Agyekum, Boadi
3 Publications in AERD
Author Publications
Export PDFAchieving human potential through community learning centres in Ghana: a capabilities approach to community development
By Agyekum, Boadi
This article uses Sen’s Capabilities Approach (CA), which prioritises access and equality, to critically investigate distance education (DE) programmes in the community learning centres (CLCs) as a programme that sheds light on how to best promote a community’s residents’ quality of life in Ghana. According to this study, encouraging distance learning in CLCs can have an impact on community development. To investigate how DE in CLCs aids community development, this study used a qualitative case study methodology and conducted in-depth interviews with students and service providers (n = 25) from the Greater Accra CLCs. Key emerging themes included fostering equity in the community and encouraging access and opportunity for learning through DE. Studies have demonstrated that the more active and knowledgeable individuals are, the greater their independence from families and, consequently, on the resources and services of the community. Additionally, engaged-educated people contribute to the development of their communities through the knowledge, expertise, and experience they have gained. Hence, Sen’s capability approach, which seeks to comprehend issues of access and opportunities in the community, makes the connection between studies in CLCs and community development. It is, therefore, imperative to conclude that CLCs are designed to offer learning activities for adults to promote an active lifestyle that contributes to the development of sustainable communities. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Mentoring in Doctoral Studies in Two Culturally Diverse Universities
By Amponsah, Samuel
This study employed a comparative qualitative case study method to investigate the pivotal role of mentoring in doctoral studies within distinct institutional settings, namely, Ghana and the United States. Using the cognitive apprenticeship model, we compared the mentoring processes deployed in the two studied universities. Noteworthy distinctions emerged in the mentoring processes, levels of engagement, and their impact on students’ decision making regarding further studies and career choices. These disparities are traced back to variations in the design of mentoring programmes. Our contention is that fostering effective mentoring processes within higher education institutions wields a substantial influence on graduate students’ academic satisfaction. This study, therefore, underscores the imperative of refining mentoring strategies and proposes avenues for future research in this critical domain. © the Author(s)
Teacher professional development (TPD) in Ghana: constraints and solutions
By Salifu, Inusah
This study examined constraints facing teacher professional development (TPD) at the pre-tertiary level of education in Ghana and the measures that could address them. Based on an embedded mixed method design, we sampled 150 pre-tertiary school teachers from a purposively selected district in eastern Ghana. We used questionnaires for data collection and analysed the data using descriptive, factor, and regression analyses. The study revealed multitudes of systemic challenges, such as the failure of TPD organisers to follow up on in-service training programmes, infrequent state sponsorship of TPD activities, and the lack of transparency in awarding study leave for professional development. In resolving the challenges, the research found, among other things, the need to make follow-ups to address skill gaps after training programmes, increase budget spending on TPD activities, and decentralise the organisation of TPD activities to make them transparent. Locally, the findings highlight TPD as a crucial challenge in Ghana’s education system and underscore the importance of addressing skill gaps through follow-up initiatives after training programmes. Internationally, the study adds to the burgeoning literature on TPD by providing a more nuanced understanding of the nature of TPD challenges in an African context through the lens of the Theory of Constraints. © 2024 International Professional Development Association (IPDA).
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