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Brako, I. & Asah-Asante, K., (2014). The ABC of Political Science. Accra: Black Mask Co. Ltd.. . ISBN: 978-9988-2-0597-3
Abstract
Faculty of Social Sciences EducationAug 26, 2015
Brako, I. & Asah-Asante, K., (2014). The ABC of Political Science. Accra: Black Mask Co. Ltd.. . ISBN: 978-9988-2-0597-3
Abstract
Faculty of Social Sciences EducationAug 26, 2015
Brako, I. & Asah-Asante, K., (2014). The ABC of Political Science. Accra: Black Mask Co. Ltd.. . ISBN: 978-9988-2-0597-3
Abstract
Faculty of Social Sciences EducationAug 26, 2015
Dampson, D. G., (2015). Educational Leadership: Theory and Practice. Cape Coast: Edsam Press. . ISBN: 978-9988-2-2012-7
Abstract
This book provides a unique opportunity for head teachers, circuit supervisors, teachers, student-teachers, post-graduate students and educational leaders to equip themselves with the current trends of school leadership in the 21st century. The majority of the chapters were based on research studies conducted by the author with 209 teachers, 19 head teachers and 11 circuit supervisors. This book presents a detail description of how teachers can be empowered and how leaders can effectively manage schools. Current and relevant concepts, models, and their strategies have been suggested to aid readers think through their approaches. For practicing and prospective head teachers, teachers, and student-teachers who want to construct meaningful ways of working with teachers, this book "Educational Leadership: Theory and Practice" offers critical reflection about leadership using a relevant knowledge base from the Ghanaian perspective.
This book provides a unique opportunity for head teachers, circuit supervisors, teachers, student-teachers, post-graduate students and educational leaders to equip themselves with the current trends of school leadership in the 21st century. The majority of the chapters were based on research studies conducted by the author with 209 teachers, 19 head teachers and 11 circuit supervisors. This book presents a detail description of how teachers can be empowered and how leaders can effectively manage schools. Current and relevant concepts, models, and their strategies have been suggested to aid readers think through their approaches. For practicing and prospective head teachers, teachers, and student-teachers who want to construct meaningful ways of working with teachers, this book "Educational Leadership: Theory and Practice" offers critical reflection about leadership using a relevant knowledge base from the Ghanaian perspective.
Faculty of Educational StudiesAug 21, 2015
Owusu-Mensah, F, Anyan J. A.,Denkyi C, (2015). Staff Development Practices of Open and Distance Learning Institutions in Ghana: The Case of the Distance Education Programme of University of Education, Winneba. Journal of Education and Practice, 6,
Abstract
Staff development plays a crucial role in Open and Distance learning programmes because most of the staff working on these programmes are products of the conventional face to face system. Lack of proper training of staff in ODL can lead to high dropout rate among distance learners. The purpose of this study was to investigate staff development practices of the Distance Education programme of the University of Education, Winneba. The study adopted the quantitative methodology which employed survey questionnaire to collect data from 39 administrators of the Distance Education study centres. The study found among others that, the University does not have a strong pre-service programme for the administrators at its study centres. It also found that, the administrators were satisfied with the first in-service training organised for them. Based on these findings, it was recommended that, the University should put in place strategic human resource development policies in relation to distance education for teaching, technical and administrative and part-time staff and institute regular in-service training programmes for its administrators at the distance Education study centres.
Staff development plays a crucial role in Open and Distance learning programmes because most of the staff working on these programmes are products of the conventional face to face system. Lack of proper training of staff in ODL can lead to high dropout rate among distance learners. The purpose of this study was to investigate staff development practices of the Distance Education programme of the University of Education, Winneba. The study adopted the quantitative methodology which employed survey questionnaire to collect data from 39 administrators of the Distance Education study centres. The study found among others that, the University does not have a strong pre-service programme for the administrators at its study centres. It also found that, the administrators were satisfied with the first in-service training organised for them. Based on these findings, it was recommended that, the University should put in place strategic human resource development policies in relation to distance education for teaching, technical and administrative and part-time staff and institute regular in-service training programmes for its administrators at the distance Education study centres.
