Department of Adult Education and Human Resource Studies

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Access and Equity in Free Maternal Delivery Policy in the Brong Ahafo Region of Ghana: Voices of Women
(Donnish Journal of Nursing and Midwifery, 2015-07) Benneh, C.O.; Esena, R.K.
In 2005, Ghana instituted a free maternal delivery policy as a pro - poor strategy to enable all women have access to quality maternal health services . The aim was to meet t he Millennium Development Goal 5 which seeks to reduce maternal mortality ratio by 75 percent between 1990 and 2015. It also aimed at increasing the percentage of births attended by skilled professionals from 40 per cent in 2005 to 60 per cent by 2015 . The purpose of the study was to analyze access and equity issues in free maternal delivery policy and to assess the level of awareness, concerns and perceptions of women on the policy. This study focused on the voices and concerns of women who are the direct beneficiaries of the policy. The study used a qualitative case study approach drawing on focus group interviews with women from three districts in the Brong Ahafo Region in Ghana. Results from the study were analyzed using the Constant Comparative approach of grounded theory. The findings showed that many women are still excluded by reason of poverty. Irrespective of the policy, access to professional skilled birth attendant is still restrained by various indirect costs associated with hospital deli very. This made the policy inequitable to women and denied them their right to reproductive health. Women’s concerns bordered very much on their right to dignity often denied them by health personnel in hospitals . Inclusion of women’s voices is relevant to informing policy on free delivery policy that need to be addressed.
Access and Equity to Tertiary Education in Ghana: The Case of the University of Ghana, Legon
(Accra, National Council for Tertiary Education (NCTE), 2014) Osei-Tutu, E.M.
Achieving free compulsory universal basic education through school feeding programme: Evidence from a deprived rural community in northern Ghana
(Cogent Education, 2018-08) Salifu, I.; Boateng, J.K.; Kunduzore, S.S.
This study sought to examine the extent of contribution of school feeding programmes towards the achievement of the Free CompulsoryUniversal Basic Education (FCUBE) policy in countries. Based on a purposive sampling of a deprived rural community in northern Ghana, the study utilised the concurrentmixedmethoddesign relyingmainly on documentary analysis, questionnaires and interviews as data sources. A sample of 377 participants made up of teachers and parents were drawn for the research. Data were analysed using descriptive statistics and qualitative content analysis. The main finding of the study was that the programme had a positive influence on school enrolment and retention which are key indicators of the achievement of the FCUBE policy. Recommendations proffered pointed to the need to extend the SFP to other deprived areas, and to give the programme in Ghana a constitutional backing among others. © 2018 The Author(s).
Addressing the Poverty Situation in Ghanaian Communityies: Strategies and Challenges. Lagos Education Review
(A Journal of Studies in Education, 2010) Oduro-Mensah, D.; Biney, I.K.
Adoption and Use of Indigenous Knowledge to Promote Education for Sustainable Development in Africa
(Reimagining Development Education in Africa, 2023) Arkaifie, S.J.; Dichaba, M.M.; Kwapong, O.A.T.F.; Addae, D.; Boateng, J.K.
The achievement of the Sustainable Development Goals (SDG) requires every individual to be an active participates and not just a passive observer and this also requires a change of mindset and behaviour towards the environment and fellow human beings which education is believed to be key. Yet, having a “global proposal” without taking into consideration the context within which the actions are taking place cast doubt as to whether the goals will be achieved by 2030. This is especially true with indigenous communities where the western type of education has led to a constant mismatch between the skills possessed by graduates and what is required in the job market as well as solving the problems of their communities. This chapter posits that the achievement of ESD must be through integration of indigenous knowledge as core in the educational system of indigenous communities. A typical example is the belief and philosophy of Ubuntu which was shared among indigenous people in Africa. Thus, through the recognition of the efficacy of indigenous knowledge, the chapter recommends that custodians of indigenous knowledge must be consulted and relevant knowledge be incorporated into the educational curriculum. The chapter further claims that instructors and students should be allowed to evaluate multiple perspectives and adopt appropriate content to promote confidence for transformative action. Moreover, indigenous people must overcome the major challenge of eradicating the root of western education, culture, and eastern religious beliefs to pave way for the complete integration of indigenous knowledge
Adult education and entrepreneurship: getting young adults involved
(Journal of Innovation and Entrepreneurship, 2023) Biney, I.K.
