Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.003127
Mothusi George Samosamo, Joseph Jinja Divala
South Africa has made significant progress in expanding access to higher education since the end of the apatheid era. This gave opportunities to a larger portion of the population to pursue higher education studies, especially those from previously disadvantaged communities. The growth in student enrollment has not always correlate with academic success. High levels of failure and dropout rates amongst first-year students are a common challenge across universities. This implies that the challenges related to epistemic access at universities persist. To address these challenges, universities implemented academic development programmes providing targeted interventions and fostering a supportive learning environment that can help bridge the gap between formal access to universities and epistemic access. The study that informs this paper sought to explore how academic development programmes enable epistemological access to first-year students. This study employed a qualitative methodological approach and adopted a purposive sampling strategy to select the participants. The study interviewed twenty mentors participating in an academic development programme (mentorship) at a University of Technology. The findings highlights the role of academic development programme (mentorship programme) in enabling students to transition from unfamiliarity to familiarity within their chosen field of study, leading to an epistemic shift that alters their epistemological level. These findings can contribute to the broader discussions and advancements in higher education pedagogy by highlighting the importance of and understanding the mechanisms behind the mentorship programme. The implications of this study on higher education is to inform the design and implementation of effective initiatives that foster epistemological growth and empower students to engage with disciplinary knowledge more effectively
{"title":"Epistemological access: a case of academic development programmes at a university of technology","authors":"Mothusi George Samosamo, Joseph Jinja Divala","doi":"10.21303/2504-5571.2023.003127","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.003127","url":null,"abstract":"South Africa has made significant progress in expanding access to higher education since the end of the apatheid era. This gave opportunities to a larger portion of the population to pursue higher education studies, especially those from previously disadvantaged communities. The growth in student enrollment has not always correlate with academic success. High levels of failure and dropout rates amongst first-year students are a common challenge across universities. This implies that the challenges related to epistemic access at universities persist. To address these challenges, universities implemented academic development programmes providing targeted interventions and fostering a supportive learning environment that can help bridge the gap between formal access to universities and epistemic access. The study that informs this paper sought to explore how academic development programmes enable epistemological access to first-year students. This study employed a qualitative methodological approach and adopted a purposive sampling strategy to select the participants. The study interviewed twenty mentors participating in an academic development programme (mentorship) at a University of Technology. The findings highlights the role of academic development programme (mentorship programme) in enabling students to transition from unfamiliarity to familiarity within their chosen field of study, leading to an epistemic shift that alters their epistemological level. These findings can contribute to the broader discussions and advancements in higher education pedagogy by highlighting the importance of and understanding the mechanisms behind the mentorship programme. The implications of this study on higher education is to inform the design and implementation of effective initiatives that foster epistemological growth and empower students to engage with disciplinary knowledge more effectively","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.002988
Success Ayodeji Fasanmi
Universities are universal communities where knowledge is transmitted. It is expected that such knowledge should be globally relevant. Internationalisation of Higher Education is the integration of global dimensions into the delivery of higher education. New normal came because of the COVID-19 pandemic, which disrupted every sector of human life including education. This had a great effect on public universities as most of them lacked the capacity to switch online. This constituted a setback for the academic calendar. The mixed method research design was adopted for the study. Purposive sampling technique was used to select two states based on concentration of universities. These include Ogun State with 12 universities and Osun State with 11 universities. Both States have the highest number of universities in Nigeria. The Management is represented in the study by Heads of Department (HODs). Sixty HODs were selected from Ogun State, while 55 HODs were selected from Osun State. The study found out that internationalisation in universities is faced with challenges, which include funding and insecurity among others. The paper recommended among others the need for all beneficiaries of university education to be involved in funding universities to cope with the realities of the new normal.
