration, multimedia design, aircraft, automobile and ship design, structural and industrial painting and medical engineering.
• Bonsoo, E. O., I, Opoku-Mensah & Essel, O. Q. (2015). Soapstone Carving Assemblage. Arts and Design Studies, 29,
Abstract
Soapstones of varying colours abound in the mountainous and hilly areas of Ghana but its usage in modern Ghanaian sculpture remains rare. The article aims at popularizing soapstone as a suitable raw material for creating soapstone relief carving assemblage sculptures among modern Ghanaian practising sculptors. Through studio-based experimental approach, the article presents three distinct composite soapstone relief carving assemblages mounted on boards for their aesthetic enjoyment. The study revealed that relief carving assemblages could be produced with soapstone without it being necessarily heavy and bulky while maintaining its aesthetical efflorescence and durability.
Soapstones of varying colours abound in the mountainous and hilly areas of Ghana but its usage in modern Ghanaian sculpture remains rare. The article aims at popularizing soapstone as a suitable raw material for creating soapstone relief carving assemblage sculptures among modern Ghanaian practising sculptors. Through studio-based experimental approach, the article presents three distinct composite soapstone relief carving assemblages mounted on boards for their aesthetic enjoyment. The study revealed that relief carving assemblages could be produced with soapstone without it being necessarily heavy and bulky while maintaining its aesthetical efflorescence and durability.
Essel, O. Q. & Amissah, E. K. (2015). Smock fashion culture in Ghana’s dress identity-making. Historical Research Letters, 18,
Abstract
This paper delves into the historical origin, the types of smocks and the notion of colours that characterize smock production in Northern Ghana. It uncovers the philosophical connotations of its usage and the attendant aesthetical powers of an indigenous cloth that served in one sense as a silent metaphorical unifier between northern and southern part of Ghana and in other sense to signal the return to self-governance as a result of its usage and appearance in a turning point of Ghana’s independence struggle. The article uses historical narrative and visual analytic approaches.
This paper delves into the historical origin, the types of smocks and the notion of colours that characterize smock production in Northern Ghana. It uncovers the philosophical connotations of its usage and the attendant aesthetical powers of an indigenous cloth that served in one sense as a silent metaphorical unifier between northern and southern part of Ghana and in other sense to signal the return to self-governance as a result of its usage and appearance in a turning point of Ghana’s independence struggle. The article uses historical narrative and visual analytic approaches.
Amissah, E.K. Amoako, B. A. & Essel, O. Q. (2016). Nwomu: Hand-Made Embroidery Technique in Asanteland.. Journal of Literature and Art Studies, 6,
Abstract
The study sought to investigate the historical background of the traditional hand-made embroidery technique, the production process, and its changing trends amongst the Asantes of Ghana. Interview and observation were used in collecting the needed data at selected craft centres in the Kwabre East District, Ejisu-Juaben municipality, Kumasi sub-metro and metropolitan in the Ashanti region of Ghana. The study employed both descriptive and experimental research methods based on the qualitative research approach. It was revealed that Kente and Adinkra enjoy wide reputation and therefore are considered as prestigious clothes. However, Nwomu cloth does not have this fame, only indigenes understand its usage and the philosophy behind its production. In view of this, it is recommended that the elders who are endowed with this unique craft must open their doors to the youth to learn the craft.
The study sought to investigate the historical background of the traditional hand-made embroidery technique, the production process, and its changing trends amongst the Asantes of Ghana. Interview and observation were used in collecting the needed data at selected craft centres in the Kwabre East District, Ejisu-Juaben municipality, Kumasi sub-metro and metropolitan in the Ashanti region of Ghana. The study employed both descriptive and experimental research methods based on the qualitative research approach. It was revealed that Kente and Adinkra enjoy wide reputation and therefore are considered as prestigious clothes. However, Nwomu cloth does not have this fame, only indigenes understand its usage and the philosophy behind its production. In view of this, it is recommended that the elders who are endowed with this unique craft must open their doors to the youth to learn the craft.
Essel, O. Q. & Kemevor, A. K. (2016). Aesthetical tastes of academical and traditional costumes in academic processions. Fashion and Textiles, 3,
Abstract
The article opens up fresh debate in aesthetical capacity of academic and Ghanaian traditional costumes in academic processions and sheds light on how the synergetic interaction of academic and traditional costumes spice up academic ceremonies in the University of Education, Winneba (UEW). Grounded in aesthetical balances, the study analyses the body of artistic ramifications in constructing academic pomposity, and signaling academic accomplishment and identities. Data gathered have been presented in simple narrative format. The researchers opted to offer visual interpretative account of the events—matriculation and congregation ceremonies, taking into account the symbolical essence and aesthetical dimensions of the academic and traditional costumes used in the ceremonies. Through participant observation and photographic evidences, the article delves into the aesthetical realms of academic costumes and its theatrical orchestrations in announcing visual identities of wearers. It posits that the construction of the visual iconographic identities through the use of both academic and traditional costuming in UEW is best understood in the Ghanaian conceptual and contextual cultural dialectic.
