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2. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
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World Bank, Evans, David K., and Yuan, Fei
- Abstract
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
- Published
- 2019
3. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
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This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
- Published
- 2018
4. Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08
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Center for Education Policy Analysis (CEPA) at Stanford University, Johnston, Jamie, and Ksoll, Christopher
- Abstract
In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their remote teachers. We estimate significant gains (p<0.05) in rural students' numeracy and foundational literacy skills. We find no impact on attendance and classroom time-on-task (as measured through unannounced classroom observations), suggesting that these gains may result from improved instructional quality rather than from increased instruction time.
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- 2017
5. Opportunity to Learn: A High Impact Strategy for Improving Educational Outcomes in Developing Countries. Working Paper
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Academy for Educational Development, Gillies, John, and Quijada, Jessica Jester
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This paper reports that the basic opportunity to learn does not exist in many countries, and that a concerted management focus to assure that schools provide basic elements of an opportunity to learn (OTL) could potentially yield big improvements in learning. The paper assesses: (1) what basic factors create the opportunity to learn; and (2) to what extent is the lack of these basic elements a problem in developing countries? Elements of a foundational opportunity to learn are identified as: (1) The school is open and located near the student; (2) Minimum instructional time of 850-1000 hours annually; (3) Teacher absenteeism and tardiness; (4) Student absenteeism and tardiness; (5) Appropriate class size and student-teacher ratios; (6) Learning materials are available to every student and regularly used; (7) Time-on-Task; and (8) Learning to read. General strategies suggested for addressing OTL include incorporating OTL issues and awareness in activities and assistance programs such as teacher and principal training; incorporating OTL measures in management and information systems at the school level; and raising awareness by tracking an OTL Index). (Contains 6 figures and 5 tables.) [This paper was written for EQUIP2: Educational Policy, Systems Development, and Management, one of three USAID-funded Leader with Associates Cooperative Agreements under the umbrella heading Educational Quality Improvement Program (EQUIP).]
- Published
- 2008
6. Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2
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Academy for Educational Development, AED Global Education Center, Leu, Elizabeth, Hays, Frances, LeCzel, Donna Kay, and O'Grady, Barbara
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Good basic education depends on several factors working in harmony. The first is that students be healthy, safe, and ready to learn. Other essentials include an enabling policy environment and transparent management; a curriculum that reflects the society's values and aspirations for learning; and community support for education and parents' involvement in the lives of schools (UNESCO 2004; UNICEF 2000). The most important element of all, according to much current research and program experience, is the quality of teachers (ADEA 2004; Anderson 2002; Boyle, While, and Boyle 2003; Lewin and Stuart 2003; USAID 2002). Over the last two decades, the Academy for Educational Development (AED) has worked extensively with programs that address all of these crucial areas of basic education. This paper focuses on AED's approaches that address the heart of education: strengthening the quality of teachers and teaching through ongoing professional development at the local level. This paper summarizes the context and rationale for evolving approaches to teacher professional development, describe AED's early programs in this context, and outline a basic framework of AED's flexible and dynamic approach to decentralized, school- and cluster-based teacher professional development programs. The final section consists of six case studies showing how the approach has been adapted to strengthen teacher skills, morale, and professional commitment in Guatemala, Nicaragua, Uganda, Ghana, Namibia, and Ethiopia.
- Published
- 2005
7. Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling. Working Paper
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Academy for Educational Development, Washington, DC., DeStefano, Joseph, Moore, Audrey-Marie Schuh, Balwanz, David, and Hartwell, Ash
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In 2004, the United States Agency for International Development (USAID)-funded Educational Quality Improvement Program 2 (EQUIP2) began investigating community-based schools as a mechanism for reaching the underserved populations. The team identified nine models that successfully organized schooling in regions least served by the formal education system. These complementary education approaches rely on community, non-governmental, and ministry collaboration and present a promising response to the challenge of meeting the EFA goals of universal access, completion, and learning. Complementary Education models work in support of the formal public system, offering students an alternative route to achieving the same educational outcomes as students in the government schools. The programs are designed to feed students into the government system at various entry points and are large enough to exhibit many of the same characteristics as mainstream schools. Over time, the models have increased rates of attendance, completion, and learning among the populations they serve. This EQUIP2 working paper synthesizes the findings from the nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia. The research demonstrated that the programs are more cost-effective than government schools in delivering education services and that they achieve higher learning outcomes through adjustments in school size and location, curriculum and language of instruction, school management and governance arrangements, and teaching staff and instructional support services.
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- 2007
8. Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa. Secondary Education in Africa (SEIA) Thematic Study #4. GEC Working Paper Series 2005/#3
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Academy for Educational Development, AED Global Education Center, Mulkeen, Aidan, Chapman, David W., and DeJaeghere, Joan G.
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Expanding and rethinking the nature of secondary education in Sub-Saharan African countries, traditionally reserved for elites and few others, are becoming crucial to successful individual and national participation in the global economy. As governments and donors turn their attention increasingly to secondary education, policies are being established to create more widely accessible, more relevant, and higher quality secondary education. This presents a particular challenge, since secondary education sub-systems are unlikely to be infused with large amounts of additional funding in the near future. Improving the quality of secondary education, therefore, must include policies that use current resources creatively and more effectively. Teachers and principals are the most expensive and, possibly, the most critical components in establishing quality in education systems. New and more effective approaches to the preparation, deployment, utilization, compensation, and conditions of service for teachers, accompanied by more effective school leadership, are therefore needed to achieve higher standards of secondary education in Africa. This study used an extensive literature review and subsequent field studies in Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda to identify current trends, challenges, and opportunities in the recruitment, retention, and retraining of secondary teachers and principals in Sub-Saharan Africa. The study also suggests ways of attracting teachers to the profession, retaining teachers and principals in the profession, and providing support to strengthen teachers' and principals' effectiveness. Insufficient data and information that differentiate lower and upper secondary education is a limitation of the study, especially in the context of the present growing interest in the lower or junior secondary level. There is a similar dearth of information in the literature on secondary principals and on gender issues as they relate to secondary teachers and principals. The findings of the study and the recommendations are intended to provide policymakers and other stakeholders with material for policy development and for the development of strategies for increasing the quality and effectiveness of secondary teachers and principals. (Contains 17 tables and 9 figures.) [This paper was written with Elizabeth Leu and Karen Bryner. It was prepared for the World Bank through the Academy for Educational Development and funded by the Irish Trust Fund.]
