International Journal of Educational Development in Africa

Like an Inflatable Raft on Rapid Tides: Barriers to Community-Gown Projects at an Emerging Rural University in Zimbabwe

2024-05-28T09:48:57+00:00

Community-gown projects are primarily intended to address the multi-faceted challenges in the developing world where vices such as poverty and inequality are exceptionally high. These projects thus present developing communities and the Global South as a whole with a potential pathway to development because their proponents argue that they are aimed at helping stakeholders actively participate in building sustainable communities. It is contended that universities are strategically poised to deliver sustainable development goals through knowledge production, dissemination, and research by promoting active citizenship and fostering responsible actions. This study examines the obstacles to community-gown projects at a newly established institution in Zimbabwe. To achieve this, the study employed a qualitative research approach through which data were collected using interviews with students, lecturers, and deans involved in community development projects at the university. Essential insights included that undertaking community-gown projects were being impeded by financial constraints, infrastructural inadequacies, and issues surrounding community access and accessibility, among other factors. The researcher recommends that universities consider regular auditing of the impacts of their projects in host communities and also have clear-cut policies on funding and the regulation of community-gown projects.

Teaching Citizenship Education in Ghana Basic Schools: The Quest to Achieve Patriotism and Democracy

2024-04-04T06:36:33+00:00

In Ghana, citizenship education aims to inculcate in pupils the behaviours, values and attitudes that enhance democracy and patriotism to produce efficient global citizens. However, Ghana is confronted with numerous social vices and atrocities due to pseudo-citizens who suppress the achievement of the country’s citizenship education objectives. Moreover, the reasons why citizenship education has not been able to achieve its objectives are unfounded. Using John Rawls’ theory for civic education, this study sought to identify the reasons for teaching citizenship education; assess if the teaching of citizenship education has achieved its objectives; identify the challenges that militate against the teaching of citizenship education; and identify the strategies that need to be adopted to improve the teaching of citizenship education. A triangulation mixed-methods approach was adopted. Quantitatively, 456 teachers from 72 schools participated in a questionnaire survey. Qualitatively, eight teachers participated in a semi-structured interview. In addition, there was a content analysis of the citizenship education syllabus objectives and the National Commission for Civic Education (NCCE) objectives. The results revealed that teaching citizenship education can help promote democracy and patriotism, but the objectives of teaching citizenship education are yet to be achieved. Moreover, challenges, such as a lack of trained teachers to teach citizenship education lessons and teaching-learning materials, militate against teaching citizenship education. However, it was found that providing specially trained teachers to teach citizenship education could salvage the situation. Moreover, it is recommended that the government, non-governmental organisations (NGOs), development partners, and volunteers should provide resources for the NCCE and institutions and assign specially trained teachers to teach citizenship education lessons in schools. Furthermore, the citizenship education syllabus needs to elaborate on the social vices in society to nurture citizens of noble character for posterity.

Peace Studies, Knowledge and Learner Achievement

2024-02-20T07:19:45+00:00

All conscientious school leaders as well as parents aspire for peaceful schools where knowledge about peace will thrive, and role-players will be conscious human rights. Research has demonstrated that when learners have learnt about peace they are able to reshape their thinking as they consciously build optimism about the world. Arguably, all countries would embrace schools that promote peace within the curriculum. Yet, apart from promoting reflection and dialogue on peace, few studies have examined the link between peace and learner achievement. As such this study examined the impact of peace studies on learner achievement. The qualitative study was conducted in four high schools that had been riddled by violence over a period of two years. Teachers in these schools had undergone informal peace training in attempts to lessen violence. The findings revealed that learners learned about handling conflicts, understanding the concept of good values as well as respect and knowledge. It was also found that learners whose schools have run critical programmes in peace studies are likely to use positive school climate, useful knowledge, and maximisation of positive learner behavior for their success. Peace may therefore be a little recognised factor that may support learner success and minimise the dropout rates. Finally, the study showed that peace and progress go hand in hand when teachers and their learners do not have to focus on addressing violence. The schools become more prosperous when they use stability to enhance a positive climate and promote peace and learners’ achievement.

Exploring Strategies for Rebranding of Technical and Vocational Education in Developing Countries: A Case of Ghanaian Tutors and Administrators

2024-07-25T12:37:30+00:00

Despite the persistent request from educational stakeholders to embrace technical and vocational education training (TVET) for sustainable livelihood and development, enrolment in TVET institutions in developing countries is still very low. This study, therefore, seeks to explore factors for the rebranding of TVET in Ghana. This quantitative study proposed five key strategies to be adopted in rebranding TVET in Ghana: government; training providers; parents and guardians; donor and development partners; and employer-related rebranding strategies. The study reveals that governmental strategies perceived to be critical in the rebranding of TVET in Ghana include offering legislative backing to national TVET policy, mainstreaming vocational education into the general education system, and setting up venture capital to support TVET graduates. Trainers should develop business plans to support training activities, networking, and benchmarking with other providers, and establish strong linkages and collaboration with employers and industry. The findings of this study are critical to the development of Ghana and other developing countries as TVET significantly contributes to developing the skill base of any country and increases the employment rate. Rebranding TVET is a step in the right direction towards implementing government policies.