The article opens up fresh debate in aesthetical capacity of academic and Ghanaian traditional costumes in academic processions and sheds light on how the synergetic interaction of academic and traditional costumes spice up academic ceremonies in the University of Education, Winneba (UEW). Grounded in aesthetical balances, the study analyses the body of artistic ramifications in constructing academic pomposity, and signaling academic accomplishment and identities. Data gathered have been presented in simple narrative format. The researchers opted to offer visual interpretative account of the events—matriculation and congregation ceremonies, taking into account the symbolical essence and aesthetical dimensions of the academic and traditional costumes used in the ceremonies. Through participant observation and photographic evidences, the article delves into the aesthetical realms of academic costumes and its theatrical orchestrations in announcing visual identities of wearers. It posits that the construction of the visual iconographic identities through the use of both academic and traditional costuming in UEW is best understood in the Ghanaian conceptual and contextual cultural dialectic.
Essel, O. Q. (2016). The gown must go to town. Curator: The Museum Journal, 59,
Abstract
This article reviews the “The Gown Must Go to Town” exhibition staged in the Museum of Science and Technology, Accra, highlighting its theme as well as the Afrocentric philosophical messaging of the exhibits. Centered on the dynamism of the city, the exhibits carried conceptual information tailored to comment on the disastrous environmental consequences of the twenty-first century inventive technological hardware, fibers, and plastic waste (and its mismanagement) that plagues the city. It made powerful visual statements, in an artistic way, of how to control these problems. However, I argue that because of the limitations placed on Ghana, Ghanaian art should pay more focused attention on industrial art instead of conceptual art. This review by no means brands conceptual art as inferior to industrialized art, but it maintains that it is through a focus on industrial art that the nation could meet its own functional and decorative needs, and cease doing so by extensive importation. This argument is based on the fact that conceptual art took its root from Africa in a non-academic format that has long been practiced in the continent for centuries, and therefore not an emergent art in the African artistic milieu—as it is perceived to be.
This article reviews the “The Gown Must Go to Town” exhibition staged in the Museum of Science and Technology, Accra, highlighting its theme as well as the Afrocentric philosophical messaging of the exhibits. Centered on the dynamism of the city, the exhibits carried conceptual information tailored to comment on the disastrous environmental consequences of the twenty-first century inventive technological hardware, fibers, and plastic waste (and its mismanagement) that plagues the city. It made powerful visual statements, in an artistic way, of how to control these problems. However, I argue that because of the limitations placed on Ghana, Ghanaian art should pay more focused attention on industrial art instead of conceptual art. This review by no means brands conceptual art as inferior to industrialized art, but it maintains that it is through a focus on industrial art that the nation could meet its own functional and decorative needs, and cease doing so by extensive importation. This argument is based on the fact that conceptual art took its root from Africa in a non-academic format that has long been practiced in the continent for centuries, and therefore not an emergent art in the African artistic milieu—as it is perceived to be.
Adu Gyamfi, S., Ohemeng Gyaase, P. & Ansong-Gyimah, K.
Society for Information Technology & Teacher Education International Conference 2016. Savanna, Georgia, USA March 21, 2016 - March 25, 2016
Paper presented:
Designing Blended Learning Environment for Pre-service Teachers: The Moderating Role of Formative Experiment.
Abstract
This study used formative experiment to design and test a blended learning environment intervention on the teaching and learning of Communication Skills for pre-service teachers. The learning environment was designed on the Moodle platform to combine online learning support with traditional face-face lectures. Pre-intervention baseline data and post-intervention data were collected for comparison. Analysis of the findings showed wide acceptance of use of the blended learning environment. There was appreciable improvement of students’ participation and interaction in the course and this resulted in the improvement of the key areas of the Communication Skills course among the pre-service teachers. Lecturers were also able to interact with the students better than in face-to-face classroom setting. It was concluded that the design of a blended learning environment could improve teaching and learning in Ghanaian Universities in courses where large class sizes exist.
This study used formative experiment to design and test a blended learning environment intervention on the teaching and learning of Communication Skills for pre-service teachers. The learning environment was designed on the Moodle platform to combine online learning support with traditional face-face lectures. Pre-intervention baseline data and post-intervention data were collected for comparison. Analysis of the findings showed wide acceptance of use of the blended learning environment. There was appreciable improvement of students’ participation and interaction in the course and this resulted in the improvement of the key areas of the Communication Skills course among the pre-service teachers. Lecturers were also able to interact with the students better than in face-to-face classroom setting. It was concluded that the design of a blended learning environment could improve teaching and learning in Ghanaian Universities in courses where large class sizes exist.
Atintono, S. A., Issah S. A. & Moses L.
School of Languages Conference on Multilingualism in the African Context: Resource or Challenge?. University of Ghana, Legon October 27-29, 2015
Paper presented:
Community involvement in orthography design: The case of Sɩsaalɩ
Abstract
Atintono, S. A.
School of Languages Conference on Multilingualism in the African Context: Resource or Challenge?. University of Ghana, Legon October 27-29, 2015
Paper presented:
A Typological perspective on verbs of elevation in Gurenɛ locative constructions.
Abstract
Atintono, S. A.
47th Annual Conference on African Linguistics (ACAL47). University of California, Berkeley, USA March 23-26, 2016
Paper presented:
The semantic properties of separation verbs in Gurenε
Abstract
