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Patricia Foriwaa Ababio and Pauline Lovatt (2015). A review on food safety and food hygiene studies in Ghana. Food Control, 47,
Abstract
Abstract Food safety and hygiene in Ghana was studied using desk top literature review. Food research was highly concentrated in the capital city of the country and most research focus were on commercial food operations specifically street foods and microbiological safety with limited information from institutional catering and other forms of food hazards. The media currently serves as the main source for reporting of food borne diseases. Food establishments and other sources contributing to food borne diseases included restaurants, food joints, food vendors, schools and individual homes. Limited use of prerequisites measures and food safety management systems was identified. Recommendations on regulating the General Hygiene Principles, implementation of HACCP to strengthen the food sector, regular food safety and hygiene workshops and training for food handlers that commensurate with their roles were made. Government support for SMEs and food handler's health screening were made.
Abstract Food safety and hygiene in Ghana was studied using desk top literature review. Food research was highly concentrated in the capital city of the country and most research focus were on commercial food operations specifically street foods and microbiological safety with limited information from institutional catering and other forms of food hazards. The media currently serves as the main source for reporting of food borne diseases. Food establishments and other sources contributing to food borne diseases included restaurants, food joints, food vendors, schools and individual homes. Limited use of prerequisites measures and food safety management systems was identified. Recommendations on regulating the General Hygiene Principles, implementation of HACCP to strengthen the food sector, regular food safety and hygiene workshops and training for food handlers that commensurate with their roles were made. Government support for SMEs and food handler's health screening were made.
(). Ababio, P.F., K.D.A Taylor, Swainson, M. and Daramola, B.A.. Food Control, 60,
Abstract
Abstract Eleven schools in three different hygiene categories were given hygiene training as an intervention to reported low hygiene standards. Staff hygiene knowledge scores, food temperature, food service time and microbiological quality of jollof rice (cooked rice in tomato sauce and fish) were measured before and after the intervention. Descriptive statistics and Wilcoxon's Signed- Rank Test for repeated measures on SPSS were used to evaluate the effect of GHP intervention. Staff hygiene knowledge and practice scores, food temperature, aerobic colony count (ACC) and Staphylococcus aureus load in ready to eat (RTE) meal improved significantly (p ≤ 0.05). Food hygiene training remains an essential legal and industrial requirement.
Abstract Eleven schools in three different hygiene categories were given hygiene training as an intervention to reported low hygiene standards. Staff hygiene knowledge scores, food temperature, food service time and microbiological quality of jollof rice (cooked rice in tomato sauce and fish) were measured before and after the intervention. Descriptive statistics and Wilcoxon's Signed- Rank Test for repeated measures on SPSS were used to evaluate the effect of GHP intervention. Staff hygiene knowledge and practice scores, food temperature, aerobic colony count (ACC) and Staphylococcus aureus load in ready to eat (RTE) meal improved significantly (p ≤ 0.05). Food hygiene training remains an essential legal and industrial requirement.
Ababio, P.F., K.D.A. Taylor, Swainson, M and Daramola, B.A. (2016). Impact of food hazards in school meals on students' health, academic work and finance – Senior High School students' report from Ashanti Region of Ghana. Food Control, 62,
Abstract
Abstract The study investigated the types of food hazards, the incidences and effect of foodborne diseases (FBD) in Senior Secondary Schools in Ghana. A questionnaire was used to collect data from 180 boarding school level 1 and 2 students from 45 sampled public schools in the Ashanti Region of Ghana and analysed with SPSS Version 21. Stones and insects in food received the highest complaints alongside food allergy and intolerance. Out of 180 students, 51.7% had experienced FBD with 21.1% of these reporting to health centers within their 1–2 years in school. FBD incidence rate was 3–12 times per academic year and 12% of the students had been absent from active academic work for as long as 5 days due to FBD with 10% spending between GHC 30.00 → 50.00 on medication per each episode. Students recommended improved GHP including standard cleaning procedures, food temperature control, available hand washing facilities with detergents at the dining halls and kitchens. Mandatory requirement of routine hygiene and food safety training for food handlers was required in schools with heightened monitoring, surveillance and law enforcement on acceptable practices. Supplier control across the food chain to reduce physical and chemical contaminants in agro products and food vendor's access control was required. Improving the quality and variety of school meals could also reduce dependence on other sources for food and help in controlling food safety risks. There was a need to increase awareness on the appropriate channels to report FBD incidence in schools for effective control measures and infection treatment.
