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Spatial Skills Among Young Children in Morogoro, Tanzania: Examining the Effectiveness of a School-Based Intervention
Scientific human resource for national development in Ghana: Issues and challenges
Scientific human resource for national development in Ghana: Issues and challenges
by Emmanuel Kodjo Tetteh
Keep ReadingSpatial Skills Among Young Children in Morogoro, Tanzania: Examining the Effectiveness of a School-Based Intervention
by Borzekowski, Dina L. G.
Along with emerging literacy and numeracy, spatial skills and reasoning set the foundation for young children's school readiness and early education. This study explored introducing an innovative curriculum for promoting young children's spatial learning in Morogoro, Tanzania. Four hundred twenty-eight children from 21 schools participated; 11 schools received a seven-week educational intervention using Pattern ABC cards, while another 10 schools served as a control group. Within the intervention schools, six received a boost training to assist in delivering the intervention lessons. At baseline, children demonstrated low levels of literacy, numeracy, and spatial skills. The team estimated multivariate hierarchical linear models after the intervention and found that those children in classrooms with the boost performed significantly better than those in the regular intervention and control classrooms on several core spatial skills, including identification, naming, and matching to line drawings. This study offers evidence that an educational intervention featuring shapes and patterns can be delivered although it was a challenge, as it differs greatly from the typical pedagogical approach in this low-income, resource-poor environment. Greater teacher training can increase the program effects, particularly with respect to successful implementation of lessons involving less frequently taught spatial concepts and approaches.
Scientific human resource for national development in Ghana: Issues and challenges
by Emmanuel Kodjo Tetteh
Studies have established that science and technology applications have culminated in the discovery of new products, new processes, improved and faster services, better ways of solving human and environmental challenges as well as opportunities for new jobs. Therefore, understanding and use of scientific knowledge is critical in responding to national development needs and challenges. The paper provides evidence of Ghana's scientific and technological responsiveness to leveraging scientific human potentials in order to confront societal and development challenges. A cross sectional survey was conducted in 33 public and private tertiary institutions in Ghana. Census was used to select public institutions while private institutions were purposively selected to assess science student enrolment, science academic staff, science infrastructure including laboratories, as well as funding sources for research activities. The results observed inadequate scientific infrastructure in tertiary institutions. Master’s degree holders constitute the majority of the science academic staff. Total PhD enrolment in public tertiary institutions increased by 86.7%, while PhD enrolment in science programmes decreased by 22.3% from 2013 to 2015. The paper recommends a holistic approach to tertiary level scientific education to enhance national development in Ghana.
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