RP-Department of Educational Management Policy & Curriculum Studies
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Browsing RP-Department of Educational Management Policy & Curriculum Studies by Author "Ampofo, S. Y."
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Item Challenges of social and spill-over benefits as motivating factors to investment in formal education in selected countries of Ghana, Kenya and Rwanda(2015-04) Ndayambaje, I.; Ampofo, S. Y.; Bizimana, B.; Otieno, M. A.; Ogeta, N.O.; Orodho, J . A.This study sought to examine the challenges of social and spill-over benefits as motivating factors to investment in formal education in selected countries of Ghana, Kenya and Rwanda. The main argument in the paper is that investment in education is serious business and is an imperative led by the fact that education holds returns and externalities to society at large. The study was premised on human capital theory. A desk research design that reviewed secondary data from local and international publications on social and spill over benefits of education was adopted focusing on Ghana, Kenya and Rwanda. The findings indicate that education is considered as a key sector not only in the selected countries but also in other developing nations. It was also evident that priority was placed mostly on primary and secondary education gauged by the considerable public financial resource allocation to these sectors. The major challenges include limited financial ability, competitive needs, and national global trends, amongst others. The study concluded that although these countries were striving to become democratic, self-reliant and middle income nations by conquering long terms set visions, it is imperative to invest substantially in TVET and higher education. It was recommended that there was need for concerted efforts among the private sector, local community and any further potential stakeholder to support these governments’ efforts as they also enjoy the educational returns. The way forward for Ghana, Kenya and Rwanda is to put in place strong institutions that effectively and rationally ensure the prudent use of all available resources towards maximum educational outputs [259 words].Item Research article significance and delivery teaching practice: perception of distance education teacher trainees of The University of Cape coast, Ghana(2014) Orodho, John Aluko; Ampofo, S. Y.The purpose of this study was to find out he perceptions of distance education teacher traines of the University of Cape Coast Ghana regarding the significance and mode of delivery of teaching practice at the instiution. The study had thre fold objectives; i) to find out the perception of distance education teacher traines on the concept of teaching practice, i)ascertain the perception of teacher traines on the importance of teaching practice, and i)examine the chalenges facing distance education traines in their teaching practice sesions. The study was premised on the theory of Learning propounded by Edward Thorndike in 1920 which provides insight into what makes people learn more efectively. The study used a descriptive research design. The acesible population comprised of the entire 1,764 final year Diploma in Education and post Diploma in Basic Education teacher traines who completed their centre teaching practice during the 2012/2013 academic year. Stratified random sampling was used to select 25.28 percent of the population based on the sector (Northern or Southern) , region, centre and type of programme. A structured 4 –point Likert sale questionaire was used to colect primary data from respondents. The quantiative data was analyzed using the computer package for social sciences (SPS)-version 20.0 to generate both descriptive and inferential statistics. The major findings of the study were that majority of teacher traines of the Centres for continuing education, University of Cape Coast perceive teaching practice to be an oportunity for them to practice what hey ae taught and acquire practical experience on the job by equiping them with requisite skils, knowledge and abilties to teach efectively. However, majority also pointed out several chalenges that impede the smoth conduct of the teaching practice exercise such as untimely visits by some supervisors, heavy workloads and failure of university authorites to inform heads of their schols about the exercise. It is recommended that teaching practice supervisors should be given adequate resources to do their work as expected since teaching practice is perceived as a worthwhile experience that develops prospective teachers profesionalyItem Significance and delivery teaching practice: perception of distance education teacher trainees of the university of cape coast, Ghana(2014-04) Orodho, John Aluko; Ampofo, S. Y.The purpose of this study was to find out the perceptions of distance education teacher trainees of the University of Cape Coast Ghana regarding the significance and mode of delivery of teaching practice at the institution. The study had three fold objectives; i) to find out the perception of distance education teacher trainees on the concept of teaching practice, ii)ascertain the perception of teacher trainees on the importance of teaching practice, and iii)examine the challenges facing distance education trainees in their teaching practice sessions. The study was premised on the theory of Learning propounded by Edward Thorndike in 1920 which provides insight into what makes people learn more effectively. The study used a descriptive research design. The accessible population comprised of the entire 1,764 final year Diploma in Education and post Diploma in Basic Education teacher trainees who completed their centre teaching practice during the 2012/2013 academic year. Stratified random sampling was used to select 25.28 percent of the population based on the sector (Northern or Southern) , region, centre and type of programme. A structured 4 –point Likert sale questionnaire was used to collect primary data from respondents. The quantitative data was analyzed using the computer package for social sciences (SPSS)-version 20.0 to generate both descriptive and inferential statistics. The major findings of the study were that majority of teacher trainees of the Centres for continuing education, University of Cape Coast perceive teaching practice to be an opportunity for them to practice what they ae taught and acquire practical experience on the job by equipping them with requisite skills, knowledge and abilities to teach effectively. However, majority also pointed out several challenges that impede the smooth conduct of the teaching practice exercise such as untimely visits by some supervisors, heavy workloads and failure of university authorities to inform heads of their schools about the exercise. It is recommended that teaching practice supervisors should be given adequate resources to do their work as expected since teaching practice is perceived as a worthwhile experience that develops prospective teachers professionally.