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The PanAfrican Research Agenda on the Pedagogical Integration of information and communication technology (ICT; PanAf) research project was initiated in 2006 to support initiatives in African countries to integrate ICT into teaching and learning through the frequent collection and analysis of data on ICT usage. The article examines the congruence between the intended and implemented ICT curricula in six African countries (Cameroon, Côte d'Ivoire, Ghana, Kenya, Senegal, and South Africa) that participated in the study. Data obtained from the PanAf observatory (at www.observatoiretic.org) on these countries' use of ICT in education revealed that the national curricula documents (intended curricula) and teachers' classroom practices (implemented curricula) both emphasize ICT as the subject of learning rather than as a means of learning.

Medical education in Africa is in desperate need of reforms, evident in widespread diseases, and an inability to mobilise and train the required medical workforce to deal with these health issues. However, the exponential rise in the use of mobile technologies due to the spread of the Internet and increased telecommunication networks offer an opportunity for the transformation of medical education and practice through the deployment of mobile devices as a medium for learning and conveying health care services to the remote and resource-constrained locations of Sub-Saharan Africa (SSA). This paper reviewed articles on the affordances of m-learning for distributed medical education in SSA published between 2010-2018. Results from 18 articles identified in the review revealed a slow-paced ascendancy of practice and research in the field; it further exposed competing priorities, infrastructural deficit, and chronic workforce shortages as the bane of m-learning implementation in the subregion. This paper makes recommendations that will enhance the growth of mobile-based distance medical education and practice in SSA.

The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers' perspectives of historically significant events in Ghana's past, and how these perspectives translate into classroom practice. Findings demonstrate teachers' consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts.

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.

This paper is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough. The paper considers two separate issues. First, beyond academic subjects, Catholic and other faith-based schools emphasise learning related to values and religion. Do they succeed in doing so? Based on small sample survey data and qualitative fieldwork, as well as broader data on parental satisfaction with schools, the paper provides a tentative and mostly positive answer to this question, at least from the view of parents. The second issue is where performance is weaker. Education systems are affected by a learning crisis in the developing world. All schools should ensure that students learn, but too often this is not the case. The second part of the paper documents this learning crisis and the fact that Catholic and other faith-based schools are not immune to it. This is done in part through a rapid review of the recent World Development Report on education's promise, and a companion piece for sub-Saharan Africa. Estimates of performance for selected African countries are also provided. The results are sobering: too many children are not learning while in school. Finally, the paper briefly summarises evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools. [For Part I of the series, see EJ1206878.]

Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under-researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how 'international' schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks.

Inclusive education is a key strategy in addressing the needs of children with autism and other developmental disabilities in sub-Saharan Africa, who rarely access specialist care or quality education. We aimed to systematically review qualitative research on stakeholder experiences, attitudes and perspectives on inclusive education for pupils with developmental disabilities in mainstream schools in sub-Saharan Africa. We searched five databases and selected relevant studies through a two-stage screening process. We synthesised the papers identified through template analysis of the Results and Discussion sections, guided by the" Consolidated Framework for Implementation Research." Thirty-two publications met the inclusion criteria. The studies were conducted in seven countries and explored the experiences of pupils with developmental disabilities, parents, peers without developmental disabilities and teachers. Multiple barriers (e.g. unclear policies, insufficient training and support for teachers) and opportunities (e.g. teachers' commitment to inclusion, collaboration between teachers, the work of non-governmental organisations (NGOs)) for implementing inclusive education for pupils with developmental disabilities in sub-Saharan Africa were identified, occurring across national and community contexts and school, classroom and individual teacher levels. To effectively implement inclusive education for pupils with developmental disabilities, teachers need access to appropriate training, resources and support. Governments can capitalise on motivated teachers and the relevant work of NGOs.

