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Peri-urban fisheries- and fishing-dependent livelihoods face multiscalar threats of climate change, water pollution, transforming land initiatives and volatile markets. The objectives of this study were to assess the livelihood strategies and assets as well as the vulnerability of peri-urban fisherfolks in Lakes Chivero and Manyame, Zimbabwe. Furthermore, the study investigated the perceptions of fisherfolks towards climate change and its effects on their livelihoods. We employed a mix of qualitative and quantitative methods based on the livelihood indicator approach to assess climate risks and the associated vulnerabilities of peri-urban fisherfolks for the period November 2015–January 2017. Results indicate that the livelihood of the majority of fisherfolks (92.3% in Lake Manyame and 97.1% in Lake Chivero) is predominantly based on fishing and farming. More than 60% of the fisherfolks have attained formal education with some even attaining university education. Most (87%) peri-urban fisherfolks in the Lake Chivero and Manyame are aware of climate change and attest to its negative effects on their fishing-dependent livelihoods. Synergistic and multiplier relations between climatic and non-climatic factors such as water quality and quantity deterioration, obsolete fishing equipment and low working capital are key drivers of vulnerability. Economic diversification is the main adaptive strategy adopted by fisherfolks to reduce vulnerability. Non-significant differences in livelihood strategies, fisherfolk responses and perceptions towards climate change are attributed to the contiguity of the two lakes. Application and implementation of similar climate mitigation and adaptive strategies is a potential solution to reduce current and future vulnerability of fisherfolks in contiguous peri-urban lakes. © 2018, Springer Science+Business Media B.V., part of Springer Nature.

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HOME ECONOMICS STUDENT TEACHER EARLY SCHOOL EXPERIENCE: A STRATEGY TO EFFECTIVE STUDENT TEACHING PRACTICE

by Rosseta Mhianga

This study sought to establish the effectiveness of school teaching practices for Mufulira College Home Economics students that were aligned with early exposure to the real school environment before the actual practical application of teaching practice skills. A qualitative case study was conducted to gather experiences from 50 participants who were selected using a purposive and stratified sampling method. The sampled students were divided into two groups based on their school experience. The first group of 25 were sent straight into their actual school experience without any prior exposure to a real-world school setting. In contrast, the second group of 25 students underwent real-school familiarization before embarking on their teaching practice. Data was collected using a focus group discussion guide, an interview guide and direct student observational followups. A thematic approach was used to analyse the data. Results showed that students aligned with early school familiarization performed far better in their teaching practice than students not exposed. The conclusion was that early exposure of home economics student teachers to real school environment familiarization yielded better results in their practical application of teaching skills than those not exposed. It is therefore highly recommended that student teachers be exposed to real school environments to get them acquainted with real school activities before they are sent for actual teaching practice.

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Subsistence farmer knowledge of strategies alleviating food insecurity in the context of climate change in the lower river region of the Gambia

by Ebrima Sonko

Knowledge of strategies to improve farm household resilience to food insecurity and counter adverse weather events and poor resource endowment is a pre-requisite for implementing solutions fitting local conditions. This paper examines subsistence farmer knowledge of strategies to cope with food insecurity and progressive climate change in the Lower River Region of The Gambia. The study applies survey data collected from the predominantly agricultural, poorly urbanized region in 2017 with regard to knowledge of eleven strategies, nine strategies directly related to farm practices and two related strategies associated with insufficient food crop production. Farmer strategy knowledge is estimated using the logit technique and identified farmer, farm household, farm practice, and environmental characteristics and factors significantly influencing such knowledge. The calculation of probability changes quantified the effect associated with a particular factor on knowing a strategy. Formal education, secondary household activities, gender, government support, farm size, and income influence the knowledge of selected strategies. Additionally, knowledge of some strategies is also associated with certain practices, e.g., planting trees. Insights gained from the study into the factors driving illiterate, ultra-poor farmer knowledge of available strategies are of use for multiple stakeholders helping to channel their efforts to reduce food insecurity in the studied region, The Gambia, other regions, which share similar socioeconomic and environmental conditions.

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Challenges and Prospects: Understanding Teachers' Attitudes towards the Teaching Profession in Ethiopia

by Alemu A.

