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Students’ Perceptions of Careers in Ghana’s Hospitality and Tourism Industry
Students’ Perceptions of Careers in Ghana’s Hospitality and Tourism Industry
by Eunice Fay Amissah
Keep ReadingTeachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners
Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners
by Odutayo, Adesegun Olayide
Keep ReadingHow relevant is African philosophy in Africa? A conversation with Oladele Balogun
How relevant is African philosophy in Africa? A conversation with Oladele Balogun
by Chukwueloka S. Uduagwu
Keep ReadingDeveloping good person and citizen through civic and ethical education in Ethiopia: A content analysis of secondary school textbooks
Intercultural competence as a perceived predictor of cooperative EFL learning and classroom life among Ethiopian university students
Two People and One Albino! Accounts of Discrimination, Stigmatization, and Violence Against People Living with Albinism in Nigeria
Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique
Students’ Perceptions of Careers in Ghana’s Hospitality and Tourism Industry
by Eunice Fay Amissah
The study aimed to explore students’ perception of careers in the hospitality and tourism industry and their intention to pursue careers in Ghana’s hospitality and tourism industry. This study used a sample of 441 students studying hospitality and tourism management at University of Cape Coast. The results indicated that, overall, the perceptions of students toward careers in the hospitality and tourism industry were unfavorable. It was also observed that: opportunity to care for others, establish own jobs, gain transferable skills, further training and education are important factors students consider in their choices of careers but they believe the hospitality and tourism industry offers something else. The study, therefore, has some implications for career counseling, guidance, and reorientation of students toward careers in the industry. © 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education.
Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners
by Odutayo, Adesegun Olayide
Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study’s population was made up of instructors in public inclusive basic schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive basic school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. To address the questions posed, a mean rating was used. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. It was recommended that to enable effective ELS instruction, the government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments. © 2024 Published by KURA Education & Publishing.
How relevant is African philosophy in Africa? A conversation with Oladele Balogun
by Chukwueloka S. Uduagwu
In this short piece, I re-visit Oladele Balogun's thesis that African philosophy, in social terms, can be relevant in Africa. I argue that in theorizing only on the social relevance of philosophy in Africa, Balogun fails to do justice to the entire breath of possible practical value which African philosophy can offer to the continent. To show this, I shall converse with Balogun on his idea of social relevance by exposing its strength and weakness. For Balogun, it is in the social aspect of African philosophy such as questioning the belief of a given society in order to change their habit of thought, criticizing their ideology and cultural values etc., that African philosophy's relevance in Africa can be found. However, I contend that this does not fully capture other areas of African philosophy's relevance such as the epistemic, ethical and spiritual relevance. © 2019 Calabar School of Philosophy.
Developing good person and citizen through civic and ethical education in Ethiopia: A content analysis of secondary school textbooks
by Zerihun Takele Ayane
There is broad consensus that citizenship or civic education plays an important role in preparing democratic, tolerant and socially active citizens, although the role of civic education in achieving this goal in divided societies is far from straightforward. There is also the interdependent goal of developing a good person and a good citizen. In order for this to be successful, the content and pedagogy integrated into the formal curriculum (core curriculum framework and textbooks) play an indispensable role. This article examines how the characteristics of a good person and a good citizen are presented as learners' distinctive personal development in the Ethiopian civics textbooks (grades 9 to 12) and to what extent the learning activities in textbooks enable learners to explore alternative qualities of a good person and good citizens. The study mainly used quantitative content analysis method. All pages of the textbooks were used as units of analysis. The results show that the textbooks presented the characteristics of a good person and a good citizen as distinct dimensions of students' personal development. However, almost two third of the contents emphasize social self-identity (good citizens), while a fifth of the contents deal with autonomous self-identity (good person). The results also reveal that there are open-ended and future-oriented learning activities that can help students discover alternative characteristics of a good person and a good citizen. Most studies on Ethiopian secondary school and university students question the extent to which students develop and demonstrate desired goals of civic and ethnical education. The effectiveness of civic and ethical education in divided countries where the goals of the formal curriculum are not reinforced by macro-social political conditions and other factors of socialization are discussed. © 2024 The Authors
Intercultural competence as a perceived predictor of cooperative EFL learning and classroom life among Ethiopian university students
by Haregu, Zelealem Shitahun
This study aims to establish the significance of intercultural competence (IC) as a perceived predictor of cooperative EFL learning and classroom life among Ethiopian higher education students. In so doing, a quantitative correlational design was employed to answer the research questions. The data were gathered through Intercultural Competence Scale (ICS) and Classroom Life Measure (CLM) questionnaires administered to 292 randomly sampled undergraduate Communicative English Skills students. Correlation and multiple linear regression were computed via SPSS to analyze the data. The results have revealed that there is a significant positive relationship between perceived IC and cooperative classroom life (CCL) among the target EFL students. Besides, learners’ overall IC is found to be a significant positive perceived predictor of CCL, with intercultural knowledge, behavioral performance and affective orientation significantly contributing to this effect as individual IC factors. Based on the findings, fresh insights and implications are offered for intercultural cooperative EFL learning theory, pedagogy and research in higher education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Two People and One Albino! Accounts of Discrimination, Stigmatization, and Violence Against People Living with Albinism in Nigeria
by Aborisade, Richard Abayomi
Discrimination against people living with albinism (PWA) has been reported to manifest in the areas of healthcare, education, and employment, while they are vulnerable to brutal attacks and murder in the name of witchcraft, superstition, and wealth. However, in the African literature on albinism, empirical studies that deployed victim-centered approach are scanty. Therefore, drawing from the theory of “othering,” the study used the narratives of 62 PWA in a qualitative technique, to explore the various forms of discrimination, stigmatization, and violence that PWA are exposed to in the Nigerian society. As against findings of earlier studies, this current study found family to be actively involved in exerting various forms of micro/macro-aggressive behaviors towards members with albinism. Incidences of institutional discrimination and denial of human rights were found to be particularly high against the PWA in the areas of education and employment. The need for Nigeria to evolve social reform policies that will bring about social justice was established. © 2022, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique
by Casimiro Zavale, Nelson
As elsewhere in Africa, Mozambique established, during the 2000s, a national higher education quality assurance system to cope with the country’s rapid expansion of higher education. In 2014, the national quality assurance agency began the accreditation process. From 2015 to 2020, the Eduardo Mondlane University (UEM), the country’s oldest and largest public university, has accredited about 30 academic programmes. Based on UEM’s case and on reflection-in-action and reflection-on-action, this article examines the challenges of accreditation in Mozambique and in Africa. The reflection focuses on challenges related to the process and instruments, organisational setting, resources and policy and impact of accreditation. These challenges suggest that, alongside establishing quality assurance mechanisms in Africa, attention should also be paid to identifying and dealing with challenges constraining or facilitating implementation of these mechanisms, particularly if quality assurance systems are intended to improve the quality of institutions and make them accountable. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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