This paper reflects on adult education and the fostering of an entrepreneurial mindset. It solicits roles adult education, especially the non-formal education (NFE), could play in fostering entrepreneurial mindset of young adults. It examines short-to-medium, and long-term plans of young adults in nurturing growth and enterprising mindsets through involvement in NFE endeavours. It probes into entrepreneurial opportunities and challenges in the communities that young adults could recognise and create enterprises for themselves. This is a narrative case study which purposively selected, as the unit of analysis, an adult learner who was operating a micro-enterprise and pursuing a degree programme at Accra Learning Centre. An in-depth telephone interview was conducted to garner stories and experiences young adult have had innovating with an entrepreneurial mindset. Thematic, analytical, narrative and interpretivist approaches were adapted in presenting the results. The participant had a good experience in his start up, he learned lessons, and worked hard to grow his micro-enterprises. The savings culture he built allowed him to cope with difficulties posed by Covid-19 pandemic to his micro-enterprises. Governments and stakeholders in entrepreneurship should via policy, advisory and financial support motivate young adults to invest in entrepreneurship and create sustainable jobs for themselves.
Adult Education for Community Development: Case of the Forikrom Community Adult Education and Development Programme
(Journal of Literacy and Adult Education, 2009) Oduro-Mensah, D.
Adult female learners’ perceptions of and experiences with distance education at University of Ghana
(Cogent Education, 2024) Adu-Marfo, A.; Biney, I.; Asamoah, M.K.
This paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It speci fically investigates female students’ experiences with male and female tutors’ tutoring styles, learner support services, the use of educational technology as well as the extent of the gender-inclusive environment created. It throws light on the positive stories regarding the DE program, potential barriers, and panacea from female lens. The study is guided by feminist theory and Larreamendy-Joerns and Leinhardt goals of DE. A qualitative case study and narrative designs were adopted. Data were conveniently collected from 15 female students enrolled on the DE program at the Accra Learning Center. In-depth face-to-face interviews were employed for data collection. Data were analyzed using interpretivist-evaluative narrative approaches. Findings show that gender gaps still exist in using educational technologies for learning; implying that additional technological and tutoring sup port need to be provided to female students. The paper recommends increasing integration of ICT teaching and learning tools into the curriculum of DE to help in building adult females’ digital skills and confidence to enhance their full participa tion in DE.
Adult learners’ use of social media at the university of Ghana
(2023) Biney1, I.K.; Asamoah, M.K.
This study explores adult learners’ use of social media as a complement to the Sakai Learning Management System (E-learning) at the Accra Learning Center of the University of Ghana. E-learning thrives on the use of modern social networking applications, including smartphones, WhatsApp, Facebook, Twitter, YouTube, and Google. This study ascertained the use of social media platforms by adult learners to acquire rich knowledge and skills. Exploratory and interpretive case study designs were used within the qualitative paradigm. Convenience sampling was employed to select the study area (Accra Learning Center), and a simple random sampling technique was used to select the interview participants for the study. Interviews were conducted to collect insightful experiences from 34 adult learners regarding the use of social media in their studies. The principles of research ethics and data credibility were followed throughout the study. Interpretivist philosophy that asserts idiographic explication was employed to interpret the interview data. It emerged that the application of social media encourages self-directed learning and research among adult learners. The study recommends that regular orientations be held for adult learners to explore the good side of social media more in their lifelong learning drive.
Adults who learn: Evaluating the social impact of an adult literacy project in rural South Africa
(Social Sciences & Humanities Open, 2021) Addae, D.
In this phenomenological study, 30 past learners of South Africa’s Kha Ri Gude (KRG) Literacy Project were selected from a rural community to share their experiences on the impact of the programme on their personal and communal lives. The participants had limited literacy skills prior to their participation in the programme which had to some extent adversely affected their livelihood. The study is premised on Mezirow’s transformative learning theory. By explicating the data generated from focus group discussions with the participants, it came to light that the programme had facilitated significant changes in their personal and communal lives as evidenced in an enhancement in their 1. literacy skills; 2. health awareness; 3. community involvement/decision making; and 4. contribution to community development. This study concludes with some recommendations for the design and implementation of future adult literacy programmes.
“African magic” or “African science”: Issues of technology in African higher education
(British Journal of Educational Technology, 2023) Amuzu, D.