This study examined the social and spill-over benefits as motivating factors to investment in formal education in selected countries in Africa. The paper had three objectives, namely) to profile the key statistics of formal schooling; ii) examine the formal education and iii) link national goals of education with expectations in Ghana, Kenya and Rwanda. The major contention of the paper is that investment in education is not a matter of random choice but rather an imperative led by the fact that education holds returns and externalities to the largest society. Authors reviewed theory of human capital, local and international publications on social and spill over benefits of education focusing on Ghana, Kenya and Rwanda. The analysis of government policies and other publications from these three African nations have shown that education is considered as a key sector in these developing nations. Nevertheless, the researchers found out that mostly only primary and secondary education are distinctively accorded considerable public financial resources which might be associated with the countries limited financial ability, competitive needs, national and global trends. However, the fact that Ghana, Kenya and Rwanda strive to become democratic, self-reliant and middle income nations by conquering long terms set visions in which caliber manpower, welfare, self-employment, reduced social inequalities, increase in average income, knowledge based society, ICT driven and sustainable economy are key characteristics; it is imperative to invest substantially in TVET and higher education. It is also recommended that Ghana, Kenya and Rwanda put in place strong institutions that objectively, effectively and rationally ensure the efficient use of all available resources towards maximum educational outputs.

This paper reflects on the process of undertaking qualitative research with incarcerated individuals and prison staff in selected Ghana prisons. The challenges encountered during the planning, approval, and fieldwork stages, as well as measures adopted to address these challenges, have been discussed. The paper aims to serve as a guide to novel prison researchers in the sub-Saharan African context, given that the majority of studies on challenges and approaches to conducting prison research have come from jurisdictions outside the region. To this end, given the unique nature of the prison governance system in Ghana and other sub-Saharan African countries, this paper contributes to filling a knowledge gap in qualitative prison research. [ABSTRACT FROM AUTHOR]

Background: Conceptualisations of what it means to use evidence in policymaking often appear divided between two extremes. On the one side are works presenting it as the implementation of research findings - particularly evaluations of intervention effect. In contrast stand theoretically informed works exploring the multiple meanings of evidence use, political complexities, and the constructed nature of research evidence itself. The first perspective has been criticised as over-simplistic, while the latter can make it difficult to answer questions of what might be good, or improved, uses of evidence in policymaking. Methods: To further debate, this paper develops a 'programmatic approach' to evidence use, drawing on theories of institutional decision making and empirical work on evidence use within 11 National Malaria Control Programmes in Africa. We apply the programmatic approach by investigating the key goals and tasks of programme officials, recognising that these will shape the routines and logics followed affecting evidence utilisation. We then map out the forms, sources, features, and applications of evidence that serve programme officials in their goals. Findings: In the case of malaria programmes, evidence use was understood in relation to tasks including: advocacy for funding, budget allocation, regulation development, national planning, and identification of information gaps - all of which might require different evidence sources, forms, and applications. Discussion and conclusions: Ultimately the programmatic approach aims to facilitate clearer understanding of what uses of evidence are appropriate to policymakers, while also allowing critical reflection on whether such uses are 'good' from both programme and broader social perspectives.

This paper, originally given as an address to an African audience of students and academics, examines the functions of education in Africa and argues that the western-oriented approach at tertiary level is injurious to the intellectual development of students. It sets out an analysis of the processes at work in the University of Ghana which alienate students from their own cultural and socio-economic experiences. Using the example of social work education since its inception in 1958 at the University of Ghana, this paper considers the nature of western-oriented curricula, detailing their impact on student learning and African scholarship. Finally, it is argued that the psychological legacy of the colonial era perpetuates the failure of African academia to effectively confront the dominance of Anglo-American paradigms.

This paper provides glimpses of transactions in chemistry classrooms in five African countries (Burundi, Ghana, Morocco, Nigeria, and Senegal) during the COVID-19 lockdown. Members of the secondary school community in the countries including teachers, students, and school managers were unprepared for the unprecedent demand in shift from a face-to-face to an online delivery system. From a tepid, faltering start in the early days of the lockdown in Morocco, Nigeria, and Senegal, and recognizing that the end of the lockdown may not be in sight, some minuscule progress is being made in exploring virtual delivery of the chemistry curriculum. Four major challenges to online delivery of chemistry education emerged. These are a teacher capacity deficit for delivering online education, poor internet service, an erratic power supply, and severe inadequacies in infrastructure for open and distance education. Taken together along with poor teacher motivation induced by low and irregular wages, these challenges are depressants to quality chemistry teaching during the COVID-19 period. We foresee that these challenges will persist. The harsh effect of COVID-19 on the economy of all African countries is a sign that funds will be unavailable to address these challenges in the near future. A glimmer of hope can be the reprioritization of funding resources by African governments to online delivery of education, noting that blended learning will be the new normal in the coming decades.