- Published
- 2005
9. Learning To Compete: Education, Training & Enterprise in Ghana, Kenya & South Africa. Education Research Paper.
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Department for International Development, London (England)., Afenyadu, Dela, King, Kenneth, McGrath, Simon, Oketch, Henry, Rogerson, Christian, and Visser, Kobus
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A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and macroeconomic growth; and training for self-employment and competitiveness. The study documented the importance of learning-led competitiveness and identified obstacles to development of learning enterprises in all three countries. The following are among the 12 recommendations offered to national governments and international agencies with development concerns: (1) insert learning-led competitiveness into development debates; (2) understand the implications of globalization better; (3) address the range of barriers to development of learning enterprises; (4) consider interenterprise linkages and the role of learning therein; (5) place learning-led competitiveness at the heart of small enterprise development policy; (6) broaden the universal primary education vision; (7) construct a curriculum for competitiveness; (8) improve public training's ability to support competitive self-employment; (9) empower training providers to be more market responsive; and (10) emphasize skills transfer from large to small firms. (The bibliography lists 139 references. Brief profiles and addresses of the research team members and a list of project papers are appended.) (MN)
- Published
- 2001
10. School Report Cards: Some Recent Experiences. Working Paper
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Academy for Educational Development (AED), Educational Quality Improvement Program 2 (EQUIP2), Cameron, Laurie, Moses, Kurt D., and Gillies, John
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Decentralization and an increased emphasis on community and parent participation represent significant education reform trends over the past decade. These reforms take place in the context of increased emphasis within Education for All (EFA) on improving education quality and outcomes and on strengthening accountability for results. They require that substantial information be available to local and regional stakeholders, school officials, and communities in order to increase transparency, establish a basis for accountability, and provide tools for effective management at the local level. Parents, teachers, school officials, and other stakeholders must be able to assess school performance and status. A number of countries are experimenting with school-level information systems known as "school report cards" to increase accountability and transparency. These systems have different formats and purposes, ranging from strict accountability systems that measure student performance to participatory diagnostic and management tools that support school managers. Efforts are relatively novel, and substantial evaluation information is not yet available. The purpose of this report is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
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- 2006
11. Educational Decentralization and Behavior Change Needs in Indonesia. Working Paper.
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Academy for Educational Development, Washington, DC. and Cohen, Joseph
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This working paper examines behavior change as a key element in creating an enabling environment to sustain educational reform in Indonesia. It recommends elevating the importance of a formalized behavior change framework and methodology so that future plans for educational reform in Indonesia will include social marketing as a planned subcomponent. Six chapters focus on the following: (1) "An Introduction and Behavior Change Theory"; (2) "A Model for Behavior Change in Education" (defining social marketing and the Applied Behavior Change, or ABC, Framework for Education); (3) "Case Studies of Social Marketing Programs in Education" (a complicated example in Bangladesh and a successful example in Ghana); (4) "A National Social Marketing Strategy for Education in Indonesia" (background on Indonesia's educational system and an outline of a social marketing plan for Indonesia); (5) "Training Social Marketing Professionals"; and (6) "Conclusions" (recommendations for conceiving a social marketing effort and implementing the ABC framework in Indonesia). (Contains 26 references.) (SM)
- Published
- 2000
12. New Communication Technologies: A Challenge for Press Freedom. No. 106. Reports and Papers on Mass Communication.
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United Nations Educational, Scientific, and Cultural Organization, Paris (France)., Sparks, Colin, Sparks, Colin, and United Nations Educational, Scientific, and Cultural Organization, Paris (France).
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This volume enlarges upon questions concerning censorship and self-censorship and provides case studies as well as theoretical reflection on the relationship between new technology and media freedom. The seven essays included in this collection deal with two central contemporary problems of the mass media--freedom and democracy. The papers are: "Exit the Censor, Enter the Regulator" (Leonard R. Sussman); "Impact of New Information and Communication Technologies on Information Diversity in North America and Western Europe" (Nicholas Garnham); "The Impact of Electronic Mass Media in Sweden" (Charly Hulten); "Video-Cassette Recorders in Ghana: Impact on Press Freedom in Sub-Saharan Africa" (S. T. Kwame Boafo); "New Communication Technologies and Information Freedom in Latin America" (Rafael Roncagliolo); "New Communication Technologies and Press Freedom: A Chilean Case Study" (Fernando Reyes Matta); and "The Media as Fourth Estate: A Survey of Journalism Educators' Views" (Colin Sparks and Slavko Splichal). The first three papers are concerned with the larger picture and the larger media; the second three are concerned with the "marginal" rather than the dominant media; and the final paper deals with some of the problems of the media and democracy in terms of their staff and resources. (TMK)
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- 1991
13. The Determinants of Girls' Educational Enrollment in Ghana. Working Paper.
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Cornell Univ., Ithaca, NY. Dept. of Applied Economics and Management., Johnson, Rebecca, and Kyle, Steven
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This study examined the determinants of school enrollment in Ghana, considering historical and social information to formulate an econometric model of school enrollment patterns for households. Data came from a 1989 survey of households in Ghana. The survey collected basic information about community characteristics, health and school facilities, and living conditions. This 1989 survey was the second in a series of surveys in Ghana. It included a sample of children age 6-20 years. Analysis of the data indicated that gender of the child and school attendance of the child's mother were the most significant predictors of school enrollment status. Boys were more likely to attend schools than girls, and girls were more likely to drop out of school than boys. Uneducated mothers were three times more likely to have children who did not attend school. Girls of mothers who did not attend school were 1.8 times more likely to drop out and half as likely to attend school than girls of mothers who attended school. The mean cost of schooling had no measurable effect on school enrollment status. (Contains 15 references and 4 tables.) (SM)
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- 2001
14. Locally Generated Printed Materials in Agriculture: Experience from Uganda and Ghana. Education Research Paper. Report.