Abstract The study investigated the types of food hazards, the incidences and effect of foodborne diseases (FBD) in Senior Secondary Schools in Ghana. A questionnaire was used to collect data from 180 boarding school level 1 and 2 students from 45 sampled public schools in the Ashanti Region of Ghana and analysed with SPSS Version 21. Stones and insects in food received the highest complaints alongside food allergy and intolerance. Out of 180 students, 51.7% had experienced FBD with 21.1% of these reporting to health centers within their 1–2 years in school. FBD incidence rate was 3–12 times per academic year and 12% of the students had been absent from active academic work for as long as 5 days due to FBD with 10% spending between GHC 30.00 → 50.00 on medication per each episode. Students recommended improved GHP including standard cleaning procedures, food temperature control, available hand washing facilities with detergents at the dining halls and kitchens. Mandatory requirement of routine hygiene and food safety training for food handlers was required in schools with heightened monitoring, surveillance and law enforcement on acceptable practices. Supplier control across the food chain to reduce physical and chemical contaminants in agro products and food vendor's access control was required. Improving the quality and variety of school meals could also reduce dependence on other sources for food and help in controlling food safety risks. There was a need to increase awareness on the appropriate channels to report FBD incidence in schools for effective control measures and infection treatment.
Ababio, P.F., K.D.A. Taylor, Draramola, B.A. and Mark Swainson (2016). Food Law Compliance in developed and developing countries:comparing school kitchens in Lincolnshire-UK and Ashanti Region of Ghana. Food Control, 68,
Abstract
Abstract The demands and requirements of Food Laws remain the same internationally as food hazards present the same risks to individuals including school going age children and adolescents, however different nations with different economic and developmental issues differ in the level of importance attached to Food Law requirements. A questionnaire to assess good hygiene practices in schools in Lincolnshire–UK and Ashanti Region of Ghana to compare compliance with training requirement in Food Laws was administered in 10 Lincolnshire and 45 Ashanti Region secondary schools. Whilst the demands on good hygiene practices remain stringently upheld in schools in the United Kingdom the same could not be said of Ghana. Although 60% of schools in Ashanti Region of Ghana fed between 1000 and 3000 students thrice a day, there was no evidence of food safety management system in all the schools. Staff food and personal hygiene practices including, temperature control, hand washing, avoidance of self-adornments, infectious disease control were substandard. A mandatory requirement by Food Laws in both countries for persons in supervisory position was not stringently complied with as 31% of kitchen matrons reported not to have hygiene qualification in the Ashanti Region of Ghana and 82% of 180 staff sampled had never received hygiene training. The absence of mandatory hygiene training for all food handlers, kitchen managers/matrons with requisite hygiene knowledge and qualification and rigorous enforcement of these remain challenges to good hygiene practices and Food Legislation in Ghana in addition to suitable facilities. The development of food hygiene training programmes towards mandatory certification at different levels of responsibility for the industry is required to help curb the identified challenges.
Abstract The demands and requirements of Food Laws remain the same internationally as food hazards present the same risks to individuals including school going age children and adolescents, however different nations with different economic and developmental issues differ in the level of importance attached to Food Law requirements. A questionnaire to assess good hygiene practices in schools in Lincolnshire–UK and Ashanti Region of Ghana to compare compliance with training requirement in Food Laws was administered in 10 Lincolnshire and 45 Ashanti Region secondary schools. Whilst the demands on good hygiene practices remain stringently upheld in schools in the United Kingdom the same could not be said of Ghana. Although 60% of schools in Ashanti Region of Ghana fed between 1000 and 3000 students thrice a day, there was no evidence of food safety management system in all the schools. Staff food and personal hygiene practices including, temperature control, hand washing, avoidance of self-adornments, infectious disease control were substandard. A mandatory requirement by Food Laws in both countries for persons in supervisory position was not stringently complied with as 31% of kitchen matrons reported not to have hygiene qualification in the Ashanti Region of Ghana and 82% of 180 staff sampled had never received hygiene training. The absence of mandatory hygiene training for all food handlers, kitchen managers/matrons with requisite hygiene knowledge and qualification and rigorous enforcement of these remain challenges to good hygiene practices and Food Legislation in Ghana in addition to suitable facilities. The development of food hygiene training programmes towards mandatory certification at different levels of responsibility for the industry is required to help curb the identified challenges.