This study investigates Ethiopian secondary school teachers' attitudes towards their teaching profession, focusing on gender, education qualifications, and subject streams. It provides nuanced insights into the reasons behind negative attitudes, exploring societal attitudes, low salaries, and challenges faced by teachers. Using a cross-sectional design, 351 secondary school teachers in different regions completed a comprehensive questionnaire during their summer in-service training at an undisclosed university. Findings reveal that approximately half of the teachers exhibit negative attitudes, linked to societal attitudes and inadequate salaries. The study also examines the teachers' motivations for choosing the teaching career and reveals that most secondary school teachers joined the teaching profession because of a lack of alternative professions. The study also finds no statistically significant differences in attitudes by gender, education qualification, or subject stream. The study concludes that teachers fall short in student service delivery and strongly recommends that policymakers attract high-achieving individuals by offering competitive salaries, improving working conditions, and emphasizing the positive impact of teaching on societal development. Future research could employ qualitative methods to delve deeper into the underlying causes and nuanced situations influencing teachers’ perspectives on their profession in this, and other, low-income countries. © 2024

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Parental involvement in children's academic achievements: A case of ethiopian schooling

by Hagos G.B.

The purpose of this study was to explore the influence of parents' involvement in their children's education. Qualitative research design utilizing Epstein's model of parental involvement in children's education was used to examine the parental involvement practices in primary schools in Ethiopia. Accordingly, qualitative research was conducted to explore parents' involvement in their children's educational success in the schools. Hence, the research was conducted using a qualitative method approach within purposefully selected primary schools and study areas. Six parents were chosen as respondents for the interview using purposive sampling techniques to respond to the interview questions. The empirical data were collected using semi-structured interviews. The interviews were recorded, transcribed, and categorized based on the thematic analysis process. Findings of the study areas indicated that the parents' involvement frequency did not align with Epstein's typology. In conclusion, it was established that parental involvement has an important role to play in partnering with the school community. Implications for school and family practices and policy development are discussed in addition to the directions for future research. © Common Ground Research Networks, Gebremichael B. Hagos, Micheal M. van Wyk, All Rights Reserved. Permissions: cgscholar.com/cg_support

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Evaluating the instructional design and effect on knowledge, teamwork, and skills of technology-enhanced simulation-based training in obstetrics in Uganda: Stepped-wedge cluster randomized trial

by Ntuyo P.

Background: Simulation-based training is a common strategy for improving the quality of facility-based maternity services and is often evaluated using Kirkpatrick’s theoretical model. The results on the Kirkpatrick levels are closely related to the quality of the instructional design of a training program. The instructional design is generally defined as the “set of prescriptions for teaching methods to improve the quality of instruction with a goal of optimizing learning outcomes.” Objective: The aim of this study is to evaluate the instructional design of a technology-enhanced simulation-based training in obstetrics, the reaction of participants, and the effect on knowledge, teamwork, and skills in a low-income country. Methods: A stepped-wedge cluster randomized trial was performed in a university hospital in Kampala, Uganda, with an annual delivery volume of over 31,000. In November 2014, a medical simulation center was installed with a full-body birthing simulator (Noelle S550, Gaumard Scientific), an interactive neonate (Simon S102 Newborn CPR Simulator, Gaumard Scientific), and an audio and video recording system. Twelve local obstetricians were trained and certified as medical simulation trainers. From 2014 to 2016, training was provided to 57 residents in groups of 6 to 9 students. Descriptive statistics were calculated for ten instructional design features of the training course measured by the 42-item ID-SIM (Instructional Design of a Simulation Improved by Monitoring). The Wilcoxon signed rank test was conducted to investigate the differences in scores on knowledge, the Clinical Teamwork Scale, and medical technical skills. Results: The mean scores on the ten instructional design features ranged from 54.9 (95% CI 48.5-61.3) to 84.3 (95% CI 80.9-87.6) out of 100. The highest mean score was given on the feature feedback and the lowest scores on repetitive practice and controlled environment. The overall score for the training day was 92.8 out of 100 (95% CI 89.5-96.1). Knowledge improved significantly, with a test score of 63.4% (95% CI 60.7-66.1) before and 78.9% (95% CI 76.8-81.1) after the training (P<.001). The overall score on the 10-point Clinical Teamwork Scale was 6.0 (95% CI 4.4-7.6) before and 5.9 (95% CI 4.5-7.2) after the training (P=.78). Medical technical skills were scored at 55.5% (95% CI 47.2-63.8) before and 65.6% (95% CI 56.5-74.7) after training (P=.08). Conclusions: Most instructional design features of a technology-enhanced simulation-based training in obstetrics in a low-income country were scored high, although intervals were large. The overall score for the training day was high, and knowledge did improve after the training program, but no changes in teamwork and (most) medical technical skills were found. The lowest-scored instructional design features may be improved to achieve further learning aims. © Anne Antonia Cornelia van Tetering, Maartje Henrica Martine Segers, Peter Ntuyo, Imelda Namagambe, M Beatrijs van der Hout-van der Jagt, Josaphat K Byamugisha, S Guid Oei.