{"title":"Internationalisation of higher education in the new normal in universities: university management perspectives","authors":"Success Ayodeji Fasanmi","doi":"10.21303/2504-5571.2023.002988","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002988","url":null,"abstract":"Universities are universal communities where knowledge is transmitted. It is expected that such knowledge should be globally relevant. Internationalisation of Higher Education is the integration of global dimensions into the delivery of higher education. New normal came because of the COVID-19 pandemic, which disrupted every sector of human life including education. This had a great effect on public universities as most of them lacked the capacity to switch online. This constituted a setback for the academic calendar. The mixed method research design was adopted for the study. Purposive sampling technique was used to select two states based on concentration of universities. These include Ogun State with 12 universities and Osun State with 11 universities. Both States have the highest number of universities in Nigeria. The Management is represented in the study by Heads of Department (HODs). Sixty HODs were selected from Ogun State, while 55 HODs were selected from Osun State. The study found out that internationalisation in universities is faced with challenges, which include funding and insecurity among others. The paper recommended among others the need for all beneficiaries of university education to be involved in funding universities to cope with the realities of the new normal.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.002858
Clever Ndebele, Dagogo William Legg-Jack, Hennades Tabe
The demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teaching
21世纪对教育机构的要求是不断变化的，需要在课堂内外采用适应的教学和学习技术。这些进化变化的核心是教师，他们被期望发起创新的教学策略，这些策略往往伴随着各种各样的挑战。这就要求职前教师在规定的时间内完成广泛的工作整合学习(WIL)，作为其初始教师培训的一部分。本文试图利用情境学习理论来确定职前教师在工学结合中面临的挑战，该理论强调了在应对持续的环境挑战时，新思想和人类行为的整合的相关性。本研究的方法论建立在解释性范式的基础上，采用定性案例研究设计。数据是通过访谈的方式收集来的。通过非概率抽样方法，即有目的抽样，选择了14名荣誉职前教师。数据分析是按主题进行的，并使用了Atlas ti 9。研究发现，职前教师面临的挑战与他们无法提供内容之间存在一定程度的复杂性和相互关系。然而，在特殊情况下，一些挑战，如责任授权、教学法，特别是交通问题，显示出与职前教师的工学结合有高度关联。然而，该研究对政策和实践提出了一些重要建议，其中包括扩大和紧急修改教学方法，以纳入技术、强制性专业培训和导师入职方案，以及必须加强对教学的环境方针
{"title":"Understanding preservice teachers’ perspectives on challenges experienced during work integrated learning","authors":"Clever Ndebele, Dagogo William Legg-Jack, Hennades Tabe","doi":"10.21303/2504-5571.2023.002858","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002858","url":null,"abstract":"The demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teaching","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.003066
Adewuyi Habeeb Omoponle, Dwarika Veronica
Despite increased sexual education, secondary school students in Nigeria are still engaging in risky sexual behavior. This may be due to various social, psychological, and physical factors. The study looked at how family structure, peer pressure, and self-esteem affected the likelihood that adolescents in Ibadan, Oyo State, Nigeria, would engage in risky sexual behavior. For this study, a descriptive research design using correlational data was adopted. The study adopted the purposive sampling method in selecting 200 in-school adolescents. Valid and standardized instruments including risky sexual behavior rating scale (α=0.758), peer pressure scale (α=0.714), self-esteem scale (α=0.826) and family structure scale (α=0.827) were used for information gathering. Three research questions were raised and answered.
Data collected was analyzed using simple percentages, Pearson product-moment correlation, and multiple regression statistical method at the 0.05 level of significance. Findings revealed that risky sexual behavior of secondary school students is significantly correlated with peer pressure (r=.594; p<.05), self-esteem (r=.605; p<.05), and family structure (r=.521; p<.05). The value of R=.783 and adjusted R2=.613 were observed. The analysis of variance, performed on the multiple regressions, yielded an F-ratio value of 98.056. In terms of the magnitude of contribution, self-esteem made the most significant contribution (β=.509; t=8.647; p<0.05) to the prediction, followed by peer pressure (β=.342; t=3.545; p<0.05) and family structure (β=.223; t=1.348; p<0.05).
Based on these findings, it was concluded, that peer pressure, self-esteem, and family structure influence risky sexual behavior of adolescents. It is therefore recommended, that students’ sense of self is very important and should be improved and also that students should be guided, particularly in meeting different categories of people in the school setting, such as peers, teachers, and others with varying degrees of sexual attitudes because it affects the students’ sexual behaviors.
{"title":"Risky sexual behavior and associated factors among in-school adolescents: a school-based, cross-sectional study","authors":"Adewuyi Habeeb Omoponle, Dwarika Veronica","doi":"10.21303/2504-5571.2023.003066","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.003066","url":null,"abstract":"Despite increased sexual education, secondary school students in Nigeria are still engaging in risky sexual behavior. This may be due to various social, psychological, and physical factors. The study looked at how family structure, peer pressure, and self-esteem affected the likelihood that adolescents in Ibadan, Oyo State, Nigeria, would engage in risky sexual behavior. For this study, a descriptive research design using correlational data was adopted. The study adopted the purposive sampling method in selecting 200 in-school adolescents. Valid and standardized instruments including risky sexual behavior rating scale (α=0.758), peer pressure scale (α=0.714), self-esteem scale (α=0.826) and family structure scale (α=0.827) were used for information gathering. Three research questions were raised and answered.