This paper proposes a re-examination of the histographies of theatre for development (TfD) which takes into account the background influences, cultures and agendas of complex networks of actors, organizations, governments, and higher education institutions in which the practice and praxis of TfD revolve. The article introduces and reflects on my ongoing research, in which I argue for a new research paradigm that will aid researchers, practitioners, and theorists to understand the complex nature of their work. Moreover, I seek to narrow the reader's attention to important but missing elements in TfD histories and historiographies.

This paper analyses Low-Income Country (LICs) firms' use of open innovation (OI) in overcoming various innovation constraints. We disaggregate local and foreign sources of innovation using a new measure of international openness. A survey of 501 manufacturing firms in Ghana reveals that OI is employed to address cost, knowledge, management, and market barriers. Knowledge and cost constraints lead to a broader and deeper search whereas cost barriers lead to a greater domestic search. Firms that faced market barriers significantly search more internationally while those facing infrastructure barriers tend to search less broadly and deeply for external knowledge. The substantial informal sector in Ghana hampers OI. Results also indicate an inverted-U-shaped relationship between the breadth of openness and innovation performance. This paper contributes to the literature by providing the first large firm-level survey-based evidence of OI in a LICs context, and by introducing a new measure of international innovation openness. [ABSTRACT FROM AUTHOR]

Background: Anthrax is a zoonotic disease that is still regarded as a public health issue in developing nations. This paper aims to discuss the epidemiology of anthrax in Africa, the current outbreaks in Ghana and Nigeria, clinical presentations, diagnosis, and treatment of anthrax, challenges associated with the transmission of the disease to both countries and recommendations to reduce this current outbreak and curb future outbreaks in Africa. Online databases (PubMed, and Google Scholar) and Nigeria Ministry of Agriculture report were used to provide detailed information on the paper. On June 1, 2023, two suspected human cases of anthrax were reported, via a letter sent to all stakeholders in the country, with one death in Binduri District, Upper East region of Ghana. The cases were due to the consumption of dead cattle. Four cattle were reported dead at the time, and eleven suspected human cases were identified through contact tracing. Afterward, on July 17, 2023, the Federal Ministry of Agriculture and Rural Development of Nigeria announced the first case of anthrax disease in Nigeria. The National Veterinary Research Institute confirmed the case from samples collected from a suspected livestock farm in Niger State, Nigeria. No human case has been reported. Short conclusion: Anthrax poses significant challenges to public health and requires cooperation between nations, especially in regions like Ghana and Nigeria, where animal movement and ecological changes can impact disease transmission. Challenges attributed to the spread of anthrax in both countries were discussed, focusing on the role of government and the general public in addressing this public health concern. Given the endemicity of certain transboundary animal diseases such as anthrax in sub-Saharan Africa, the control of animal movement across intra- and international borders in the region needs to be tightened. Regulations governing the transboundary movement of animals should be based on the World Organisation of Animal Health Terrestrial Code and should be strictly enforced to prevent ongoing and future outbreaks in Africa. [ABSTRACT FROM AUTHOR]

This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation by providers such as Colleges of Education, and (ii) impact in schools. The study found that there were many and deep gaps in the curriculum taught and consequently in teacher knowledge and skills in these two crucial subject areas. The paper sets out a series of recommendations for addressing this problem including an overall alternative approach to teacher education that emerges from the research findings as a whole. (Contains 1 note, 11 tables, and 10 figures.)