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Department for International Development, London (England). and Carter, Isabel
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The needs of grassroots farmers in Uganda and Ghana for locally developed print materials were examined through a postal survey of nearly 200 organizations and examinations of 75 autonomous farmer groups and 95 organizations sharing agricultural information in both countries. Both printed agricultural information relevant to grassroots farmers and networks for distributing such existing information were in short supply. Most large organizations directed their efforts mainly toward networking with similar organizations rather than toward visiting grassroots farmers or meeting their information needs. Group support to grassroots farmers was deemed very important because it provides a safety net that allows members to share and try out new ideas. The study confirmed the existence of considerable potential for supporting extension services, nongovernmental organizations, mass media services, farmers, animators, and literacy services in the generation and production of agricultural information in local languages and aimed at group usage. (Thirty-two tables/figures and 100 references are included. The following items are among those appended: sample pages of the publication "Footsteps"; samples of materials in local languages; information about the survey respondents; a list of languages used for sharing information by survey respondents; maps showing areas and groups visited; lists of organizations contacted; and sample newsletters and locally generated materials.) (MN)
- Published
- 1999
15. Children's Health and Nutrition as Educational Issues: A Case Study of the Ghana Partnership for Child Development's Intervention Research in the Volta Region of Ghana. Technical Paper No. 91. SD Publication Series.
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Agency for International Development (IDCA), Washington, DC. Bureau for Africa., Williams, James H., and Leherr, Kay
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As increasing numbers of children in developing nations survive to school age, practitioners, researchers, and policymakers are increasingly focusing on the health and well-being of school-age children and on the possibility of using the infrastructure of the school system to deliver health and nutrition interventions. This research, conducted in Ghana through the worldwide Partnership for Child Development, identified and targeted school-age children's prevalent health problems; used simple, low-cost mass interventions through the schools; and developed partnerships for implementation between health and education, government, and non-governmental agencies. The specific intervention for this study focused on de-worming. Samples of 8- to 9- and 12- to 13-year-olds were obtained in 1994 at 3 intervention and 2 comparison sites for baseline, with subsequent samples selected for follow-ups. The results indicated that the interventions were effective in reducing infection levels of schistosomiasis and hookworm, reducing malnutrition, and improving achievement, though not necessarily improving students' attendance. The intervention effect on achievement was especially strong for nutritionally disadvantaged children and for girls. The feasibility of mass school-based treatment was demonstrated, with treatment provided to 85,000 children at a cost of $3.21 per child. Further research needs related to education policy were identified. (A list of the persons interviewed for the report is appended.) (KB)
- Published
- 1998
16. Association for International Agricultural and Extension Education 1994 Conference Papers. Annual Conference (10th, Arlington, Virginia, March 24-26, 1994).
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Association for International Agricultural and Extension Education. and Steele, Roger E.
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Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)
- Published
- 1994
17. Cost Sharing in Education: Public Finance, School and Household Perspectives. Education Research Paper.
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Department for International Development, London (England). and Penrose, Perran
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This report examines cost sharing, a term that combines the concepts of direct-cost recovery and indirect contributions from pupils, their parents, and sponsors. Such contributions may be voluntary, quasi-compulsory, or even compulsory. For the study reported here, cost sharing is used when the subject under discussion is not restricted to user-fee issues. The approach of the study was quantitative, but important cultural and sociological aspects were also considered. The report is primarily concerned with putting together a modest body of evidence on education expenditures by governments and households and with exploring the implications the evidence has for the central questions that need to be asked to develop and sustain government-expenditure policies. The report is presented in five chapters. Following an introduction, chapter 2 outlines the principles of cost sharing and explores the key issues that underpin cost-sharing policies. The next two chapters consist of case studies of specific countries: Ghana and Tanzania. These chapters are not self-contained and each complements the other. The last chapter summarizes the issues surrounding cost sharing and draws some policy conclusions. (Contains approximately 105 references.) (RJM)
- Published
- 1998
18. Girls and Basic Education: A Cultural Enquiry. Education Research Paper.
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Department for International Development, London (England). and Stephens, David
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A study examined the issues and experiences of 89 women teachers, head teachers, and girls in and out of school in two contrasting Ghanaian cultural contexts. Data were collected via life history interviews, analyzed, and presented around three domains: culture of the home; relationship between culture and the economy, and culture of the school. Findings indicated that the home domain was shaped by issues of kinship, descent, and the practice of fostering. Cultural values of elders, attitudes toward knowledge, women's role in society, and expectations of the economic value of schooling influenced girls' educational experiences. The economic domain operated at two levels. At the macro level, Ghana exemplified the impact of structural adjustment policies on marginalized people now facing increased educational and health service costs. At the micro level of the home and extended family, the girl was often the sole breadwinner needing to develop coping strategies to balance school with employment. In the culture of the school, many children did or learned little of value. Issues of attitude to knowledge, teaching methods, and language policy constrained reform efforts. The teacher's life was hard; many perceived their profession as having low status. Positive school experiences for the child included being well taught in literacy and numeracy skills, seeing successful women teachers as role models, and avoiding excessive corporal punishment. Policy implications were determined for home, the economy, and school. (Appendixes include three life history interviews, survey instruments, and 87 references.) (YLB)
- Published
- 1998
19. Schooling, Skills, and the Returns to Government Investment in Education: An Exploration Using Data from Ghana. Living Standards Measurement Study, Working Paper No. 76.
