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The impact of female off-farm wage employment on children's school enrolment in Lesotho
The shadow economy and education in Uganda: Is there a long-run relationship?
Integrating technology in teaching and learning in universities in Lesotho: opportunities and challenges
Absorptive capacity and innovation generation in higher education institutions: the mediating role of inter-functional coordination
The impact of female off-farm wage employment on children's school enrolment in Lesotho
by Ernest Ngeh Tingum
Using data from the Lesotho-Household Budget Survey (HBS) 2017, this paper analyses the impact of female off-farm wage employment on children's school enrolment. The paper focuses on the rural areas, where 58% of the population is concentrated. The theoretical model is based on the household bargaining model. Empirical analysis employs various econometric techniques the probit model, the IV probit model and the Heckman selection model. The findings point to a positive effect of female off-farm wage employment on child schooling. Relative to their counterparts, children from households with female off-farm wage employment are 5% more likely to be enrolled in school. Other factors such as the age and gender of a child, age, education and gender of the household head are also found to be important for child schooling. Furthermore, the results show that female off-farm wage employment is more important for boys than girls. The school enrolment of boys in the rural areas of Lesotho is inhibited by various factors, which explains their low school enrolment rates vis-à-vis those of girls. The results have implications for policies aimed at increasing participation in school and ensuring equality in access to education for all sexes in Lesotho. © 2023 Inderscience Enterprises Ltd.. All rights reserved.
The shadow economy and education in Uganda: Is there a long-run relationship?
by Stephen Esaku
Using time series data from Uganda covering the period from 1991 to 2017, this paper applies autoregressive distributed lag bounds testing approach to examine the long- and short-run relationship between education and the shadow economy. We find evidence of the long-run relationship. The results indicate that an increase in both primary and secondary school enrolment significantly reduce the size of the shadow economy in the long run, all else equal. The above relationship is robust to alternative specification and estimation methods. We also uncover bidirectional causal relationship between education and the shadow economy. In the short run, increased school enrolment reduces the shadow economy but in an insignificant manner. At the policy level, the existence of a negative relationship between education and the shadow economy suggests that mitigating informality requires reforming education system to address issues of quality. Additionally, addressing informality may require improving the economic and financial environment so that the needs and obstacles faced by individuals and or businesses are handled. Furthermore, reforming the political and institutional environment may go a long way into mitigating the expansion of the shadow economy in Uganda and Africa in general. © 2023 John Wiley & Sons Ltd.
Integrating technology in teaching and learning in universities in Lesotho: opportunities and challenges
by Mukai Turugare
Technology is now considered a critical toll in enhancing teaching and learning in universities owing to the fact that the ubiquitous nature of technology now allows students to access education from anywhere, at any time and at their own pace. The purpose of this study therefore was to investigate the extent to which universities in Lesotho have integrated technology in teaching and learning as well as identify factors that act as challenges and opportunities to effective integration technology in the universities. A quantitative research approach which utilised a structured questionnaire was employed to gather information while SPSS version 21 was also used to analyze data. A stratified random sampling technique was employed to select a sample of 125 lecturers from three universities to participate in the study. Results of the study showed that the level integration of technology into teaching and learning is overall not quite high and the following basic technology tools are being used to support the integration: use of learning management systems, projectors, computers and online activities. It also emerged from the study that factors that include opportunities for individualised staff development, availability of technical support, availability of a fair supply of infrastructure, continuous professional development act as the major opportunities for enabling effective technology integration. Results of the study also showed that limited financial resources, limited investment in new technology, lack of systematic and sustainable approaches for staff development to support effective technology integration were some of the major challenges faced. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.
Absorptive capacity and innovation generation in higher education institutions: the mediating role of inter-functional coordination
by Mercy Asaa Asiedu
Purpose: The purpose of this paper is to theoretically broaden the knowledge-based view (KBV) by examining the significant intermediary role that inter-functional coordination (IFC) plays in acquiring new knowledge and exploiting it throughout the entire higher education institution (HEI) community for innovation generation (INNG). Design/methodology/approach: Data collected from a survey of 282 lecturers purposively selected from the business schools of 20 HEIs in the Greater Accra region of Ghana was analyzed using partial least squares structural equation model to test the hypotheses proposed for the study. Findings: The results revealed that IFC significantly predicts teamwork and strong relationships across faculties, departments and units, and has a positive effect on the generation of innovations such as improved curricula, enhanced academic instruction and quality research output. Practically, the findings advise HEI managers to invest resources and efforts at building strong relationships that facilitate collaboration, trust and interactions among varying faculties, departments and units. This will enhance inter-functional knowledge sharing in academia to sustain a competitive advantage and continued relevance. Research limitations/implications: There are limitations that must be considered when interpreting and generalizing the quantitative results of this study. Data were collected from faculty staff of 20 public and private HEIs in the Greater Accra region of Ghana. Although the majority of HEIs are clustered in this region, the results may still not be representative of all HEIs in Ghana. Practical implications: Managers of HEIs are advised to commit to ensuring the management of IFC to promote knowledge sharing across faculties and departments. Managers are also advised to ensure that staff are made to be responsible for their cooperative and integrative teamwork. They are also advised to ensure that faculty and departmental goals are aligned with the overall goals of the university. Staff may also be encouraged to act as partners and not just employees through rewards, incentives and recognition packages. Social implications: Attention should be focused on creating lateral relations among faculty and department members to achieve internal social capital. They are advised to invest resources and efforts in building a culture of teamwork and connectedness through strong informal networking that facilitate collaboration between faculties and departments while cultivating a shared vision throughout the university. Originality/value: The main contribution of this paper is that it theoretically extends the KBV by empirically broadening the scope of absorptive capacity (ACAP) beyond its dimensions to include the “collaborative mechanism” (IFC) through which knowledge can be holistically exploited. The paper also contributes to existing literature by examining the intermediary role played by IFC in the relationship between ACAP and INNG in the HEIs domain which has been least discussed in the ACAP literature. © 2023, Emerald Publishing Limited.
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