Purpose: This paper aims to present part of the work of an ongoing research project that is looking at socio- cultural and technological developments from a mobile technology convergence view; in order to show how culturally aware convergence developments in mobile technology can be adopted and employed for the betterment of society. Design/methodology/approach: The paper presents a scenario for a mobile technology enabled learning environment in support of the conventional learning approach with a focus on enabling parental involvement and contribution to the daily learning objectives of their children and hence enhancing a quality learning experience. It further critically discusses issues of interface design--at both the device and application levels--that will have an impact on the quality of e-learning, with a focus on mobile technology. Findings: The paper shows how interface design can positively enhance the quality defining characteristics of learning in an e-learning environment. Ways of achieving these characteristics of learning through effective e-learning are reported. This is done by addressing requirements for quality-learning through effective interface-design considerations, towards meeting the overall quality requirements of learning that should be intrinsic to a holistic e-learning environment. The value of human computer interaction and the critical factors of promoting productive interaction are addressed. Research limitations/implications: There are several factors affecting quality of e-learning as a tool and approach to flexible and independent learning. The advent and use of mobile technology has been investigated in this work from a socio-cultural and technological perspectives in two continents. The limitations lie in the depth of investigations and how far the findings can be applied to the diversity of learners. Practical implications: As the effects of cultures and the rapid technological advancements take toll on teaching and learning the findings reported in this paper have far reaching implications for learners from different cultures and also for attempts at bridging existing digital divide. Originality/value: The approach adopted in the research is unique by virtue of new findings and ideas presented. The paper highlights the opportunities for mobile devices and technology to play a role in the development of communities through technology aided learning (e-learning), with a focus on e-learning systems and technology requirements for delivering a quality learning experience. (Contains 1 figure.)

This paper discusses critical considerations in the design of central bank digital currency (CBDC) in West Africa through a comparative case study of Ghana's (eCedi) and Nigeria's (eNaira) design frameworks. This paper analyses CBDC design options framed through context (digital payment landscape and CBDC objectives), technical aspects (design principles, architecture, risks), use cases, and deployment plans. This study conducted a thematic analysis of official CBDC design documents to identify similarities, differences, and patterns. The results indicate more similarities between the eCedi and eNaira designs than differences. Differences were observed in the CBDC deployment context, risk profiles, and plans. Surprisingly, neither country has articulated the detailed legal and regulatory environments for CBDC. This paper highlights the use of CBDC designs to promote citizens' welfare by using financially inclusive policy goals within central banking's welfare functions, thereby extending their traditional role. Policymakers should focus on adaptive legal and policy design outlooks to address uncertainties associated with CBDC. This paper is important because it is one of the first to contribute to a detailed comparison of Ghana and Nigeria's CBDC design frameworks. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between financial sector reforms and sustainable economic growth in Ghana. Employing the autoregressive distributed lag (ARDL) bounds testing approach and using GDP per capita as a growth indicator, this paper establishes a long-run relationship between economic growth and financial reforms, which is represented by an index calculated using principal component analysis (PCA). The paper finds that in the long run, financial sector reforms have an insignificant impact on economic growth in Ghana. This supports numerous past studies that have reported mixed or inconclusive results on the effects of financial reforms on economic growth. The paper concludes that increase in capital stock, not financial sector policy reforms, affects economic growth in Ghana. This paper therefore recommends an increase and modernization of capital stock in order to promote real sector growth in Ghana. [ABSTRACT FROM AUTHOR]

Understanding how the planning system is (not) functioning remains a challenge for many urban planners in the developing world. This paper responds by conducting an analysis of the discourse between national and local planners. It seeks to unfold the challenges of informal settlement planning in Accra, Ghana. Through in-depth interviews, this paper suggests that: (I) Grounding sustainability must be conducted by implementing the plans rather than producing the plans. (II) Empowering local planners should be a primary task to incrementally remedy the challenging planning system in countries like Ghana. [ABSTRACT FROM AUTHOR]

After decades of decline, African higher education is now arguably in a new era of revival. With the prevalence of knowledge economy discourse, national governments in Africa and their development partners have increasingly aligned higher education with poverty reduction plans and strategies. Research capacity has become a critical development issue; and widening participation to doctoral education is seen as an instrument for enhancing this capacity. Against this backdrop, this paper presents a review of emerging initiatives and policies that have some bearing on the PhD in select sub-Saharan African nations, namely Ethiopia, Ghana and South Africa. The findings show a shared optimism about the economic value of higher education, and explicate divergences and convergences in the framing of problems and policy responses related to doctoral education across the three nations. In the conclusion we reflect on challenges and policy omissions in the pursuit of the African PhD.