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World Bank, Washington, DC. and Glewwe, Paul
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Investments in schooling are often regarded as essential for economic development, implying that such investments have high rates of return in developing countries. This paper examines the accuracy and usefulness of estimates of rates of return to formal schooling based on the standard human capital model of G. Becker and J. Mincer. Focus is on whether failure to account for differences in ability and school quality across a random sample significantly biases estimates of the private return to schooling derived from estimates of wage equations. This is done using an unusually rich data set from Ghana (over 4,700 households), which includes tests of ability and cognitive skills administered to 389 survey respondents. When years of schooling are used to measure the accumulation of human capital, there are virtually no returns to schooling in the private sector. Replacement of years of schooling by reading and mathematical ability does show positive returns to acquired skills, although these rates may be of little use to governments making schooling investment decisions because of the complexity of such decisions. Many government investments in education are designed to raise rates of return to schooling by raising school quality, but decisions by individuals assume that both rates of return and school quality are exogenous. Thirteen tables present data from the analyses. Four appendices provide supplemental data concerning the calculation of rates of return. (SLD)
- Published
- 1991
20. Education and Training for the Informal Sector, Volume 2: Country Case Studies. Occasional Papers on Education, Serial No. 11.
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Overseas Development Administration, London (England). and Leach, Fiona
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This publication is a companion volume to a research report that examined local, national, and international interventions and initiatives aimed at promoting education and training for the informal sector. It provides four case studies on types of initiatives being taken by a wide range of actors in the area of education and training. "Ghana" (Osei Boeh-Ocansey) addresses how the government realizes that employment opportunities in the formal sector of the economy will continue to be limited; therefore, educational reforms are now emphasizing the acquisition of skills that promote self-employment and entrepreneurship. "Kenya" (Henry Oketch) reviews strategies that individuals, the government, and nonprofit organizations are using to improve skills in the informal sector. It identifies nine different types of agencies or processes providing skills for self-employment. "India" (Keith D'Souza, Liza Thomas) focuses on the activities of four nongovernmental organizations working in the field of nonformal education in the state of Gujarat. Their emphasis is on capacity building rather than on employment generation or job skill development. "Chile" (Graciela Messina) compares two training programs for unemployed youth to develop a series of reflections on the role that training for the informal sector ought to play. It concludes that the government is more concerned with employment policies than with training policies. (YLB)
- Published
- 1995
21. Student Loans as a Means of Financing Higher Education: Lessons from International Experience. World Bank Staff Working Papers Number 599.
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World Bank, Washington, DC. and Woodhall, Maureen
- Abstract
International experience with student loans as a means of financing higher education is examined, with particular reference to developing countries. After summarizing the main purposes and kinds of student loan programs and practices in developed countries, advantages and disadvantages of loans as a means of financing higher education are identified. Specific attention is directed to Latin America and the Caribbean, including the scale of student loan programs, administration of educational credit institutions, the financing of student loans, repayment terms, the cost of administering student loans, and default on student loans. Additionally, student loan programs in Asia, the Middle East, Ghana, and other African countries are addressed. Loan programs in developing countries are also evaluated in terms of feasibility, as a means of cost recovery, flexibility, efficiency, equity, manpower, and administration. The roles of the U.S. Agency for International Development, the Inter-American Development Bank, and the World Bank in funding student loan institutions are examined. Finally, the choice between student loans and other methods of financing higher education is addressed, and policy options for student loan programs are summarized. Information on educational credit institutions in Latin America and a bibliography are appended. (SW)
- Published
- 1983
22. Proceedings of the International Conference on Mobile Learning 2014. (10th, Madrid, Spain, February 28-March 2, 2014)
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International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
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These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning--On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ömer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching--Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.
- Published
- 2014
23. The Impact of a Eurocentric Curriculum on Students from the Global South and North
- Author
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Karen Biraimah, Leon Roets, and Brianna Kurtz
- Abstract
While research on the impact of a Eurocentric curriculum has often focused on marginalized populations in developing nations, it is paramount that scholars also examine the impact of this curriculum on students in the Global North. To this end, this paper begins by first defining and then critiquing what is often referred to as the "Eurocentric curriculum", and how standard Eurocentric content, such as Eurocentric mathematics and its pedagogical practices may alienate learners from their families, societies, and cultures. It will then suggest an alternative approach, "Ethno-mathematics" introduced by D'Ambrosio (1985), and will apply this concept to educational outcomes in both South Africa and the USA. The paper concludes with a brief discussion of how these cultural imbalances within a school's curriculum, if not corrected, may negatively impact the academic success of all students, particularly the marginalized. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
24. COVID-19 and Implementation of Online Learning in Ghana: Perspectives of Undergraduate Students in Higher Education Institutions
- Author
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Tsevi, Linda
- Abstract
The COVID-19 pandemic has impacted teaching and learning in higher education institutions globally and Ghana is no exception. Educational institutions have had to adapt to new models of teaching as well as engagement of students through the use of technology with a purpose of enabling continuity in academic work. Using the connectivism learning model and a purposive sample of eighteen undergraduate students from six public and private higher education institutions, this paper explored their perspectives about institutional adaptation of online learning during the COVID-19 pandemic. Data collection procedures included in-person or phone semi-structured interviews. The findings of the study indicate that though the majority of higher education institutions did not have adequate structures to smoothly transition teaching and learning online during the COVID-19 pandemic, they were able to adapt and make do with available technology that suited a majority of students for teaching and learning to continue. Participants revealed challenges encountered during online teaching and learning to include inadequate network bandwidth that was further impacted by one's location, data insufficiency, and inconsistent online scheduling by faculty members which affected student availability. It was also noted that there were variations in the ways higher education institutions implemented online learning to aid student academic engagement, teaching and learning during the COVID-19 pandemic. Ultimately, there is therefore a call for the promulgation of a policy to standardize the delivery of online learning in higher education institutions in Ghana. [For the full proceedings, see ED625421.]
