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It is widely recognised that the instructors (facilitators) are key to the success of adult literacy learning programmes; yet in many programmes, a considerable number of facilitators withdraw from teaching mid-term. Although this issue has been noticed, no substantial research has been conducted into the reasons for such withdrawals. Based on interviews with adult literacy organisers and facilitators in a range of contexts in Ethiopia, this paper explores this issue and throws light on the distinctive roles of the adult literacy facilitator, significantly different from the roles of primary school teachers. © 2018 Elsevier Ltd

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Women’s empowerment and child health outcomes in Ghana

by Gloria Essilfie

This study investigates whether women's empowerment, measured by education attainment relative to her partner, decision?making, and domestic violence is related to nutritional status of children in Ghana. Using the 2014 Ghana Demographic and Health Survey, the study examines the effect of women empowerment on child's nutritional status at different points in its conditional distributions using ordinary least squares and quantile regression estimation technique. The study observes that women's empowerment is associated with improvement in the nutritional status of children with Z?scores less than ?4 and ?3 standard deviations, for acutely and severely malnourished children respectively in the long run. The study recommends that the Ministry for Gender and Social Protection should educate male partners on the need for women participation in decision?making at the household level as well as make formal education accessible to women.

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Observations from a system dynamics modeling field school in Mali

by Amadou Sidibe

System dynamics models are powerful tools, but it can take months to learn modeling at an advanced level. Gaining even advanced beginner systems modeling skills may be useful for many researchers, and may require less time. We tested this premise through a 1-week field course in Bamako, Mali. The course included an introduction to systems thinking and modeling, a field trip to involve local stakeholders in defining a modeling problem, and 3 days of constructing a system dynamics model for simulation. After the workshop, participants expressed satisfaction with the systems thinking tools they had acquired, and saw the power of system dynamics modeling for addressing complex problems. The largest barriers to their continued use of system dynamics tools were other commitments, and the lack of a designated time and context to practice their skills further. We conclude that system dynamics modeling can be taught to an advanced beginner level (with some students reaching competence) in 1 week—but participants should be organized to continue their learning beyond the workshop. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society.

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RECLAIMING THE SPACE FOR STORYTELLING IN UGANDAN PRIMARY SCHOOLS

by Ssentanda M.E.

The purpose of this article is to highlight teachers' beliefs and practices towards storytelling in the mother tongue in Ugandan rural classrooms and the effect this could have on efforts to promote reading, such as the mother-tongue (MT) education programme in Uganda and the African Storybook Project (ASb). The article demonstrates that although there are initiatives to promote storytelling in the mother tongue in Ugandan primary schools to enhance reading and literacy acquisition, teachers are not prepared for the task and, therefore, disregard storytelling in the mother tongue. This disregard of storytelling in the mother tongue stems from the fact that teachers view storytelling as a waste of time, time that can rather be spent on 'real' lesson content. Furthermore, they feel that storytelling adds unnecessary pressure to their already demanding workload. Moreover, learners are not assessed for storytelling at the end of their primary education. In addition, teachers are not trained on how to integrate storytelling in their teaching practices. The article presents classroom-based research which highlights teachers' practices towards storytelling. The article ends with a request for ethnographic fieldwork to educate teachers on the social-cultural values of storytelling beyond learner assessments (among other benefits) and to facilitate teachers on how to integrate stories in the learning process.

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Embracing Diversity in the Educational Landscape: Resource Supply and Inclusive Education in Secondary Schools

by Usen F. Mbon

Several studies have examined the challenges affecting the smooth implementation of inclusive education; focusing on resource inadequacies. However, these studies primarily relied on descriptive statistics: describing resource availability but not assessing their impact on policy implementation. The current study addresses this gap by analysing the extent of critical resource supply for implementing inclusive education and its influence on policy implementation. A descriptive survey design was adopted, targeting 281 principals from public secondary schools across three educational zones in Cross River State. Stratified proportionate sampling was used in selecting 120 principals as the sample. Data collection involved a structured questionnaire with an acceptable validity and a reliability indices. Descriptive statistics were used to answer the research questions, and Simple and multiple linear regression were used to test the hypotheses at the .05 level of significance. The findings of the study revealed low supply levels of physical, human, and financial resources for implementing inclusive education in secondary schools. The extent of inclusive education implementation was also found to be low. The study further indicated that the supply of physical, human, and financial resources collectively affected policy implementation, with physical resources having a greater impact. These results have practical implications for the government and stakeholders; emphasising the need for adequate physical, human, and financial resources to implement inclusive education in secondary schools. © 2023 Mbon et al.

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Integrating digital libraries into distance education: A review of models, roles, and strategies

by Christopher M. OWUSU-ANSAH

This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning. © 2019, Anadolu Universitesi.

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The provision of adult education in Ethiopia: 'policy initiatives and practice' in focus from qualitative findings - A meta synthesis study

by Assefa, Yalalem

This study was conducted to build evidence-based research about the provision of Ethiopian adult education. Therefore, the main purpose of this meta-synthesis study was to upsurge understanding from empirical facts and give evidence-based research regarding the provision of adult education in Ethiopia from the standpoint of policy and practice a wide-ranging spotlight. In doing so, sample qualitative studies were searched and selected from databases using search terms. To find all the relevant primary studies on adult education to this investigation, both electronic and manual search strategies were utilised using the PRISMA (2009) guideline. According to this meta-synthesis result, Ethiopia has had three distinct political systems of government since the 1941, when adult education has been habituated into modern education with erratic emphasis. Each was defined by its approach to education policy. Sometimes adult education in all eras of government is used to spread political ideologies, rather than to directly benefit adult learners, who are the primary audience and effect good change. Although many policies and directives have been implemented to support the provission of adult education programs in the country, the actual effort and outcome are still merely symbolic. To conclude, the adult education policies should be revisited and formulated to reflect the creation of holistic development in all adult learners to be competent citizens and critical thinkers, stand for social justice, peace, and unity in diversity.

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Institutional Setting and Its Influence on the Teaching of Mathematics: Implications to Implementing Reform Vision in Mathematics Education in Ethiopian Schools

by Dereje Taye Wondem

Existing initiatives in mathematics education demand establishing a continuous professional development program for teachers in Ethiopian schools. However, implementing such programs first requires an understanding of the school and district environment in which the participating teachers work, as mathematics instruction is in part a function of the environment. In many cases, school and district settings are dynamic, and it is difficult to incorporate unplanned and intervening factors into the change process. This case study attempts to investigate the influences of the school and district settings in promoting reform visions in mathematics education. This study applies the theory of communities of practice as a framework and qualitative coding of data to understand the dynamic school setting and its implications for the teaching practices of mathematics teachers. The findings reveal that the school setting does not adequately promote reform visions, but rather it maintains the practice that is supposed to be changed. The current situation includes an accountability system loosely connected to reform visions, the absence of reform-oriented school leaders and expertise to guide the teachers, and a lack of instructional materials that the teachers can refer to regarding the new reforms. This paper suggests a possible configuration of the school situation to promote an environment that fosters the teaching of mathematics toward reform objectives. © 2023 by the authors.

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