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Experiences of Adult Learners Engaged in Blended Learning beyond COVID-19 in Ghana

by Biney, Isaac Kofi

The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants' voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL. © 2024 the author(s), published by De Gruyter.

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Formal-sector employment and Africa's youth employment crisis: Irrelevance or policy priority?

by Grace Mwaura

Motivation: Youth employment has risen to the top of Africa's development agenda. But there is an often-ignored tension between the current focus of policy and implementation on self-employment and entrepreneurship, and the ability of employment in the informal economy to meet the commitment of the Sustainable Development Goals (SDGs) to “decent work for all”. Formal-sector employment is more likely to offer decent work, but a policy focus on it can be dismissed as unrealistic, if not elitist. Purpose: This paper aims to review and synthesize evidence about formal-sector employment in countries in sub-Saharan Africa (SSA) and young people's engagement with it, for the purpose of bringing such employment more centrally into policy and interventions to address the continent's youth employment crisis. Approach and methods: The article reviews evidence provided by selected labour-market surveys and recent research studies from SSA on formal-sector employment and informal employment within the formal sector. Findings: Formal-sector employment is concentrated in urban areas, as are the vast majority of young Africans who have completed secondary school, and it is more likely to provide decent work than other forms of employment. These facts make it a serious mistake to underestimate the role of employment in the formal sector in addressing Africa's youth employment challenge. Policy implication: A long-term commitment to (a) the creation of new employment opportunities within the formal sector and (b) improving the governance of labour markets should be central to the co-ordinated response to Africa's youth employment crisis. Building on the existing base of educated young people and formal-sector employment in urban areas is likely to be the most effective way of creating a “decent work economy”. © 2019 The Authors Development Policy Review published by John Wiley & Sons Ltd on behalf of Overseas Development Institute

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Building awareness and capacity of bioinformatics and open science skills in Kenya: a sensitize, train, hack, and collaborate model

by Pauline Karega

We have applied the sensitize-train-hack-community model to build awareness of and capacity in bioinformatics in Kenya. Open science is the practice of science openly and collaboratively, with tools, techniques, and data freely shared to facilitate reuse and collaboration. Open science is not a mandatory curriculum course in schools, whereas bioinformatics is relatively new in some African regions. Open science tools can significantly enhance bioinformatics, leading to increased reproducibility. However, open science and bioinformatics skills, especially blended, are still lacking among students and researchers in resource-constrained regions. We note the need to be aware of the power of open science among the bioinformatics community and a clear strategy to learn bioinformatics and open science skills for use in research. Using the OpenScienceKE framework—Sensitize, Train, Hack, Collaborate/Community—the BOSS (Bioinformatics and Open Science Skills) virtual events built awareness and empowered researchers with the skills and tools in open science and bioinformatics. Sensitization was achieved through a symposium, training through a workshop and train-the-trainer program, hack through mini-projects, community through conferences, and continuous meet-ups. In this paper, we discuss how we applied the framework during the BOSS events and highlight lessons learnt in planning and executing the events and their impact on the outcome of each phase. We evaluate the impact of the events through anonymous surveys. We show that sensitizing and empowering researchers with the skills works best when the participants apply the skills to real-world problems: project-based learning. Furthermore, we have demonstrated how to implement virtual events in resource-constrained settings by providing Internet and equipment support to participants, thus improving accessibility and diversity. Copyright © 2023 Karega, Mwaura, Mwangi, Wanjiku, Landi and Kibet.