- Published
- 2021
25. Tutor Service Quality and Student Satisfaction: A Study of Distance Education Students at University of Ghana Learning Centres
- Author
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Tsevi, Linda
- Abstract
This paper explores student satisfaction of tutor services provided at the University of Ghana Learning Centres specifically, Koforidua Learning Centre. A simple random sampling method was used to select current 150 undergraduate students pursuing varied degree programmes at the Koforidua Learning Centre. There was an observed significant relationship between the dimensions of service quality namely reliability, responsiveness, and empathy and student satisfaction in relation to tutors' service quality. Generally, the findings indicate that students for some specific programs were dissatisfied with tutor services at Koforidua Learning Centre. Overall, the findings indicate that the use of SERVQUAL outcomes may lead to improved tutor performance at the undergraduate level. Findings may also guide other Learning Centres of public higher education institutions in Ghana to put in place measures that will enhance the quality of services tutors provide. [For the full proceedings, see ED613257.]
- Published
- 2020
26. Included but Excluded: The Use of Mobile Phones among Digital Immigrants
- Author
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Ussher, Yvette Akuorkor Afowa
- Abstract
Research on digital divide is on the ascendancy; however, there have been relatively few studies assessing digital inclusion focusing on how technological savvy was acquired by digital immigrant mobile phone users to explore the myriad opportunities of their mobile phones. Using semi-structured interviews this paper assesses digital inclusion as it explores how market women in Accra acquire technological savvy to use their mobile phones. The study findings show the importance of informal learning in the acquisition of digital literacy among digital immigrants: as majority of these women were able to use their mobile phones for the first time based on the informal teachings they received from their children. However, they appear to be digitally excluded as they under-utilized the mobile phone they own. They use their mobile phones predominantly for calling due to their low educational levels. For a fully digitized economy to be realized in Ghana, these women need adult literacy and market-based programmes that focus on developing digital literacies to enable them fully to join the digital society. Hence, there should be a call for adult education practice by promoting lifelong learning opportunities for all digitally excluded to attain 21st century skills to become part of the digital economy. [For the full proceedings, see ED613257.]
- Published
- 2020
27. The Effect of Teacher Job Satisfaction on Learners' Academic Success in Biology
- Author
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Issah Ibrahim
- Abstract
This study sought to ascertain how job satisfaction affected learners' biology achievement in the New Juaben North District. The study's methodology was a survey design. The participants in the study are head teachers of senior high schools and teachers of biology in the district. To choose the participants for this particular research, purposive and random samplings were used. 84 individuals composed of the sample size, including 4 school heads and 80 biology teachers were used for this particular study. The main tool for data collection was a structured questionnaire, and the data was analyzed using the Statistical Package for Social Sciences (SPSS). According to the data analysis, 72.62% (61) of respondents were of the believed that changing teachers' working circumstances will have a favorable impact on students' academic achievement. Again, half of the biology teachers 32% (40) were of the view that their pay is insufficient and some must be done about it. [For the full proceedings, see ED654100.]
- Published
- 2023
28. Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees
- Author
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Seidu Sofo, Emmanuel Thompson, and Eugene F. Asola
- Abstract
The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana. [For the full proceedings, see ED656038.]
- Published
- 2023
29. The Effect of a Teacher's Qualifications and Work Experience on Learners' Achievement in Biology
- Author
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Issah Ibrahim and John K. Eminah
- Abstract
The study tried to ascertain the impact of instructors' credentials and professional expertise on students' biology achievement in Birim Central Municipality, Eastern Region, Ghana. The study used survey design. The respondents were chosen using simple and selective probability sampling. 80 biology teachers and four head teachers gave us the 84-sample size. A questionnaire served as the main research tool, and the data analysis was accomplished with the help of the Statistical Package for Social Sciences (SPSS). Many respondents (60.7%) firmly agreed that teachers who possess superior knowledge and skills are better able to instruct students. Majority of those surveyed strongly agreed that experienced teachers are more understanding whenever it involves dealing with behavioral issues of children. This study was intended to considerably add to knowledge in order to enhance students' biology performance and comprehension. [For the full proceedings, see ED654100.]
- Published
- 2023
30. Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore's Framework of Policy Instruments
- Author
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Ackah-Jnr, Francis R., Appiah, John, Addo-Kissiedu, Kwaku, and Kwao, Alex
- Abstract
Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana's ECE policy implementation using McDonnell and Elmore's framework of five elemental instruments. We supported the analysis with ECE policy documents and research in ECE. Enabling and inhibiting policy instrument factors affecting ECE were identified and ways were devised to enhance the latter. We found that while ECE policy and practice has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.
- Published
- 2022
31. Is It Or Is It Not Interlanguage? A Head-On Confrontation with Non-Native English.
- Author
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Owusu-Ansah, L. K.
- Abstract
Deviation for native-speaker norms in non-native varieties of English are often regarded as interlanguage features which must either be weeded out through teaching or which the learner will eventually abandon as his competency moves in the direction of the target language. It is argued in this paper that some deviations are motivated by style, even though they may reflect first language-influence. To support this argument the language of university students in Ghana was analyzed with emphasis on instances of coordination which break grammatical rules. The conclusion reached is that coordination is not an interlanguage feature in Ghanaian English, but rather different types of coordination are used to signal varying levels of formality in social interaction. This paper goes on to draw some implications of this conclusion. (Contains 18 references.) (Author)
- Published
- 1991
32. Using Technology in Mathematics: Professional Development for Teachers
- Author
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Mathematics Education Research Group of Australasia, Benning, Isaac, Linsell, Chris, and Ingram, Naomi
- Abstract
The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers' dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers' initial dispositions related to technology integration and their views about a professional development model. In this model, they worked in teams to develop and enact GeoGebra-based mathematics lessons with support from expert, exemplary materials, and demonstration lessons. The results indicate that the model of professional development is promising in engaging teachers in technology integration.