African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In aca demic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These neg ative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside sources, resulting in the exteriorization of innovation and crea tivity. African inventiveness becomes “African magic” with no real desire to interrogate, explain, or grasp its basic mechanics. This article contends that technol ogy and creative imaginations exist in African socie ties. The task, however, remains the exploration and integration of African knowledge systems into higher education. The study aims to demonstrate how the interaction of two components of traditional African education—a sense of community and informal learning—could assist in the embrace, facilitation, and mainstreaming of marginalized African technol ogies. Although the paper may appear eclectic, it is intended to conscientiously push the paradigm that technology has been integral to African education. Regardless of Africa's technical challenges, salva tion does not lie in excessive external reliance but rather in investing and building on Indigenous African knowledges/practices in order to establish an African technological identity.
Afrophobia, “black on black” violence and the new racism in South Africa: the nexus between adult education and mutual co-existence
(Cogent Social Sciences, 2022) Addae, D.; Quan-Baffour, K.P.
Black South Africans have been widely described in the popular media as having anti-foreigner sentiments, particularly towards African migrants in the country. Anchored on labels such as “makwerekwere” (a derogatory word used to describe African migrants in the country) and “foreigner”, such sentiments have unfortunately resulted in waves of violent attacks on African migrants leading to loss of lives and properties. These actions have been described as being “Afrophobic”, “Black on Black” Violence and a new form of racism in South Africa. We contend that these vices cannot be divorced from the history of Apartheid which fostered a system of fear of and mistrust for other foreign African nationals through isolating black South Africans from the international community. In this paper, we employ Kenneth Waltz’s levels of analysis as an analytical framework to examine the conceptualisations of Afrophobia, “black on black” violence and the so-called new racism in South Africa. Using Bronwyn Harris’ thematic classifications of the various hypotheses of the causes of xenophobia, we analyse the rationale behind the increasing anti-migrant tendencies of black South Africans. Going beyond this analysis, the paper examines how adult education could help promote tolerance and co-existence between South Africans and foreign nationals.
Afrophobia, “black on black” violence and the new racism in South Africa: the nexus between adult education and mutual co-existence
(Cogent Social Sciences, 2022) Addae, D.; Quan-Baffour, K.P.
Black South Africans have been widely described in the popular media as having anti-foreigner sentiments, particularly towards African migrants in the country. Anchored on labels such as “makwerekwere” (a derogatory word used to describe African migrants in the country) and “foreigners”, such sentiments have Unfortunately, this resulted in waves of violent attacks on African migrants, leading to loss of lives and properties. These actions have been described as being “Afrophobic”, “Black on Black” violence, and a new form of racism in South Africa. We contend that these vices cannot be divorced from the history of Apartheid, which fostered a system of fear of and mistrust for other foreign African nationals through isolating black South Africans from the international community. In this paper, we employ Kenneth Waltz’s levels of analysis as an analytical framework to examine the conceptualisations of Afrophobia, “black on black” violence and the so-called new racism in South Africa. Using Bronwyn Harris’ thematic classifications of the Using various hypotheses of the causes of xenophobia, we analyse the rationale behind the increasing anti-migrant tendencies of black South Africans. Going beyond this analysis, the paper examines how adult education could help promote tolerance and co-existence between South Africans and foreign nationals
After retirement what next? A survey of postretirement resolutions of retiring university teachers in Ghana
(Educational Gerontology, 2022) Salifu, I.
This research examined the decisions of retiring university teachers to con tinue work after retirement in the same profession or leave for other employ ment or non-paid activities. The study used a questionnaire to collect data from 231 respondents purposively drawn from 20 Ghanaian public univer sities. Analyses of the data revealed that most respondents resolved to leave their current profession when they retired because they preferred to engage in either part-time self-employment or part-time non-paid social activities. The minority stayers were motivated to mentor inexperienced others, keep an active life, and maintain income earnings but mainly on a part-time basis. The research is impactful because workforce aging has become a global higher education issue, particularly for managers who reflect on how to fill vacancies with competent replacements.
Akanism and Hebrewism: Akan-Mesopotamian Links and Earlier Civilization
(Accra: Woeli Publishing Services, 2007) Oduro-Mensah, D.
Akanten: A Key to Understanding Traditional Akan
(Accra: Woeli Publishing Services, 2007) Oduro-Mensah, D.