The main aim of the study is to explore aspects of entrepreneurs' motivation and perceptions with reference to prevailing values in a given context in Africa. In the initial sections of the paper, we draw on concepts of entrepreneurship and the entrepreneurship ecosystem when discussing push and pull factors, access to resources, and Ubuntu. This discussion leads to the formulation of a set of research questions and the presentation of a case study analysis. The case study reveals the extent to which globalization and global events can present as palpable phenomena for small businesses opened by entrepreneurs in Africa. Further, in highlighting altruistically oriented entrepreneurial motivations and actions, the case study raises questions about notions of "necessity" entrepreneurs, given that entrepreneurship in Africa has traditionally been linked to finance and employment as opposed to altruistic and dispositional motivations. In drawing attention to the policy implications of the findings, we highlight that entrepreneurs driven by Ubuntu values are likely to be motivated to address issues of poverty, unemployment and community harmony as compared to those who are primarily motivated by rational-economic factors. [ABSTRACT FROM AUTHOR]

Urbanisation is increasingly recognised as one of the pressing global issues. As a result, managing contemporary and future urban processes to produce sustainable outcomes has become a preoccupation of policy analysts, academics, and urban planners. Urbanisation can either produce positive or negative outcomes depending on how authorities and stakeholders at all levels manage it. In African context, several national governments have formulated and implemented National Urban Policies (NUPs) as a way of curbing urban challenges associated with urbanisation. This paper provides a content analysis of Ghana's NUP. The objective of this paper is two-fold: to evaluate the (a) dominant themes that are covered in Ghana's NUP and why the emphasis on those themes; and (b) the extent to which rural–urban migration is factored into the policy document. The latter is more critical because in Africa's context, besides natural population increase and reclassification of rural settlements as urban areas, rural–urban migration is one of the fundamental drivers of urbanisation. Our analyses revealed that the dimension of rural–urban migration is ignored in the policy document. This neglect, we argue, is problematic because rural–urban migration is one of the drivers of urbanisation in Ghana. Policy recommendations, including the need to minimise the push and pull causes of rural–urban migration, the need to give proper meaning to the decentralisation concept, and the need for the government to focus on rural development interventions are proffered to strengthen the overall goal of Ghana's NUP in the context of urbanisation. [ABSTRACT FROM AUTHOR]

Within the last 30 years, the African continent has experienced significant changes related to democracy, governance, and education; however, large-scale international studies of citizenship education have not included African nations. Despite this gap, youth political movements incubated in universities and secondary schools have been influential factors in political change; in addition, youth currently make up a large portion of the population of Africa, with 43% of the population under the age of 14. The ways that young people understand and enact citizenship will shape the direction of their nations and the continent. This article discusses considerations for researching citizenship education in post-colonial nations in Africa. Drawing on qualitative and quantitative studies of civic education in Ghana and Liberia, the paper proposes four major considerations for researchers: first, the importance of situating conceptions of citizenship in the context of historical and contemporary issues; second, the importance of considering reciprocity in research ethics; third, the need to consider the impact of the researcher on the work, and fourth, the willingness to look for civic influences beyond the civics classroom and the school.

This paper describes the contribution of the Tuning Methodology toward harmonisation of undergraduate mechanical engineering programmes in Africa. This methodology is an interactive process in which academics develop high quality curricula and learning standards for students through the identification of generic and subject specific competences in consultation with employers, students, graduates, peers and other stakeholders involved in Mechanical Engineering higher education. The current Tuning process involves academics in 11 universities drawn from across Africa. The aim is to collaboratively contribute to revitalizing and reforming Mechanical Engineering higher education in Africa to make it more responsive to Africa's developmental needs. The results so far show that such a project is not only highly feasible but also holds promise for establishing compatible academic structures and reference standards across Africa, which would facilitate student and staff mobility as well as enhance cooperation not only among African academic institutions, but also between African institutions and those in the rest of the world. Eighteen generic competences and nineteen mechanical engineering-specific competences are developed, analysed and synergised to form a meta-profile that will inform the next phase of the project, which is the actual curriculum development. This activity is part of "Tuning Africa" project, which is funded through European Union-African Union collaboration.