- Published
- 2018
33. Senior High School Students' Perceptions of Mathematics Teachers' Assessment Practices in Ghana
- Author
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Mathematics Education Research Group of Australasia (MERGA), Nsowah, Fred Adusei, and Reaburn, Robyn
- Abstract
This study examines mathematics teachers' assessment practices for senior high school students in Ghana. Formative assessment has been identified in the literature as having a significant impact on students' learning. However, less attention has been given to students' perceptions of teachers' assessment practices in Ghana. Data involved questionnaires for 420 senior high school students and 308 senior high school teachers in the Ashanti Region of Ghana. The results showed that students and teachers hold different perceptions of assessment practices, and suggest teachers should pay more attention to questions, homework, student observation, student demonstration and group work to support students' progress and better examination attainment.
- Published
- 2022
34. Pre-Service Teachers' Re-Constructed Geometry Disposition Scale: A Validity and Reliability Study in the Ghanaian Context
- Author
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Mathematics Education Research Group of Australasia (MERGA), Baidoo, Stephen Rowland, Reaburn, Robyn, and Oates, Greg
- Abstract
This study reports on the development, validation, and reliability of a geometry disposition scale (GDS) to measure pre-service teachers' (PSTs') attitudes to geometry learning. PSTs from two Colleges of Education (CoEs) in Ghana volunteered to participate in the study (N = 153). A principal component analysis (PCA) extracted four factors: deep affect (positivity expressed towards geometry learning), working privately, collaborative working and technology or calculator use. The final GDS contained 15 items. While validation is still not fully tested, the psychometric properties to-date suggest the GDS has promising benefits in measuring PSTs' attitudes to geometry learning, which may enable the adjustment of the teaching of geometry accordingly.
- Published
- 2022
35. Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers', Prospective Teachers' and Students
- Author
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Obeng, Benjamin Adu, Asiedu-Addo, Samuel Kwesi, and Arthur, Yarhands Dissou
- Abstract
This study aimed at exploring Senior High School Mathematic Teachers, Prospective Teachers and Student's conceptual misunderstanding on Senior High School algebra with an intent to uncover the errors they make as a result of conceptual misunderstanding. A test consisting of fourteen (14) tasks was used for data collection. A sample of 210 consisting of sixty (60) prospective senior high school mathematics Teachers from mathematics education department of University of Education Winneba forty (40) SHS mathematics teachers and one hundred and ten (110) senior high school students from four (4) selected senior high schools in Ashanti region of Ghana. The study employed convenience, purposive and simple random sampling as sampling techniques and descriptive survey design as the research design. The data collection tools used were test and semi structured interview guide. Constructivism and behaviourism theories were employed as the theoretical frame work for the study. The study identified seven (7) categories of conceptual misunderstanding in Senior High School algebra among the prospective teachers and the students' whiles six of these seven were also found among the teachers. The seven conceptual misunderstanding identified were on algebraic variables, algebraic expressions, algebraic equations and algebraic word problems. The study recommends that teachers, prospective teachers and students should be aware of the existence of conceptual misunderstanding in teaching and learning of algebraic concept. The study also recommends that, heads of schools should organize workshops and refresher courses for mathematics teachers on sensitive topics like conceptual misunderstandings in mathematics. [For the complete proceedings, see ED631021.]
- Published
- 2022
36. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2022 International Pre-Conference (71st, Milwaukee, Wisconsin, October 10-11, 2022)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2022 International Pre-Conference. This year's "Proceedings" contain 12 papers from 18 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Canada, China, Ghana, Italy, Nigeria, and the United States. A major theme continuing from the 2021 conference is the impact of COVID-19 on learners in a variety of settings, including teacher training, adult basic education, and higher education. A second major theme concerns cross-cultural learning, including among migrants and in higher education. Some papers address adult learning experiences in myriad social contexts, such as learning for democracy, aging, military, and spiritual learning. A special feature at this year's Pre-Conference is a focus on CONFINTEA VII and the Marrakech Framework for Action. A panel and discussion session on these important endeavors are part of the Pre-Conference Agenda, with key documents provided in the 2022 Proceedings. [Individual papers are indexed in ERIC.]
- Published
- 2022
37. Enhancing Secondary Education in Ghana: The Case of Entrepreneurship
- Author
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Fredua-Kwarteng, E.
- Abstract
This conceptual paper uses the author's observations and experiences, along with the relevant literature in the field to argue critically for the introduction of entrepreneurial studies in senior secondary schools (S S S) in Ghana. The argument is cast within the framework of career socialization theory, which proposes that the decision to adopt a career is influenced significantly by many factors including exposure to educational and training experiences. The paper suggests the goals, principles, and curriculum content of such entrepreneurial studies and concludes with a recommendation of an effective pedagogy for teaching entrepreneurial studies at the secondary school level.
- Published
- 2005
38. Culturally Proficient Professional Learning: Lessons Learned from Africa
- Author
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Brion, Corinne
- Abstract
Culture is a predominant force in people's lives that impacts learning and thus culture influences learning transfer. Because working across nations has become the norm and every year billions of dollars are spent on professional learning around the world, it is crucial for organizations to understand the role culture plays on the learning transfer process. Using a multidimensional model of learning transfer as a conceptual framework, this qualitative study used a case study approach to examine the impact of culture on learning transfer in Burkina Faso and Ghana, West Africa. Interviews were conducted with 20 principals who attended leadership professional learning in Ghana and Burkina Faso. Data collection also included observations. Findings indicated that several cultural factors influenced learning transfer in these two nations in the area of pretraining. Specifically, cultural differences pertained to the notion of time, the preference to avoid uncertainties, the importance of formalities and power dynamics. Based on these findings, the author offers recommendations. [For the full proceedings, see ED625421.]
- Published
- 2021
39. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
- Published
- 2021
40. Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions across Three Continents
- Author
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Richter, Thomas and Zelenkauskaite, Asta
- Abstract
With the on-going "Learning Culture Survey", we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents' socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire section "Gender Issues". Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students' answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios. [For full proceedings, see ED557189.]