 Data collected was analyzed using simple percentages, Pearson product-moment correlation, and multiple regression statistical method at the 0.05 level of significance. Findings revealed that risky sexual behavior of secondary school students is significantly correlated with peer pressure (r=.594; p<.05), self-esteem (r=.605; p<.05), and family structure (r=.521; p<.05). The value of R=.783 and adjusted R2=.613 were observed. The analysis of variance, performed on the multiple regressions, yielded an F-ratio value of 98.056. In terms of the magnitude of contribution, self-esteem made the most significant contribution (β=.509; t=8.647; p<0.05) to the prediction, followed by peer pressure (β=.342; t=3.545; p<0.05) and family structure (β=.223; t=1.348; p<0.05).
 Based on these findings, it was concluded, that peer pressure, self-esteem, and family structure influence risky sexual behavior of adolescents. It is therefore recommended, that students’ sense of self is very important and should be improved and also that students should be guided, particularly in meeting different categories of people in the school setting, such as peers, teachers, and others with varying degrees of sexual attitudes because it affects the students’ sexual behaviors.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135314789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.002912
Thobekani Lose, Ikenna Franklin Eze
For small business entrepreneurs in rural areas to survive in the digital contexts, research is essential on the challenges they face and how these challenges can become opportunities for other entrepreneurs. In this study, small business entrepreneurship opportunities at a township in the Eastern Cape were explored. The basis of the study was that entrepreneurship opportunities are embedded in business challenges and entrepreneurs who can provide services or products that address identified challenges can have viable entrepreneurship ventures. The study used two-phased sequential interviews to collect data to address the purpose of the study, which was: to explore the small business entrepreneurship opportunities in the Eastern Cape in the context of digitalisation. In the first interview challenges, faced by 60 entrepreneurs at an identified small business Mall, were recorded, and the most common challenges were noted. After noting the most common challenges and suggestions for possible business opportunities, associated with addressing the challenges, interviews with eight entrepreneurs in the Mall were then undertaken to gather more information. The study found evidence that small business entrepreneurship opportunities existed in areas related to providing essential support services, such as small business education and training, infopreneurship, and digital infrastructure retailing including providing alternative power options, such as solar power for the enterprises. With the high unemployment and high rate of small business failure, the study recommends the effective exploitation of the identified business opportunities to ensure that existing enterprises survive and new ventures also arise.
{"title":"Virtual small business entrepreneurship opportunities","authors":"Thobekani Lose, Ikenna Franklin Eze","doi":"10.21303/2504-5571.2023.002912","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002912","url":null,"abstract":"For small business entrepreneurs in rural areas to survive in the digital contexts, research is essential on the challenges they face and how these challenges can become opportunities for other entrepreneurs. In this study, small business entrepreneurship opportunities at a township in the Eastern Cape were explored. The basis of the study was that entrepreneurship opportunities are embedded in business challenges and entrepreneurs who can provide services or products that address identified challenges can have viable entrepreneurship ventures. The study used two-phased sequential interviews to collect data to address the purpose of the study, which was: to explore the small business entrepreneurship opportunities in the Eastern Cape in the context of digitalisation. In the first interview challenges, faced by 60 entrepreneurs at an identified small business Mall, were recorded, and the most common challenges were noted. After noting the most common challenges and suggestions for possible business opportunities, associated with addressing the challenges, interviews with eight entrepreneurs in the Mall were then undertaken to gather more information. The study found evidence that small business entrepreneurship opportunities existed in areas related to providing essential support services, such as small business education and training, infopreneurship, and digital infrastructure retailing including providing alternative power options, such as solar power for the enterprises. With the high unemployment and high rate of small business failure, the study recommends the effective exploitation of the identified business opportunities to ensure that existing enterprises survive and new ventures also arise.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.21303/2504-5571.2023.002955
Palesa Stofile, Roslyn De Braine, Nelesh Dhanpat
The Fourth Industrial Revolution (4IR) disrupts the world of work, as new technologies alter the nature of employees' tasks and responsibilities. Consequently, it is crucial to understand how employees navigate these changes and how it impacts their work identity. However, there is a lack of research specifically focusing on the work identity of employees during the 4IR. The purpose of this study was to explore the influence of the 4th Industrial Revolution (4IR) and the New Way of Working (NWOW) on work identity among employees in a South African insurance company. To achieve this, an exploratory qualitative approach was adopted, involving semi-structured interviews with 12 employees from junior, middle, and senior job levels within the insurance company. The data, obtained from the interviews, were analysed using thematic analysis. The findings from the data analysis indicate that the majority of the employees demonstrated an understanding of the impact of the 4IR and its implications on their career development, work environment, and the adoption of 4IR and NWoW practices. These findings suggest that the 4IR and NWoW have influenced the work environment and how employees perceive and identify with their work. Based on the results, it is recommended that employees receive adequate training and education to support them in adapting to these changes. Change management initiatives should be tailored to meet both employee and organisational needs. The small sample size and data collection during the pandemic, along with variations in work schedules, should be considered when interpreting the findings. To enhance the generalisability of the findings, future studies should aim to replicate this research in different settings with a larger sample size. Future researchers should explore how organisations implement change management initiatives that positively influence work identity.
