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This study used primary data from rural primary schools in Malawi and administrative data from the Malawi Education Management Information System to explore the impact of school bursaries and socio-economic status on girls dropping out of school. Lack of money to pay for school fees was a major reason for the high girl school dropouts. School bursaries appeared to help keep more girls in school and girls from households with better socio-economic status were less likely to drop out of school. The Malawi Government and its development partners should extend bursaries to needy girls in all secondary schools. Promotion of programmes that enhance household socio-economic status in rural areas should enable households to be financially capable of schooling their children. © 2020 Elsevier Ltd

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Persuasive strategies in grant recommendation letters written by senior faculty in a Ghanaian university

by Afful, Joseph Benjamin Archibald

The genre system of grant application has gained attention from researchers in Applied Linguistics, Discourse Studies, and Higher Education. However, the grant recommendation letter (GRL), also known as the “letter of support”, has been understudied in this system. To address this gap, this study examined the persuasive strategies used in GRLs. Using Aristotle’s Theory of Persuasion and a qualitative inductive discourse analysis, we analysed 90 GRLS. The findings revealed that GRLs employ different frequencies of ethos, logos, and pathos to influence the grant committee. The writers primarily emphasised rational justifications for the applicant’s qualifications, while also demonstrating ethos through appropriate personal traits. Personal pronouns were used to perform discursive functions as well. Based on the findings, we offer implications for pedagogy and further research on GRLs. © 2023 Sciendo. All rights reserved.

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Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

by Ayana, Haimanot

Introduction: Vocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation. Methods: A quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixed-method research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation. Results: High reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based vocabulary, saying the new word aloud, using the vocabulary section in textbook, and continuing to study words over time vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed. Conclusion: The study concluded that training in vocabulary learning strategies had a significant impact on students’ vocabulary knowledge achievement. Copyright © 2024 Ayana, Mereba and Alemu.

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Determinants of research output submission in institutional repositories by faculty members in Nigerian universities

by Onyebinama, Colette Ogugua

Purpose: This paper aims to determine and analyze the rate of content submission by lecturers in relation to type of university, discipline, academic qualification, rank and teaching experience and identified the determinants of research output submission by faculty members in Nigerian varsities. Design/methodology/approach: The survey was conducted in six universities with functional institutional repositories in Southern Nigeria. Data collated through questionnaire from the university lecturers were analyzed using frequency distribution, percentages and regression analysis. Findings: Results showed that submission of research output was higher for lecturers in Social Sciences than for those in the Sciences; the highest among those with doctorate degree, senior lecturers and those with 6–10 years of teaching experience. The rank of faculty members and the type of university were significant determinants of research output submission. Research limitations/implications: The survey was limited to universities in Southern Nigeria with functional institutional repositories. There should be further investigations on same study in universities with functional institutional repositories in other regions in Nigeria. Practical implications: Increased submission rate by faculty members will sustain the institutional repositories. Social implications: Faculty members get in contact, make friends and engage in collaborative research. Originality/value: This report contributes to the global knowledge and communication’s field through the provision of empirical evidence on the determinants of content submission in open access institutional repositories. © 2020, Emerald Publishing Limited.

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Professional development perspectives on Global Citizenship Education in Ghana

by Parejo, Jose-Luis

Background Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from 'global North' contexts, it is particularly important to research this area from 'global South' perspectives. This paper contributes by reporting on a study conducted in an initial teacher education setting in Ghana. Purpose The study aimed to investigate prospective teachers' viewpoints on GCE. It sought to explore aspects including how pre-service teachers understood the orientation, meaning and relevance of GCE teaching and their views on the debates surrounding GCE's underlying approaches and values. Methods Participants were 16 pre-service teachers who had taken GCE courses during their degree programmes at a university in Ghana. Data were collected through three focus group discussions and analysed qualitatively. Findings In-depth analysis of the rich data suggested that participants had generally positive perceptions about GCE, whilst observing challenges and tension in the relationships between local, national and global issues. Whereas some were of the opinion that GCE had a neocolonial orientation, focusing on Western elements over other cultures, others expressed the view that GCE content could be reoriented to address local issues as well. Although participants felt that greater practical experience could strengthen their learning, they believed they had obtained adequate skills in terms of content and theory for the teaching of GCE. Conclusion The study draws attention to the need for educators to be supported from an early stage and throughout their career journeys with professional development in GCE that invites exploration, critical thinking and challenge.

