FACULTY OF EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/264
Browse
2 results
Search Results
Item Coping experiences of graduate students on full-time employment and full-time academic programmes(Taylor & Francis, 2020) Amponsah, S.; Kumi-Yeboah, A.; Adjapong, S. O.; Omoregie, C. O.There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structured interviews. Findings from the study revealed that the participants' inability to secure financial support for their studies and the need to consolidate their jobs were the key factors influencing their decision to combine full-time study and work. Results also showed that flexitime arrangements served as the best strategy for coping with the two full-time endeavours. Additional results indicated that focusing on one role at the expense of the other and some form of subtle support from superiors were motivators for the study subjects to cope with the dual roles. Moreover, it was apparent that these full-time working-students often experience compelling challenges as a result of their engagement which are potential reasons for employment dishonesty among such employees. The findings of this study are important for consideration among higher educational institutions, employers, policymakers, graduate students, and others.Item African cultures and the challenges of quality education for sustainable development(2018) Amponsah, S.; Omoregie, C. O.; Ansah, B. O.In 2015, the world, through UNESCO adopted the 2030 agenda for sustainable development floated on 17 Sustainable Development Goals (SDGs) to “transform our world.” SDG4 titled Quality Education seeks to “ensure inclusive and equitable quality education for all and promote lifelong learning.” An ordinary look at SDG4 would make it appear as an extension of Education for All. However, there are differences. One difference that stands out is the undercurrent of the need to connect education to the key indicators of existence in its context especially through learning and equity. SDG4, as indeed many policies and agenda at the global level, tends to face challenges peculiar to the uniqueness of the African continent. Most governments struggle to include such goals in their national plans in ways that connect the real context of their people. One major area of concern for us is the area of culture where most programmes introduced into Africa, including into schools, are dressed in cultures foreign to the receiving communities. The authors of this paper argue that for SDG4 and similar programmes to fulfill their objective; they must find ways of embracing and adapting authentic African culture. The authors theorise in literature and use African cultures to drive its analysis. We conclude that African culture is the most viable framework for ensuring quality education that causes and sustains development along the lines envisaged by SDG4.