RegistryAug 13, 2015
Kutorglo, E, Anyan, J. A and Agbeh, A. (2015). Online Visibility of the Intellectual Output of University of Education, Winneba Staff. Journal of Educational Policy and Entrepreneurial Research, 2,
Abstract
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Not available
RegistryAug 13, 2015
Brew, A.K. & Annan, E. (2015). Using Redeployment to Optimise Human Resource in Higher Education Institutions. International Journal of Contemporary Applied Sciences, 2,
Abstract
Redeployment has been viewed by many institutions across the globe as a viable way of cutting down expenditure. In the light of this, the authors have argued that redeployment as a human resource management strategy could be applied in universities and other tertiary education institutions to cut costs, especially in an era where huge sums of monies are spent annually on staff recruitment, training and development amid the financial constraints currently facing tertiary institutions. Some light has been shed on redeployment and its numerous benefits to employers and employees. The point has also been made that redeployment is a healthy way of making redundant employees more productive within an institution and thereby ensuring general improvement in the institution’s outputs and deliverables. The paper concludes by making recommendations for consideration. The recommendations include the need for tertiary institutions to have policies and procedures for managing redundancy and redeployment and the setting up of redeployment portals on institutional websites. Career adjustment funds could be established to assist with the associated costs of training to facilitate transferring redeployees into alternative positions and also the need to engage the services of experienced human resource professionals who would assist with the management of redeployment services.
Redeployment has been viewed by many institutions across the globe as a viable way of cutting down expenditure. In the light of this, the authors have argued that redeployment as a human resource management strategy could be applied in universities and other tertiary education institutions to cut costs, especially in an era where huge sums of monies are spent annually on staff recruitment, training and development amid the financial constraints currently facing tertiary institutions. Some light has been shed on redeployment and its numerous benefits to employers and employees. The point has also been made that redeployment is a healthy way of making redundant employees more productive within an institution and thereby ensuring general improvement in the institution’s outputs and deliverables. The paper concludes by making recommendations for consideration. The recommendations include the need for tertiary institutions to have policies and procedures for managing redundancy and redeployment and the setting up of redeployment portals on institutional websites. Career adjustment funds could be established to assist with the associated costs of training to facilitate transferring redeployees into alternative positions and also the need to engage the services of experienced human resource professionals who would assist with the management of redeployment services.
RegistryAug 06, 2015
Brew, A.K. & Annan, E. (2014). Quality assurance and benchmarking academic ceremonies: The organisation of congregations in University of Education, Winneba, Ghana. International Journal of Education and Research, 2,
Abstract
The paper presents an overview of incorporating quality assurance and events management principles in the organisation of congregations in institutions of higher learning. It accomplishes this by identifying challenges associated with the organisation of congregations in UEW and prescribes some solutions to those challenges in the light of quality assurance measures and principles in higher education as well as benchmarking practises. The challenges identified included stress on key institutional officers, deserting ceremonial grounds before official closing, improper dressing by graduands, problems associated with the use of open and partially enclosed venues, poor sound quality and attendant problems. The paper recommends some good practices such as delegating authority, use of enclosed venues, managing risks and the adoption of a graduation week policy.
The paper presents an overview of incorporating quality assurance and events management principles in the organisation of congregations in institutions of higher learning. It accomplishes this by identifying challenges associated with the organisation of congregations in UEW and prescribes some solutions to those challenges in the light of quality assurance measures and principles in higher education as well as benchmarking practises. The challenges identified included stress on key institutional officers, deserting ceremonial grounds before official closing, improper dressing by graduands, problems associated with the use of open and partially enclosed venues, poor sound quality and attendant problems. The paper recommends some good practices such as delegating authority, use of enclosed venues, managing risks and the adoption of a graduation week policy.