In most parts of the world today, the goal of providing all children with free and Universal Primary Education (UPE) has received broad national and international support and some educational systems have evolved from predominantly "fee-charging" towards "fee-free" status in recent times. In Ghana, for example, the endorsement of Education for All (EFA) and millennium development goals (MDGs) agreements coupled with commitment to internal constitutional reforms have resulted in the initiation of the Free Compulsory Universal, Basic Education (fCUBE) policy. Dishearteningly however, in many low-income countries (including Ghana), verbal commitments to these laudable social goals do not appear to be translated into the needed changes in policy and practice. This article draws on a case study of the fCUBE policy implementation to provide insights into the complexities involved in operationalising UPE policy initiatives in sub-Saharan Africa. The methodological approach involved the critical discourse analysis of interviews with Ghanaian education officials who mediate policy at the "meso-level". Owing to the commitments of the fCUBE policy to enhancing the educational opportunities and outcomes for the socially and economically disadvantaged, the paper sees it (i.e. the fCUBE policy) as deeply rooted in social democracy. However, it is argued that as long as there is a blurring in meaning of the intentions encapsulated in its title, primary education in Ghana cannot be said to be "free", "compulsory" and "universal". It is concluded that accentuating policy purposes in low-income countries is not inherently problematic but that the challenges lie with how the intentions and provisions of policy are conceptualised and operationalised in context.

This paper offers an alternative viewpoint on why people choose to engage in artisanal mining--the low tech mineral extraction and processing of mainly precious metals and stones--for extended periods in sub-Saharan Africa. Drawing upon experiences from Akwatia, Ghana's epicentre of diamond production since the mid-1920s, the analysis challenges the commonly-held view that the region's people are drawn to artisanal mining solely because of a desire "to get rich quick". A combination of events, including the recent closure of Ghana Consolidated Diamonds Ltd's industrial-scale operation and decreased foreign investment in the country's diamond industry over concerns of it potentially harbouring "conflict" stones from neighbouring Cote D'Ivoire, has had a debilitating economic impact on Akwatia. In an attempt to alleviate their hardships, many of the town's so-called "lifetime" diamond miners have managed to secure employment in neighbouring artisanal gold mining camps. But their decision has been condemned by many of the country's policymakers and traditional leaders, who see it solely as a move to secure "fast money". It is argued here, however, that these people pursue work in surrounding artisanal gold mining communities mainly because of poverty, and that their decision has more to do with a desire to immerse in activities with which they are familiar, that offer stable employment and consistent salaries, and provide immediate debt relief. Misdiagnosis of cases such as Akwatia underscores how unfamiliar policymakers and donors are with the dynamics of ASM in sub-Saharan Africa. (Contains 1 figure and 2 tables.)

Purpose: This paper aims to examine the compensation practices and the valuation methods valuers apply in the context of the current legal framework for expropriation to assess compensation for farms impacted by mining in Ghana. Design/methodology/approach: Compensation reports and archival materials were examined to identify the issues related to the valuation methods, compensation practices and expropriation procedures in the mining sector. Interviews were then conducted with 35 farmers and farmers' representatives, officials of mining companies, representatives of the Land Valuation Division of the Lands Commission and valuers/researchers on the issues identified through the document analysis. Findings: The results reveal that the lack of express standards for assessing compensation for mining-impacted crops has occasioned variations in the valuation methods and the standard crop population for compensation. The study further reveals the impacts of exchange rate distortions on crop compensation values. Practical implications: The study empirically substantiates the arguments for a revised compensation regime in Ghana's mining sector. Valuers, mining companies and policymakers' awareness of this research will impact farm compensation valuation practices in the future. Social implications: The adequacy of compensation for mining-impacted farmers remains a topical issue, especially in African countries. This research contributes to the literature and reveals the socio-economic impacts of the current compensation regime on the livelihoods of expropriated farmers. Originality/value: This paper is the first to analyse the valuation methods, the compensation values and the key parameters valuers apply in assessing compensation for mining-impacted crops in Ghana. [ABSTRACT FROM AUTHOR]

Girls' enrolment in primary schools has achieved significant increase and parity with male enrolment in many countries in Africa since the 1960s. Some of these countries include Botswana, Namibia and Tanzania. However, in most Sub-Saharan African countries, female enrolment still lags behind male enrolment. This paper examines some of the reasons for the persistent gender gap between females and males in the three African countries of Ghana, Nigeria and Togo within the West Africa sub-region. It discusses gender relations, cultural practices such as early marriage, child slavery, and child fostering/trafficking, poverty and multiple household duties for girls as some of the contributing factors. It is argued that unless these cultural beliefs and attitudes are changed and mandatory measures such as holding parents accountable and responsible are put in place, gender parity and quality education for all, especially for females, will not be achieved in Africa. A number of additional strategies for improvement in school attendance and retention for females are also discussed.