{"title":"Experiencing work in the fourth industrial revolution: a qualitative study on work identity and new ways of work","authors":"Palesa Stofile, Roslyn De Braine, Nelesh Dhanpat","doi":"10.21303/2504-5571.2023.002955","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002955","url":null,"abstract":"The Fourth Industrial Revolution (4IR) disrupts the world of work, as new technologies alter the nature of employees' tasks and responsibilities. Consequently, it is crucial to understand how employees navigate these changes and how it impacts their work identity. However, there is a lack of research specifically focusing on the work identity of employees during the 4IR. The purpose of this study was to explore the influence of the 4th Industrial Revolution (4IR) and the New Way of Working (NWOW) on work identity among employees in a South African insurance company. To achieve this, an exploratory qualitative approach was adopted, involving semi-structured interviews with 12 employees from junior, middle, and senior job levels within the insurance company. The data, obtained from the interviews, were analysed using thematic analysis. The findings from the data analysis indicate that the majority of the employees demonstrated an understanding of the impact of the 4IR and its implications on their career development, work environment, and the adoption of 4IR and NWoW practices. These findings suggest that the 4IR and NWoW have influenced the work environment and how employees perceive and identify with their work. Based on the results, it is recommended that employees receive adequate training and education to support them in adapting to these changes. Change management initiatives should be tailored to meet both employee and organisational needs. The small sample size and data collection during the pandemic, along with variations in work schedules, should be considered when interpreting the findings. To enhance the generalisability of the findings, future studies should aim to replicate this research in different settings with a larger sample size. Future researchers should explore how organisations implement change management initiatives that positively influence work identity.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is no tittle-tattle that the incidence of the COVID-19 pandemic has impacted the world in many areas. Nigeria got her own share of this virus in February 2020, which led to the closure of schools, worship centres, businesses, and other social arenas by the Federal Government. Based on experience and occurrences, we investigated the economic impact of children eating habits during the COVID-19 lockdown in Nigeria. The snowball sampling technique was used to collect data from 334 adults across the nation. Findings revealed that families with an increase or decrease in eating patterns are not likely to support the lockdown policy by the government during COVID-19 compared to families with unchanged eating patterns, among others. Further, families' expenditures change during the COVID-19 lockdown irrespective of their income level. This implies that the pandemic has affected negatively Nigerian parents who have been facing total and partial lockdown with no increase in their income but a decrease in a savings and corresponding increase in their children’s eating rate. We, therefore, recommend that internal institutions oversee the need to have a food reservoir in case of future occurrences of this nature whereby people could have a temporal means of survival. Additionally, parents' coping strategies can be utilised to encourage their children to learn new skills (online skill acquisition training) during the lockdown.
{"title":"The economic impact of the COVID-19 lockdown on family life and children’s eating habits","authors":"Omotayo Adewale Awodiji, Monday Osagie Adenomon, Kennedy C. Ololo, Isiaka Gbenga Ajayi","doi":"10.21303/2504-5571.2023.002915","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002915","url":null,"abstract":"It is no tittle-tattle that the incidence of the COVID-19 pandemic has impacted the world in many areas. Nigeria got her own share of this virus in February 2020, which led to the closure of schools, worship centres, businesses, and other social arenas by the Federal Government. Based on experience and occurrences, we investigated the economic impact of children eating habits during the COVID-19 lockdown in Nigeria. The snowball sampling technique was used to collect data from 334 adults across the nation. Findings revealed that families with an increase or decrease in eating patterns are not likely to support the lockdown policy by the government during COVID-19 compared to families with unchanged eating patterns, among others. Further, families' expenditures change during the COVID-19 lockdown irrespective of their income level. This implies that the pandemic has affected negatively Nigerian parents who have been facing total and partial lockdown with no increase in their income but a decrease in a savings and corresponding increase in their children’s eating rate. We, therefore, recommend that internal institutions oversee the need to have a food reservoir in case of future occurrences of this nature whereby people could have a temporal means of survival. Additionally, parents' coping strategies can be utilised to encourage their children to learn new skills (online skill acquisition training) during the lockdown.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002886
M. Uddin
This article is an account of the expression of women’s agency during the COVID-19 pandemic in the absence of male migrants and the subsequent changes in gender roles and social relations in a patriarchal Muslim society in rural Bangladesh. In doing so, the study explores the patterns of local and transborder networks of women during the pandemic and their strategies for household survival amid hardship. The study is based on 25 in-depth interviews, 10 life history interviews and 3 informal group discussions with women and men from migrant and returned migrant households. The findings of the study indicate that although there is no significant change in the roles of women in extended or joint households, some women in nuclear households are engaged in income-generating activities and are active for the survival of household members during the COVID-19 pandemic whereas in some exceptional cases, women consider the time as an opportunity to increase the household income by applying their intelligence and wisdom. The study follows intersectional and post-structural approaches and suggests that the pandemic period creates a situation, in which some women in migrant households get the advantages to widen their room for maneuver within patriarchal social codes. The study thus contributes to the field of migration and feminism
