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Dattey Kwame Westerheijden Don F. Hofman Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319
Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators. 相似文献
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This article reports on an empirical study exploring Ghanaian teachers’ understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers’ understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in‐service work might make use of these insights, recommending further attention to the discursive frames of teachers’ professional reflections within dialogue and active engagement through school‐based coaching. 相似文献
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Kwame Akyeampong Kattie Lussier John Pryor Jo Westbrook 《International Journal of Educational Development》2013
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre. 相似文献
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Kwame Akyeampong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):217-234
Early notions of life skills in Africa did not take into account the importance of a flexible and portable set of skills that would enable youth to adapt to changes in the world of work and lay the foundations for productive well-being and behaviour. Rather, life skills education in many secondary education curricula in Africa started with an emphasis on developing specific technical vocational skills considered essential for employability or self-employment. Using Ghana as an example, this paper shows how secondary education curriculum reformers recommended shifts that embraced a new interpretation of life skills focused on 21st-century skills. This gradual move also reflected the difficulty that secondary education in general has had in networking with the world of work to provide work experience that would lead to the development of work-related skills and enhance employability. The author’s main argument is that although the reconceptualisation of life skills in secondary education to reflect 21st-century skills is a welcome shift in the African context, this needs to be accompanied by reforms in teacher education. Classroom teaching and learning need to be adapted in a fundamental way in order to ensure that youth fully benefit from the inclusion of 21st-century life skills in secondary education curricula. Such reforms must include pedagogical practices which nurture communication, collaboration, creativity and critical thinking skills. 相似文献
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Jomo Kwame Sundaram 《Inter-Asia Cultural Studies》2016,17(1):27-32
The 1955 Bandung Afro-Asian solidarity conference symbolized the end of the colonial era and the beginning of new relations between the former colonial powers that had industrialized and the former colonies subsequently variously referred to as the developing countries, Third World or South. These changing relations also involved new discourses and modes of analysis. The nature and pattern of inequalities have also changed significantly over time, including during the recent period. Despite high levels of national level inequalities, about two thirds of overall economic inequality are due to disparities among countries. But the determinants of changing inequalities have also changed significantly as economic relations at both national and international levels have changed with economic, social and political transformations. In recent years, the ascendant developmentalist discourse of the 1960s and 1970s was undermined by the rise of conservative market fundamentalism. The discourse of development has continued to change as reflected by the lines and terms of conflict and contention. The four Development Decades of the late 20th century gave way to the Millennium Development Goals of the last decade and a half. The struggle to elaborate the Sustainable Development Goals for the next period is the most recent manifestation of this ongoing struggle. 相似文献
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Leslie A. Hayduk Hannah Pazderka Robinson Greta G. Cummings Kwame Boadu Eric L. Verbeek Thomas A. Perks 《Structural equation modeling》2013,20(2):280-310
Researchers using structural equation modeling (SEM) aspire to learn about the world by seeking models with causal specifications that match the causal forces extant in the world. This quest for a model matching existing worldly causal forces constitutes an ontology that orients, or perhaps reorients, thinking about measurement validity. This article illustrates several ways the seemingly innocuous quest for structural equation models that mirror “the world beyond” confronts entrenched notions of measurement validity. The article begins by considering simple measurement models and ends by “discovering” a new class of indicators called reactive indicators. Reactive indicators act as both the cause and effect of an underlying latent variable. The identifiability of a simple model containing a reactive indicator is proven and a research example illustrating the use of a reactive indicator is provided. However, the real challenge is to understand how an indicator can be both a cause and effect of the latent it measures. The understanding does not come from complying with the traditional rules for reliability and validity, but from focusing on the quest to make the structural equation model match the structuring of the worldly forces we seek to understand. Valid measurement in the context of a weirdly structured world requires an equally weird structural equation model. 相似文献
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Benjamin Yao Folitse Joel Sam Lucy Payne Dzandu Simon Kwame Osei 《International Information and Library Review》2018,50(1):1-12
A survey was conducted to assess poultry farmers' information needs and sources in selected rural communities in the Greater Accra Region of Ghana. Data were collected from 150 poultry farmers in 13 communities. Information on disease management, egg storage, feeding and nutrition, vaccination, shelter, pesticide application, marketing of poultry products, and debeaking were the major information needs of the poultry farmers in the study area. The major sources of information for the poultry farmers were from family and friends, the Internet, books, the veterinary office, leaflets, television, researchers, and newspapers. Some of the major constraints faced by poultry farmers when accessing information include lack of skills to access information, inadequate information resources on poultry, inadequate veterinary officers, lack of information centers, and inappropriate airing time of agricultural program on radio stations. The study recommended that community libraries and information centers should be established: It is important that such rural libraries and information centers should contain simple agricultural reading materials, such as leaflets, agricultural magazines, books, and research reports that are written in non-technical language. The veterinary service department of the Ministry of Food and Agriculture should identify relevant sources and use them to deliver information to the poultry farmers. 相似文献
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Arkorful Valentina Barfi Kwaku Anhwere Aboagye Isaac Kwame 《Education and Information Technologies》2021,26(4):3771-3787
Education and Information Technologies - The study examined the Integration of Information and Communication Technology in teaching in Senior High Schools. The study focused on the Kumasi Girls... 相似文献
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The study assesses the influence of accreditation, after two cycles of evaluation on some selected Ghanaian universities. This was done by examining the changes that had occurred in specified indicators, mainly because of the implementation of suggestions for improvement made by the previous cycle’s evaluators. The study employed quantitative research methods in analysing the changes (for better or for worse) that had occurred in the selected indicators from one cycle of assessments to the other and as observed in the reports of the evaluators. The results showed varying degrees of improvements in the selected indicators at the subsequent assessments over the previous ones. 相似文献
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