The article examines the evidence of relationship among household structures, the institutions that shapes them and the human capital accumulation in China, Indonesia, Côte d'Ivoire and Ghana. It discusses the analysis on the role of polygamous household to the capital accumulation based on the income, age and education of the head of the family members. Moreover, the study on the extended family has also been conducted in which according to the author had manifested that households which accommodate inactive members of the extended kin group are wealthier than other, comparable households.

Purpose: Population growth and urbanization pose several threats to terrestrial ecosystems, especially in forest ecological zones worldwide. This study examines the drivers of average willingness to pay (WTP) to restore urban forests in a developing country. Design/methodology/approach: It utilizes survey data of households and employs a robust Heckman two-step estimator with bootstrapping to address the research objective. Findings: The study underscores the role of income, gender, education and perception of the health benefits of forests as the underlying determinants of restoration bids by respondents. These drivers have a positive and statistically significant effect on forest restoration. Education and gender appear to be the most effective by magnitude, followed by the perception of health benefits, then income. Attention is therefore drawn to relevant economic, sociocultural and psychological factors towards the goal of forestry to improve well-being in urban centres. Originality/value: This paper seeks to add methodological insights to the literature on reforestation and land use changes in the Accra metropolitan area and the local population's WTP for reforestation in this area. In principle, this is a case study informing about the values people hold for forests in Ghana and Africa, where a knowledge gap exists with respect to their socio-economic valuation. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-09-2022-0618 [ABSTRACT FROM AUTHOR]

Turkey's government seeks to apply both "religious soft power" and "economic soft power" to increase its influence in Ghana. Turkey's religious soft power relationship with Ghana is exemplified by Turkey's paying for construction of a new national mosque in the African country, at a cost of USD 10 million. Turkey's economic soft power relationship with Ghana is exemplified by both considerable recent investments and in fast-growing bilateral trade. The overall aim of the government of Turkey is to increase the country's influence in Ghana, part of a wider initiative to expand its regional influence in Africa. Ghana is important to Turkey as it is regarded as a strategically important African country, one of the region's few democracies and an economic success. The paper assesses Turkey's various forms of influence in Ghana and considers what Turkey hopes to achieve in foreign policy terms. The paper is in four sections. The first examines religious soft power and Turkey–Ghana relations, noting that recently they have become closer and more cordial, involving both religious and non-religious aspects. The second section examines Muslims' traditionally marginal political position in Ghana and explains that over time Muslims have become more politically assertive, open to external religious influences, including from Turkey, a country well known to use religious soft power to try to expand its foreign policy influence. The third section assesses recent Ghana-Turkey relations, including the expansion of Turkey's economic soft power, with three examples: the national mosque, encouraging Islamic education, and mutual desire to quell the activities of what the government of Turkey refers to as the "Fethullah Terrorist Organisation". The section also considers the role of Turkey's economic soft power in increasing the country's presence in Ghana. The concluding section argues that the government of Turkey uses several techniques to increase its influence in Ghana, including both religious soft power and economic soft power. The government of Ghana broadly welcomes Turkey's influence from both religious and economic perspectives: from a religious point of view, Turkey's Sunni orthodoxy is seen as very unlikely to stimulate radicalization among Ghana's Muslims, while Turkey's economic presence is welcomed as an important means to help further build Ghana's economy. [ABSTRACT FROM AUTHOR]

Africans express most of their religious beliefs in oral and symbolic forms. Music is one of the major sources of African theology and traditional wisdom. As the church in Africa strives to decolonize the Christian faith, African theologians must explore various means by which oral and symbolic theologies can contribute to the overall theology of the church. The present paper contributes to this theological exploration by examining key socioreligious ideas embedded in Papa Yaw Johnson's "Fa wo ntoma bɛbɔ me deɛ ano", a popular Ghanaian dirge. This paper used a literary analysis research approach to analyze the selected dirge. It began with the general concept of death and continued to consider dirges in the context of Ghanaian funerals. After offering a socio-linguistic analysis of the dirge, the paper offered a Christological reflection based on two key thematic areas: Nkwamafoɔ Christology and Nyansaboakwa Christology. The main thesis of the paper is that Jesus, through his life, ministry, death and resurrection, has reversed Adam's actions that placed humanity under the power of sin and death. Therefore, with Christ at the centre of life, one should not fear (physical) death. [ABSTRACT FROM AUTHOR]