- Published
- 2014
41. Changing Educational Policies: Implications for ICT Integration in Science Instruction and Performance of Students in Ghanaian Senior High Schools
- Author
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Amedeker, Mawuadem Koku
- Abstract
Every country's educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in senior high schools and its implications for students' learning outcomes. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs such as computer, mobile technologies, print, audio-visual, radio and TV broadcasts as some of the means of integrating ICTs in teaching and learning. It was found that local stakeholders' engagement in developing the various curricula is minimal as policy documents were developed by Non-Governmental Organisations (NGOs) with occasional involvement of few personnel from the Ministry. Despite the many policy directions and training workshops given to teachers, use of ICTs in instruction has remained at the policy stages with little or no ICTs integration into school science teaching. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures and directions given by donor agents. Students' performance in science examinations has not yielded the expected learning outcomes. It is recommended that education should be democratised to engage local practitioners of education rather than the many donor agencies seeking to correct the shortcomings of science teaching and learning. [For full proceedings, see ED621941.]
- Published
- 2020
42. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (ICEduTech 2020) (7th, São Paulo, Brazil, February 5-7, 2020)
- Author
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Viana, Adriana Backx Noronha, Issa, Tomayess, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 7th International Conference on Educational Technologies 2020 (ICEduTech 2020), which has been organised by the International Association for Development of the Information Society and co-organised by the University of São Paulo ("Universidade de São Paulo"), Brazil, from 5 to 7 February 2020. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. [Individual papers are indexed in ERIC.]
- Published
- 2020
43. The Development and Administration of Teacher Education in Ghana from the Passing of the Education Ordinance of 1925 to 1997
- Author
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Gyansah, Samuel Tieku and Esilfie, Gabriel
- Abstract
This paper presents the historical growth of teacher education in Ghana and the various attempts made to ensure that societal demands are met as far as teacher effectiveness and supply are concerned. Since the colonial period, teacher education has received the desired attention. This attention is seen in the manner in which teacher education has been changing both in structure and content. Various governments have been quick to realise that education holds the key to the development of the nation and at the heart of the education system is the teacher. In this Paper, the writers present the development of teacher education from 1925 to 1997.
- Published
- 2009
44. Ontology of Ubiquitous Learning: WhatsApp Messenger Competes Successfully with Learning Management Systems (LMS) in Ghana
- Author
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Koomson, William K.
- Abstract
The purpose for this study was to add to the body of research and to further examine how mobile learning can help remedy the limitations e-learning poses for students who live in Ghana with lack of access to electrical power and internet connectivity issues. Qualitative approach was employed with a total sample size of 807 students, composed of 58 percent male and 42 percent female. When the question was asked about students' willingness to purchase a new mobile device if they thought it would improve their performance at school; 87 percent indicated "yes." About 95 percent of the students indicated that having course materials such as lecture notes, practice quizzes, videos, and PowerPoints available on their mobile devices would be beneficial for their study process. The participants stated that they would be comfortable to allow their lecturers to contact them through their mobile devices. They also indicated that, apart from using their mobile phones to make and receive calls, texting using WhatsApp Messenger was the activity they often engaged in with their mobile phones. In this study, I made several assertions that, for WhatsApp Messenger to work properly in any classroom in Ghana, there must be intentional designs and step-by-step approach to teach both the faculty and the students how to use the application to achieve the utmost outcomes. I, therefore, concluded that using WhatsApp Messenger in a blended mobile learning context may help resolve many of the contextual difficulties that plague students in a e-learning situation in Ghana. [For the complete proceedings, see ED601080.]
- Published
- 2019
45. Working Group on Gender and Sexuality in Mathematics Education: Experiences of People across Cultures
- Author
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McGraw, Rebecca, Piatek-Jimenez, Katrina, Wiest, Lynda, Dias, Ana, Lessa Gonçalves, Harryson Júnio, Hall, Jennifer, Hodge, Angie, Kersey, Betsy, and Rubel, Laurie
- Abstract
The Gender and Sexuality in Mathematics Education Working Group convened in 2018 with a focus on (1) language use, multidimensional understandings of gender and sexuality, and influences of these on methods, results, and interpretations; (2) interactions between gender/sexuality and students' self-perceptions; and (3) the roles of curriculum, pedagogy, and teacher education in students' experiences of gender and sexuality. The 2019 Working Group will continue with these foci, but with an added dimension of learning through examination of work in gender and sexuality in mathematics education across the world, including country/culture-specific studies, and cross-cultural studies. [For the complete proceedings, see ED606556.]
- Published
- 2019
46. Mobile Learning: Application of WhatsApp Messenger as a Learning Tool in a University Distance Learning Program in Ghana
- Author
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Koomson, William Kofi
- Abstract
This paper describes an ongoing research study, which began in January 2017, about how to create an effective distance learning program in a hybrid mode that integrates WhatsApp Messenger as the learning platform for students who live in Ghana's remote areas where Internet connectivity and electrical power supply are limited. Qualitative approach was employed with a total sample size of 807 students, composed of 58 percent male and 42 percent female. The results from the demographics report fit traditional adult learners as described in the literature. About 89 percent of the students indicated that they work, while 54 percent of them were engaged in full time employment. I concluded that using WhatsApp Messenger in a blended mobile learning context is not nuisance to students, rather it is a 'helpmate' to help resolve many of the contextual difficulties that plague them in distance learning situation in Ghana. [For the complete proceedings, see ED600498.]
- Published
- 2018
47. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, October 21-23, 2018)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Ifenthaler, Dirk, and Isaías, Pedro
- Abstract
The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.
- Published
- 2018
48. System and School-Level Resources for Transforming and Optimising Inclusive Education in Early Childhood Settings: What Ghana Can Learn
- Author
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Ackah-Jnr, Francis R.