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The Influence of Plagiarism Policy Implementation on the Quality of Academic Writing Among Postgraduate Students at the University of Dar es Salaam

by Moshi Amsi Mislay

Plagiarism policies have become an important feature of quality assurance practices in higher education institutions around the world, with a focus on improving the quality of academic writing and other research products. The University of Dar es Salaam (UDSM) purchased Turnitin software in 2015 to detect plagiarism in academic writing, including postgraduate theses, dissertations, term papers and assignments. This article examines the implementation of the university’s plagiarism policy using the case of postgraduate students’ theses and dissertations in selected academic unit (SAU). A sample of 556 postgraduate theses and dissertations submitted to SAU for plagiarism testing between January 2016 and December 2021 was collected, tested using Turnitin, and analysed to establish the trend and extent of plagiarism following policy adoption. Moreover, the study aimed to identify the limitations of using Turnitin to detect academic cheating among postgraduate students. The findings indicated that although the adoption of Turnitin software has reduced the trend in plagiarism in theses and dissertation writing, its effectiveness is limited because it fails to detect plagiarism levels within individual chapters of theses or dissertations. It is recommended that the plagiarism policy be reviewed to take into account new strategies that focus on individual chapters as well as the tolerance level of 30%, which seems high. Policies that address plagiarism content in postgraduate curricula should also be considered. © 2023, International Network for Higher Education in Africa, University of Kwazulu-Natal. All rights reserved.

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Tutors’ chronological age and characteristics as predictors of creative nurturing behavior in the 21st-century classroom

by Inuusah Mahama

Introduction: The study examined tutors’ characteristics and chronological age as they influenced their creativity nurturing behaviors. Methods: The descriptive cross-sectional design was used to survey 340 tutors (male = 220, female = 120) from 16 colleges of education. The data for the study were gathered using adapted versions of teachers’ characteristics and creativity nurturing behaviors scales. The data were analyzed inferentially. Results: The study revealed that tutors’ characteristics influenced their creativity nurturing behaviors and teachers with 30 years and above of teaching could influence their creativity nurturing behaviors. Differences were established in tutors’ creativity nurturing behaviors based on their experience but such were not found in tutors’ characteristics. Discussion: It was concluded that tutors’ characteristics and age are two key drivers of their creative abilities in the 21st century classroom. Therefore, management of teacher training institutions must cultivate an appreciable and appropriate tutor characteristics and dispositions so that they can use them to nurture trainee-teachers. Copyright © 2023 Mahama, Dampson and Eshun.

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Impact of institutional crisis on the process of teaching-learning at Haramaya University

by Sintayehu, Birhanu

The study examined the impact of the institutional crisis on the process of teaching-learning at Haramaya University. The researchers adopted survey research design. An explanatory mixed approach was employed to collect quantitative data first and then qualitative data to explain the quantitative results. A questionnaire, key informant interviews, and field visit were the instruments used to collect the data. The study participants were 45 faculty members/instructors, 40 students, 27 department heads/program coordinators, four deans/associate deans, and five peace & security officers. Simple random, availability, and purposive sampling techniques were used to select the study participants. The researchers used descriptive and inferential statistics to analyze quantitative data. In addition, qualitative data was analyzed thematically to substantiate on quantitative findings. The findings indicated that the leaders of Haramaya University have better competence on a political frame than structural, human resource, and symbolic frames. In addition to this, the findings of the study showed that on-campus demonstrations, boycotts of cafeteria services and class, students withdrawl, dropout, ethnocentrism, psycho-social problems, destruction of material resources, and high staff turnover are the major consequence that mostly affected the teaching and learning process. Therefore, it would be advisable if leaders are vigilant to manage the crises that disrupt the teaching and learning proces which in turn hampers the realization of institutional objectives. © 2022 The Author(s)

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Prevalence of dental caries in the first permanent molar and associated risk factors among sixth-grade students in Sao Tome Island

by Quaresma, AAD

Background Dental caries is one of the most preventable oral diseases among children in developing countries. This study aims to estimate the prevalence and severity of dental caries in the first permanent molar and analyze the related risk factors among sixth-grade students in Sao Tome Island. Methods A cross-sectional study with a stratified cluster sampling method was conducted on 1855 sixth-grade school children, mainly aged 11 to 14 years old, from 10 schools in 6 regions of Sao Tome Island, from April 17 to June 27, 2021. Dental caries examination was performed by using the CAST criteria (DMFT) index, and the self-administered questionnaires about family background, oral hygiene, and relevant behaviors were collected. Multivariable logistic regression was used to study risk factors related to dental caries of permanent molar, and all data analyses were done using SPSS version 25. Results The prevalence of dental caries in permanentmolarwas 68.79%, without significant difference between gender, age, residence, and whether only child or not. The mean Decayed, Missing, and Filled Teeth (DMFT) index and mean Decayed, Missing, and Filled Surface (DMFS) index were 1.751 +/- 1.514 and 3.542 +/- 3.941, respectively. The rate of filling teeth was 5.50%, and Pit and Fissure Sealant (PFS) rate was 2.21%. The overall prevalence and DMFT index of dental caries of permanentteeth was 76.01% and 2.753 +/- 4.569, respectively. The results of logistic regression analysis indicated that the frequency of candy/chocolate consumption (OR = 1.095) and fair self-assessment of dental health (OR = 1.354) were significantly associated with dental caries (P < 0.05). Conclusions The high prevalence of dental caries in the first permanent molar was a public health issue among sixth-grade school children in Sao Tome Island. The prevalence of dental caries, mean DMFT and DMFS scores were higher, while the rate of filling and PFS teeth were lower than the average score of other African countries. Thus, oral health education,implement oral healthpreaching to school children and their parents is crucial to prevent dental caries.

