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Self-image of in-school adolescents in offa local government area of kwara state, Nigeria: Implications for counselling practices
Benin: Governance, lifelong learning and development
Management Practices and Implementation Challenges in District Education Directorates in Ghana
Self-image of in-school adolescents in offa local government area of kwara state, Nigeria: Implications for counselling practices
by Aminat Adeola Odebode
Many adolescents are anxious, depressed and have poor psychological well-being due to their self-image. This study therefore, investigated the self-image of in-school adolescents in Offa Local Government Area of Kwara State, Nigeria. The study also examined the influence of gender, age and class type on the respondents' perception. This study employed a descriptive survey method. A total of 400 secondary school students in Offa were selected through purposive and systematic sampling techniques. The participants responded to a researcher-designed instrument entitled 'Self-image Inventory" (SII). The validity of the instrument was done by team of experts. The reliability of the instrument was established using test re-test reliability method which yielded a coefficient of 0.76. Data were analyzed using descriptive and inferential statistics. Analysis of Variance and t-test statistical tools were employed to test the hypotheses at 0.05 level of significance. Results showed that in-school adolescents in Offa LGA have negative self-image. Similarly, a significant difference existed based on class type. It is recommended among others that counsellors in schools should be allowed to perform their therapeutic roles so they can help in-school adolescents to develop positive self-image. © 2020 Eskisehir Osmangazi University.
Benin: Governance, lifelong learning and development
by Biao, Idowu
This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development. © The Author(s) 2021.
Management Practices and Implementation Challenges in District Education Directorates in Ghana
by Michael Boakye-Yiadom
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations. © The Author(s) 2024.
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