Assessing development assistance to urban and peri-urban crop growers in Accra, Ghana
(Journal of Agriculture, Biotechnology and Ecology, 2011) Aryeh-Adjei, A.A.; Atengdem, P.; Gao, Q.
Assessing the relationship between feedback strategies and learning improvement from a distance learning perspective
(Journal of Research in Innovative Teaching & Learning, 2023) Attiogbe, E.J.K.; Oheneba-Sakyi, Y.; Kwapong, O.A.T.F.; Boateng, J.
Purpose – Feedback is crucial in a learning process, particularly in an online interaction where both learners and instructors are distantly located. Thus, this paper aims to investigate the association between feedback strategies, embedded course syllabus and learning improvement in the Sakai Learning Management System. Design/methodology/approach – This paper uses a survey design to collect cross-sectional data from adult distance learning students. The data were analysed using descriptive statistics and a standard multiple regression model in Stata. Findings – The results show that feedback strategies (timing, mode, quality and quantity) and embedded course syllabus have a significant relationship with learning improvement. However, the feedback strategy – target – is not significantly related to learning improvement though it is the highest feedback strategy. Originality/value – This paper has contributed to the extant literature by providing empirical evidence to support the constructivism theory of learning from a distance learning perspective in a developing country. The study has shown that if the feedback strategies are well managed and applied, they would make a considerable impact on distance education students’ academic pursuits. Hence, the paper provides a pedagogical foundation for short and long-term distance learning policy.
Assessment of Challenges in Distance Education at University of Ghana
(Indian Journal of Open Learning, 2017-05) Badu-Nyarko, S.K.; Amponsah, S.
The purpose of this study was to assess main challenges in implementation of a distance education (DE) programme at tertiary level at University of Ghana. Quantitative data was collected from 49 tutors and 139 students. The key survey questions to tutors were on their background education, training received, challenges in tutoring, courses taught and inter-relationship between them. The important survey questions to students were on their profile, challenges in registration process, adequacy of tutorials, timeliness, prompt evaluation and feedback related to assignments. Qualitative data was also obtained from coordinators and organizers on main challenges inhibiting the implementation of the distance education programme. Inadequacy of training, inadequate financial motivation, learners shifting from one tutor to the other, inadequacy of time allocated for tutorial, late attendance of students, faulty public address systems, late delivery of modules to students and overloaded modules to be treated within the semester were major challenges reported by tutors. Majority of the students felt that registration process at the beginning of the semester was very difficult, tutorial periods were not enough and they were not enthused with assignments given to them during tutorials. The coordinators felt that some members of the implementation committee were not experts in the field of distance learning and that they had to learn on the job. Other major problems faced in implementation of the programme included the difficulty of getting course writers and low fee for writing the modules. To address the challenges it is recommended that finance and other logistics should be ensured beforehand and all stake holders should be duly informed and offered the necessary training to equip them with the requisite skills and knowledge to take part in new programmes. (PDF) Assessment of Challenges in Distance Education at University of Ghana. Available from: https://www.researchgate.net/publication/317580368_Assessment_of_Challenges_in_Distance_Education_at_University_of_Ghana [accessed Sep 25 2018].
Assessment of livelihood opportunities among farmers in the Shai Osudoku district of the Greater Accra Region, Ghana
(International Journal of Agricultural Resources Governance and Ecology, 2020) Anang, S.A.; Aryeh-Adjei, A.A.
The objective of this study was to assess livelihood opportunities among smallholder farmers in five communities namely Dodowa, Ayikuma, Agomeda, Asutsuare and Doryum in the Shai Osudoku district of the Greater Accra Region, Ghana. One hundred and fifty (150) farmers were selected from the Shai Osudoku district using multi-stage sampling procedure. Purposive sampling was used to select these communities due to their intensive involvement in farming. Furthermore, simple random sampling technique was adopted to pick 150 farmers for the survey. The study showed that farm households were able to ‘pair’ their farming activities with alternative livelihoods without abandoning their primary livelihoods, which is farming. The income levels of farmers from their primary livelihood activities were comparatively low with majority, 82.7%, earning GH₵100 or less every month compared with fewer farmers, 13.3 %, earning above GH₵ 150. However, more than half of farmers (58%) earned above GH₵ 150 every month from their alternative livelihoods. Again, farmers who decided to undertake their primary and alternative livelihoods concurrently have seen a rise in the level of their income and accordingly contributing to the reduction of income poverty among rural farm households.

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