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The case for philosophy for children in kenyan school

by Ominde, Eliud Shani

The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya adopted an indirect approach of value education that advocates for integration of values within regular curriculum. This strategy seems ineffective owing to an increase in the cases of indiscipline among learners. This study seeks to examine the application of Philosophy for Children (P4C) as the architecture for implementing value-based education and the realization of Chapter Six of the Constitution of Kenya because the values that P4C aims to nurture are highly consistent with those of the Kenyan Constitution. Through P4C, the Kenyan Education system can achieve its goal of preparing responsible and ethical citizens of high moral integrity. Chapter Six of the Kenyan Constitution has laid the cornerstone principles of Leadership, Integrity and elements of ethical citizenship. It dictates the code of conduct for state officers and responsible citizenry. Through the Competency-Based Curriculum (CBC), the Ministry of Education seeks to inculcate these principles in the learners at an early age. © 2022 State Univ of Rio de Janeiro - Center of Childhood and Philosophy Studies. All rights reserved.

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Factors affecting the adoption and use of online assessment for learning at Polytechnics in Zimbabwe

by Gilbert Mahlangu

The purpose of this study was to investigate the key factors affecting the adoption and use of online assessment in Polytechnics in Zimbabwe during the COVID-19 era using the Technology-Organisation-Environment (TOE) framework and Technology Acceptance model (TAM). A qualitative research methodology was employed to discover and explain the adoption factors of online assessment for learning based on the participants’ experiences. Data were collected from lecturers and students from Harare Polytechnic using semi-structured interviews. Total of 10 students and five lecturers were purposively selected from five Departments. The factors affecting the adoption and use of online assessment were coded using Template analysis and classified based on the theoretical lens of the integration of the TOE framework and TAM. The study reveals that the adoption and use of online assessment in Polytechnics depend on technological factors (internet access, computing devices, and ICT infrastructure), organisational factors (institutional support), environmental factors (academic integrity), and individual factors (digital skills and user perceptions). This study concludes that online assessment is no longer a choice for tertiary education institutions since COVID-19 has presented a mandatory environment for its adoption. As far as theoretical contributions of this study are concerned, the study extends the TOE framework by explaining how the individual factors, for instance, the digital skills and user perceptions influence the successful adoption of technology in mandatory environments such as online assessment during COVID-19. In terms of practical contributions, the extended TOE framework can be used as a valuable point of reference for scaling up the adoption and use of online assessment in Polytechnics. The study recommends that both lecturers and students should be trained on the usage of an online assessment. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

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Exploring values implicit in Ghanaian Senior High School mathematics textbooks

by Nicholas Essien

Values are pivotal in mathematics education. Coming to grips with values in mathematics as a means of understanding them well enough to enculturate children in the subject has been highlighted in the literature. Valuing in mathematics has been positioned as the key driver of both the content of the mathematics curriculum and its teaching. This study explored values implicit in Ghanaian Senior High School mathematics textbooks. A sample of four best-selling Ghanaian Senior High School Form 1 Core Mathematics textbooks were purposely selected for this study. Using a checklist, the study explored mathematical values and mathematics educational values implicit in these textbooks. Findings from the study revealed that mathematical values of Objectism, Progress and Openness were emphasized more in the textbooks, while mathematics educational values namely Formalist View, Theoretical Knowledge, Instrumental learning, Accessibility and Evaluation were also emphasized more. How these values were conveyed is presented and the implications of the results of the study for policy and practice are also discussed, especially the need to use an array of mathematics books rather than only one to teach students in order to expose them to the values they need to become life-long learners in mathematics. © The Author(s) 2024.

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Exclusion of the female child from primary education: exploring the perceptions and experiences of female learners in northern Nigeria

by Fatai Ayiki Azeez

Despite efforts at achieving the SDG goal of education for all, a critical issue remains an increased exclusion of female child from education. This study explored the perceptions and experiences of female learners on girl-child exclusion from primary education. The study employed a concurrent parallel mixed methods research design. The study's population are all female learners in Kastina State primary schools. Data was collected using In-depth interviews, Focus Group Discussions, and a questionnaire tagged: ‘Perceived Exclusion from Education Questionnaire’ (α = 0.84), and analysed using descriptive statistics and thematic analysis via the SPSS and ATLAS.ti respectively. Findings indicate positive perceptions of female learners towards education of the female child; female learners’ experiences in being educated were recounted; factors necessitating the exclusion of female children from primary education were cultural, economic, environmental and personal. Strategies for mitigating the exclusion of female children from primary education were highlighted. Some recommendations are discussed. © 2024 ASPE.

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