- Abstract
Resourcing inclusive education is increasingly becoming a critical issue for education systems and schools. It is identified that providing adequate and sustainable resources help to transform and optimise implementation of inclusive education. This paper thus examines system and school-level resources considered essential for practising inclusive early childhood education. The extant literature reveals successful inclusive education in early childhood settings requires multifaceted and integrated resource architecture, and the paper argues further that the availability of such resources 'smooth-drive' inclusive practice and is defined largely by 'effective' system and school leadership. In order to promote quality inclusive education and enhance the work of teachers, early childhood settings and schools need to be resourced adequately. Resourcing inclusive education should be considered an investment to develop and build the capacity of early childhood settings and to empower teachers, and overall to augment system and school-level leadership. The review has implications for IECE globally and for Ghana.
- Published
- 2018
49. Effective Interventions Aimed at Reaching Out-of-School Children: A Literature Review
- Author
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United Nations Children's Fund (UNICEF), Regional Office for South Asia (ROSA), Shanker, Ashim, Marian, Diana, and Swimmer, Christopher
- Abstract
This paper aggregates the academic literature reviewing and reporting interventions for out-of-school children (OOSC) around the world to serve as a guide for potential interventions in South Asia and elsewhere. It complements the Global Initiative on Out-of-School Children (OOSCI) South Asia Regional Study (2014). Thus the interventions reviewed include those in South Asia that were not extensively discussed in the OOSCI South Asia Regional Study as well as emphasis on interventions outside the region to further expand the knowledge base and evidence on effective interventions to reach out-of-school children. The interventions reviewed cover both those targeted for children who have never enrolled and those who may have enrolled in the past but have dropped out. It offers strategies and best practices for Early Childhood Development (ECD) programs with attention to cognitive and social-emotional development, as well as methods for expanding pre-primary access and improving school readiness with special attention to on-time enrollment, all known deterrents keeping children from dropping out of school. It also echoes assessments and reports describing a geographically wide array of non-formal education (NFE) interventions, covering the Alternative Education System in South Sudan, an educational resource center in Ireland, Educational Centers for Development in Mali, Community Learning Centers in Myanmar, complementary education and multi-grade schooling in Ghana, community engagement in Gambia, non-formal education in Zambia, and an overview of the potential of private school outreach and vocational non-formal education. Based on findings from impact evaluations and quasi-experiments, this literature review explores the effectiveness of pro-poor economic incentives, including voucher and cash transfer programs that have shown promising results in mitigating the opportunity cost of children relinquishing wages to attend school. This literature review also analyzes the decentralization of education systems and inclusive education through the lens of governance, providing short case reviews from around the world as learning examples and points of comparison. The paper then discusses sector plans in education as well as the Global Partnership for Education (GPE) and key literature while offering country examples. Additionally, the researchers provide a review of Education Management Information Systems (EMIS) and related systems around the world and highlight the opportunity for NFE and OOSC data incorporation into larger data systems as a means for providing paths to schooling for OOSC. The final section of this paper offers recommendations for possible way forward for the South Asia region, including further areas for research. An annex includes supplemental tables and figures.
- Published
- 2015
50. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2013 International Pre-Conference (Lexington, Kentucky, November 3-5, 2013)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Boucouvalas, Marcie
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 62nd annual conference: (1) Obstacles Facing Adult Education in Saudi Arabia (Sarah M. Alajlan, Claudette Peterson, Obaidalah H. Aljohanis); (2) Learning National Identity in a Divided Country: How Greek-Cypriot and Turkish-Cypriot Young Adults Make Sense of Their National Identity (Christos Anagiotos); (3) A Global Examination of Policies and Practices for Lifelong Learning (Phyllis A. Cummins, Suzanne R. Kunkel); (4) When Learning Falls into Place (Tony Dreise); (5) An Hypothetical Model to Help Facilitators in the Use of Learning Contracts with Learners (Monica Fedeli, Ettore Felisatti, Mario Giampaolo); (6) Matrix of Teacher Profle: Guidelines and Development Plans to Design Teacher Training (Ettore Felisatti, Monica Fedeli, Cristina Mazzucco, Mario Giampaolo); (7) Men's Learning in International Settings (Barry Golding); (8) Important New Developments in Andragogical Perspectives (John Henschke); (9) Effective Learning Systems through Blended Teaching Modules in Adult Secondary Education Systems in Developing Nations: Need for Partnership (Eucharia Ike, Ibeh Bartholomew Okechukwu); (10) Benefits, Challenges, Joys and Successes of Study Abroad (Waynne B. James, Helena Wallenberg-Lerner, Gianina Hayes, Eunkyung Na); (11) Advantages of Graduate Programs with International Components (Melisa Kakas, Nora Cavazos, Carrie Boden-McGill); (12) Is the Olympic Truce Relevant Today to the Modern Olympic Games? A Coach's Perspective (Cameron Kiosoglous); (13) Dynamics of Adult Education Provision in the African Sub-Region: Focus on University-Based Adult Education in Ghana (Olivia A. T. Frimpong Kwapong); (14) Benefits of Correctional Education in South Africa: Implications for Adult Inmates as Group with Special Needs (Matata J. Mokoele); (15) The WEA [Workers Educational Association] in Sydney, 1913-2013: Achievements; Controversies; and an Inherent Difficulty ( Roger K. Morris); (16) Language Policy, Civil Rights, and the Adult Learner in a Globalized World (William R. Naugle); (17) Education for Including the Excluded: Case Study of Almajiri Education in Nigeria (Olaniran, Sunday Olawale); (18) The Future of Entrepreneurship and the Role of Adult Education in Nigeria (Simeon-Fayomi B.C., Abimbola Olugbenga Fayomi, Adedolapo Femi-Aderinto); (19) Individualistic Teacher, Collectivist Student (LaNette W. Thompson); (20) Collaboration Agenda of Michael Okpara University of Agriculture, Umudike (Mouau): For Future Learning (Nneka A. Umezulike); (21) The Development of an Instrument to Measure the Cognitive Domain of Intercultural Maturity (Melanie L. Wicinski); and (22) Intercultural Sensitivity at the Army Medical Department Center and School as Measured by the Intercultural Sensitivity Scale (Roberta E. Worsham, Melanie L. Wicinski). [Individual papers contain references.]
- Published
- 2013
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