RegistryAug 06, 2015
Brew, A.K. & Annan, E. (2015). Using Redeployment to Optimise Human Resource in Higher Education Institutions. International Journal of Contemporary Applied Sciences, ,
Abstract
Redeployment has been viewed by many institutions across the globe as a viable way of cutting down expenditure. In the light of this, the authors have argued that redeployment as a human resource management strategy could be applied in universities and other tertiary education institutions to cut costs, especially in an era where huge sums of monies are spent annually on staff recruitment, training and development amid the financial constraints currently facing tertiary institutions. Some light has been shed on redeployment and its numerous benefits to employers and employees. The point has also been made that redeployment is a healthy way of making redundant employees more productive within an institution and thereby ensuring general improvement in the institution’s outputs and deliverables. The paper concludes by making recommendations for consideration. The recommendations include the need for tertiary institutions to have policies and procedures for managing redundancy and redeployment and the setting up of redeployment portals on institutional websites. Career adjustment funds could be established to assist with the associated costs of training to facilitate transferring redeployees into alternative positions and also the need to engage the services of experienced human resource professionals who would assist with the management of redeployment services. Keywords: Redeployment, Redundancy, Employee, Higher Education, Employer, Redeployee, Institution
Redeployment has been viewed by many institutions across the globe as a viable way of cutting down expenditure. In the light of this, the authors have argued that redeployment as a human resource management strategy could be applied in universities and other tertiary education institutions to cut costs, especially in an era where huge sums of monies are spent annually on staff recruitment, training and development amid the financial constraints currently facing tertiary institutions. Some light has been shed on redeployment and its numerous benefits to employers and employees. The point has also been made that redeployment is a healthy way of making redundant employees more productive within an institution and thereby ensuring general improvement in the institution’s outputs and deliverables. The paper concludes by making recommendations for consideration. The recommendations include the need for tertiary institutions to have policies and procedures for managing redundancy and redeployment and the setting up of redeployment portals on institutional websites. Career adjustment funds could be established to assist with the associated costs of training to facilitate transferring redeployees into alternative positions and also the need to engage the services of experienced human resource professionals who would assist with the management of redeployment services. Keywords: Redeployment, Redundancy, Employee, Higher Education, Employer, Redeployee, Institution
RegistryAug 06, 2015
ADJEI, F, A. (2014). CHILDREN'S USE OF 'NYA' CONSTRUCTION IN EWE. THE JOURNAL OF WEST AFRICAN LANGUAGES, 41,
Abstract
Research on first Language (Li) has shown children to command many of the grammatical principles and rules governing their native language by the age of four. this paper examined the age at which Ewe-speaking children acquire 'nya' constructions. Three 'nya' forms can be identified in Ewe. they are the 'nya' verb 'come to know' and two auxiliaries/modals, a 'nya' certainty marker and a 'nya' VOICE marker both of which grammaticalised from the 'nya' verb.The 'nya' construction is said to be structurally analogous to passive construction in English. Data was drawn from 20 monolingual Ewe-speaking children at mean age of 2;5, 3;6, 4;4, 5,5; 6;4+ (4 participants per age group) and five adult speakers of Ewe. Results suggest that although the acquisition of the 'nya' main verb is at an early age of (2;6) and the children acquire the certainty function of the modal by the time they are five years, the 'nya' VOICE is hardly used by the Ewe children studied. the paper thus offers support for the maturation hypothesis that certain grammatical principles involving A-chain ormation are not initially available to the child but mature in due course.
Research on first Language (Li) has shown children to command many of the grammatical principles and rules governing their native language by the age of four. this paper examined the age at which Ewe-speaking children acquire 'nya' constructions. Three 'nya' forms can be identified in Ewe. they are the 'nya' verb 'come to know' and two auxiliaries/modals, a 'nya' certainty marker and a 'nya' VOICE marker both of which grammaticalised from the 'nya' verb.The 'nya' construction is said to be structurally analogous to passive construction in English. Data was drawn from 20 monolingual Ewe-speaking children at mean age of 2;5, 3;6, 4;4, 5,5; 6;4+ (4 participants per age group) and five adult speakers of Ewe. Results suggest that although the acquisition of the 'nya' main verb is at an early age of (2;6) and the children acquire the certainty function of the modal by the time they are five years, the 'nya' VOICE is hardly used by the Ewe children studied. the paper thus offers support for the maturation hypothesis that certain grammatical principles involving A-chain ormation are not initially available to the child but mature in due course.
Faculty of Ghanaian Languages EducationAug 04, 2015