Armah, S. K. and Fiave, J. B. K. (2016). Managing Personal Records in the College of Agriculture Education (CAGRIC) of the University of Education, Winneba: The Challenges and the Way Forward. International Journal of Innovative Research and Development, 5,
Abstract
The University employs staff and when these categories of staff are employed, personal records are created for them in the form of hard copies. Although computers were once thought to be ushering in the age of the paperless offices, the College of Agriculture Education of the University of Education, Winneba is still experiencing exponential growth and reproduction of records. Besides, the management of personal information has become a bit cumbersome due to their bulky nature, longevity and sensitivity. Therefore, it is essential for the College to develop sound personal records management strategies that are grounded in thoughtful and effective procedures to present summaries of personal records and details of employees at the lowest cost with respect to time and effort. It is imperative that the adoption and implementation of this proposed database system of personal record keeping, which is supposed to run side by side with the paper based personal records, will increase accessibility to personal information faster search and retrieval, improve efficiency and productivity and provide adequate security for vital personal information.
The University employs staff and when these categories of staff are employed, personal records are created for them in the form of hard copies. Although computers were once thought to be ushering in the age of the paperless offices, the College of Agriculture Education of the University of Education, Winneba is still experiencing exponential growth and reproduction of records. Besides, the management of personal information has become a bit cumbersome due to their bulky nature, longevity and sensitivity. Therefore, it is essential for the College to develop sound personal records management strategies that are grounded in thoughtful and effective procedures to present summaries of personal records and details of employees at the lowest cost with respect to time and effort. It is imperative that the adoption and implementation of this proposed database system of personal record keeping, which is supposed to run side by side with the paper based personal records, will increase accessibility to personal information faster search and retrieval, improve efficiency and productivity and provide adequate security for vital personal information.
Armah, S. K. and Kwantwi-Barima, F. (2016). PROVISION OF BARRIER FREE ENVIRONMENT FOR PEOPLE WITH DISABILITIES (PWDs) IN THE COLLEGE OF AGRICULTURE EDUCATION OF THE UNIVERSITY OF EDUCATION, WINNEBA .. International Journal of Education and Research, 4,
Abstract
This paper presents an examination of the built environment in the College of Agriculture Education of the University of Education, Winneba in respect of the extent to which the academic, residential and recreational facilities are accessible to People with Disabilities (PWDs). Findings from the study indicate that almost all the facilities on the Campus have serious deficiencies as far as accessibility to the built environment is concerned. It was also found that the New Lecture Theatre and the New Student Hostel, which obviously are the most modern facilities among the structures, have better facilities for PWDs. Most of the access routes to and around the various facilities in the College are inaccessible to PWDs. It is recommended that at least one entrance per facility should be made accessible to a wheelchair user. It is also recommended that internal ramps and other barrier free facilities, including lifts should be incorporated into the construction of the New Library Complex and the Chapel Extension Project (Lecture Halls) which are under construction.
This paper presents an examination of the built environment in the College of Agriculture Education of the University of Education, Winneba in respect of the extent to which the academic, residential and recreational facilities are accessible to People with Disabilities (PWDs). Findings from the study indicate that almost all the facilities on the Campus have serious deficiencies as far as accessibility to the built environment is concerned. It was also found that the New Lecture Theatre and the New Student Hostel, which obviously are the most modern facilities among the structures, have better facilities for PWDs. Most of the access routes to and around the various facilities in the College are inaccessible to PWDs. It is recommended that at least one entrance per facility should be made accessible to a wheelchair user. It is also recommended that internal ramps and other barrier free facilities, including lifts should be incorporated into the construction of the New Library Complex and the Chapel Extension Project (Lecture Halls) which are under construction.
Kwantwi-Barima, F., Armah S. K. , Poku R. E. , Appau, O. B. (2016). Paper Reduction in the University of Education, College of Agriculture Education, Mampong-Ashanti. International Journal of Education and Research, 4,
Abstract
This article seeks to highlight the numerous ways through which work organisations can cut back on the use of paper, save money, increase efficiency and reduce green house gases. It analyses the quantity of paper used in the various offices of the Collegeof Agriculture Education of the University Education, Winneba juxtaposed with the percentage cost constituent of the College’s 2014 annual budget and the percentage of a fully grown tree consumed in the production of the papers. The paper also analyses the cost effectiveness of automating organisational workplace as opposed to the traditional system with the use of scenarios and tables. The study made suggestions on how institutions could cut down on the use of papers, make cost savings and sustain the environment.
This article seeks to highlight the numerous ways through which work organisations can cut back on the use of paper, save money, increase efficiency and reduce green house gases. It analyses the quantity of paper used in the various offices of the Collegeof Agriculture Education of the University Education, Winneba juxtaposed with the percentage cost constituent of the College’s 2014 annual budget and the percentage of a fully grown tree consumed in the production of the papers. The paper also analyses the cost effectiveness of automating organisational workplace as opposed to the traditional system with the use of scenarios and tables. The study made suggestions on how institutions could cut down on the use of papers, make cost savings and sustain the environment.
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
