Department of Adult Education and Human Resource Studies

Permanent URI for this collectionhttp://197.255.125.131:4000/handle/123456789/22057

Browse

Search Results

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    A Situational Analysis of the Conditions of Street Children in Tamale Metropolis in Northern Region of Ghana
    (Research on Humanities and Social Sciences, 2014) Adjei, F.G.
    This paper examined the conditions and the reasons why children operate on the streets of Tamale Metropolis. It uses focus group discussion and observation to find out the problems facing the street children, the nature of their work and what they perceive to be the solution to their plight. Rooted in streetism is the problem of poverty as it was noted or expressed by respondents. Through literature review the paper discusses meaning, causes and effects of poverty and comes out with strategies for reducing poverty. The study noted that the children were on the street because the parents were poor and could not take care of them. The children also expressed readiness to leave the street if they could be assisted to learn a trade. It was noted that working on the street was risky, unpleasant and without hope of building one’s career.The study recommends that students in basic schools should be well trained in both theoretical knowledge and practical skills and be well equipped with employable skills so as to make them useful outside the classroom. Again, instead of dropping students along the educational ladder for not meeting entry requirements to higher institutions and thereby regarding them as failures, they should rather be given apprenticeship training to prepare them for the job market especially in the informal sector.
  • Thumbnail Image
    Item
    Harnessing the Power of the Youth Through National Youth Policies in Ghana: Challenges to Notions of Empowerment
    (Contemporary Journal of African Studies, 2015) Tagoe, M.A.; Oheneba-Sakyi, Y.
    While Africa has the largest cohort of young people, and governments acknowledge that they ar e an important human resource with the potential to contribute significantly to national development, little effort has gone into harnessing its most abundant asset. Confronted with unemployment, limited access to opportunities to further education, limite d space for political participation and participation in the decision - making process, many are questioning the genuineness of national youth policies which are supposed to empower the youth. In the 21 st century, where emphasis is placed on knowledge - econom y, what the youth need today are lifelong learning opportunities such as widening access to further education to produce young people prepared to meet the challenges of today and the future. If empowerment is about agency and opportunity structure, and edu cation and our educational institutions are there to create the environment for the youth to become empowered, then p olicy - makers need to incorporate service - learning and entrepreneurship education into the educational system to help students develop criti cal and problem - solving skills — interpersonal and communication, and civic skills and dispositions , and also promote employability of young people .
  • Thumbnail Image
    Item
    Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives
    (Africa Education Review, 2017-09) Asamoah, M.K.; Oheneba-Sakyi, Y.
    This study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana. (PDF) Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives. Available from: https://www.researchgate.net/publication/319913337_Constructivist_Tenets_Applied_in_ICT-Mediated_Teaching_and_Learning_Higher_Education_Perspectives [accessed Sep 20 2018].
  • Item
    Promoting Inclusive Education in Ghana
    (i-Manager’s Journal on School Educational Technology, 2010-12) Djietror, B.B.; Okai, E.; Kwapong, O.A.T.F.
    Inclusive education is critical for national building. The government of Ghana has put in measures for promoting inclusion from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop out of school due to pregnancy for them to return and the school feeding programme for promoting retention in school. These efforts have yielded some results such as increase in enrollment at all levels of education. Using a combination of quantitative and qualitative data, this paper discusses the measures for promoting inclusive education in Ghana, issues emerging and strategies for improvement.
  • Thumbnail Image
    Item
    Promoting E-Learning in Distance Education Programs in an African Country
    (E-Learning - Long-Distance and Lifelong Perspectives, 2012-03) Addah, K.; Kpebu, D.; Kwapong, O.A.T.F.
    The idea of widening access to education, promoting independent and lifelong learning and adopting alternative approaches to delivery of education is prominent in the goals of education in Ghana. To facilitate human reso urce development in the country and widen access to education at all levels, the educational policy of the country has emphasized the promotion of e-learning in its distance education programs. Supported with information and communication technology, thousands of people from remotest parts of countries have been able to access education through distance learning [1]. The traditional notion of education is the type of teaching and learning that occurs in personal contact between the teacher and the learner in the classroom setting. This is anchored in the reality that teaching and learning take place at same time and same place. With the introduction of new communication technology it has became clear that formal, informal or non-formal teaching and learning at the higher level could also be done via technology. The rapid development in learning theories and advancement in technology has made it possible to shift from institution-led le arning to own-time self-learning at a distance using e-learning platforms. Thus from face-to-fa ce teaching to self-paced-learning, which is moving towards flexibility and openness. This experience has progressed to the alternative delivery system known as e-learni ng. E-learning as in the sens e of electronic delivery of education for students who are separated from their teachers both in time and space has existed and operated under different terms such as distance education, distance teaching and distance learning for over one hundred years in the more developed regions and for one or two generations in the developing regions. Since e-learning thrives on information and communication technology, the advancement in technology gives dire ction to e-learning provision in Ghana. Using secondary resources this chapter assesses the progress that has been made on the promotion of e-learning in tertiary distance education programs in Ghana. Though e-learning can support both on-c ampus and off-campus (distance learning) programs, the focus of this chapter is how e-learning is being utilized in distance higher education programs in Ghana. The first section discusses the e-learning concept in distance higher education, followed by an assessment of education in Ghana with special focus on distance learning. The final sections discusses on efforts at promoting e-learning in Ghana and the challenges thereof.