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Sustainable Improvements in Diagnostic Capabilities of Plant Health Practitioners through Short In-Service Training

by Celestin Niyongere

Many growers rely on good agricultural extension services to successfully grow their crops. Correct field diagnoses of plant health problems are an essential starting point. However, some agricultural extension workers may have had limited capacity building in field diagnosis during their agricultural education, and many may have had limited or no continuing education possibilities during their advisory work life. As a result, errors may occur in the course of diagnosis of plant health problems with devastating consequences. The objective of this study, therefore, was to assess the value of short and inexpensive in-service training that is intended to improve the quality of field diagnosis of plant health problems. Eight groups of agricultural extension workers totaling 165 participants were trained during a 3-day-long intensive course in the diagnosis of plant health problems as part of the plant doctor training in the Plantwise program in Burundi (44 ± 9 years of age, 14 ± 10 years of experience in agriculture and 8 ± 7 years in extension; 10% females). Empirical data from before-versus-end and after-course analyses revealed that such courses can indeed increase knowledge and skills in field diagnosis by 20 ± 8% points during the training and by 9 ± 4% points when having worked for 8 to 19 months after training. The level of variability among extension workers was also reduced by 0.8 ± 1% points pre-course versus end-course, and by 1.1 ± 0.3% points from pre- versus post-course. Interestingly, there seemed little to no influence of work experience in agricultural extension on the quality of field diagnosis of plant health problems. More advanced educational levels only slightly improved the diagnosis quality of extension workers; gender played no role; younger workers performed slightly better than older ones. This may indicate a lack of opportunities for further training as part of continuing adult education. Our results suggest regularly repeated in-service training for agricultural practitioners may be beneficial. Investments in such training seem worthwhile since better diagnoses can lead to more appropriate pest management advice and judicious use of pesticides. © 2023 by the authors.

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Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia

by Ashebir Sidelil Sebsibe

Teachers are the most important school-based drivers of students' learning outcomes. Mathematics teachers in Ethiopia are facing an innumerable number of instructional obstacles due to a lack of appropriate training modalities. The main aim of the study is to indicate the way to develop a swaying pedagogy curriculum for a post-graduate program (PGP). Both primary and secondary data were collected. The result divulged that while the government has recognized the importance of mathematics literacy and competency for the 21st-century job market, students' interest and achievement in mathematics have a deteriorating trend. This is because the teachers’ lack of exposure to the contemporary advancement of pedagogical sciences. Moreover, teachers have knowledge gaps in content and pedagogy and are unable to fill their gaps due to a lack of upgrading opportunities. Therefore, the study forwards the swaying pedagogy curriculum to overcome observed problems. © 2023

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English speaking anxiety among English-major tertiary students in Ghana

by Daniel Arkoh Fenyi

The study explored the English-speaking anxiety of trainee teachers in the colleges of education in Ghana. It aimed at unravelling the causes of the speaking anxiety in the learners and proffering strategies to mitigate the causes of the speaking anxiety. For that purpose, qualitative data were collected from 30 English-major students who attend a college of education in the Western North region of Ghana using semi-structured interviews as the data collection instrument. The data were analyzed using inductive coding data analysis procedures and techniques, where the dominant patterns and themes emerging from the data were grouped and examined. The results showed that the major causes of speaking anxiety are inferiority complex, fear of committing mistakes, spontaneity and the lack of preparation, fear of negative evaluation from tutors and peers, limited knowledge and vocabulary in the language and self-criticism. The participants also indicated the strategies that can curb the problem, including creating a learner-friendly and less formal classroom environment, peer assessment, encouraging the use of more speaking activities in the classroom, positive evaluative feedback and resignation and avoidance. In line with these findings, the study recommended that future research could employ a quantitative approach to produce a more generalizable outcome. © 2023, Institute of Advanced Engineering and Science. All rights reserved.

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