{"title":"Women's agency during the COVID-19 pandemic in the absence of male migrants: changing gender roles and social relations","authors":"M. Uddin","doi":"10.21303/2504-5571.2023.002886","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002886","url":null,"abstract":"This article is an account of the expression of women’s agency during the COVID-19 pandemic in the absence of male migrants and the subsequent changes in gender roles and social relations in a patriarchal Muslim society in rural Bangladesh. In doing so, the study explores the patterns of local and transborder networks of women during the pandemic and their strategies for household survival amid hardship. The study is based on 25 in-depth interviews, 10 life history interviews and 3 informal group discussions with women and men from migrant and returned migrant households. The findings of the study indicate that although there is no significant change in the roles of women in extended or joint households, some women in nuclear households are engaged in income-generating activities and are active for the survival of household members during the COVID-19 pandemic whereas in some exceptional cases, women consider the time as an opportunity to increase the household income by applying their intelligence and wisdom. The study follows intersectional and post-structural approaches and suggests that the pandemic period creates a situation, in which some women in migrant households get the advantages to widen their room for maneuver within patriarchal social codes. The study thus contributes to the field of migration and feminism","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77608078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002866
Sulaimon Adewale, O. Potokri
This study was designed to assess the awareness of child protection policy in secondary schools. This is due to the widespread violence against children in many places, including schools. This study adopts a quantitative research design to explore the convenience sampling technique, used to sample 139 teachers in public and private schools in Lagos State, Nigeria. The collected data were analysed with a chi-square independent test at .05 significance level. The study found a relatively moderate awareness of child protection policy among the teachers. There was also a significant positive relationship between educational qualification, school ownership type, and teachers’ awareness of the policy. However, gender and years of teaching experience have no significant relationship with teachers’ awareness of the policy. The study’s finding implies that all educational stakeholders, especially policy planners and implementers, should go back to the drawing board and brainstorm ways to cover the loopholes in policy awareness strategies. Recommendations were made that the school management should set up a standing committee to create awareness of all policies emanating within and outside the school to bridge the communication and awareness gap among school community members, and as part of the induction programme for new teachers, training should be organised for teachers on child protection. This study is unique because it traces the root cause of policy failure and the problem of violence against children in society.
{"title":"Assessment of child protection policy awareness in secondary schools","authors":"Sulaimon Adewale, O. Potokri","doi":"10.21303/2504-5571.2023.002866","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002866","url":null,"abstract":"This study was designed to assess the awareness of child protection policy in secondary schools. This is due to the widespread violence against children in many places, including schools. This study adopts a quantitative research design to explore the convenience sampling technique, used to sample 139 teachers in public and private schools in Lagos State, Nigeria. The collected data were analysed with a chi-square independent test at .05 significance level. The study found a relatively moderate awareness of child protection policy among the teachers. There was also a significant positive relationship between educational qualification, school ownership type, and teachers’ awareness of the policy. However, gender and years of teaching experience have no significant relationship with teachers’ awareness of the policy. The study’s finding implies that all educational stakeholders, especially policy planners and implementers, should go back to the drawing board and brainstorm ways to cover the loopholes in policy awareness strategies. Recommendations were made that the school management should set up a standing committee to create awareness of all policies emanating within and outside the school to bridge the communication and awareness gap among school community members, and as part of the induction programme for new teachers, training should be organised for teachers on child protection. This study is unique because it traces the root cause of policy failure and the problem of violence against children in society.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88592466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002930
Adesegun Olayide Odutayo
Academic research focuses on conceptualizing particular problems and situations to create broadly applicable ideas that help us recommend workable solutions. This study investigated university lecturers’ perception, readiness, and disposition to the data collection process via an online-based method in academic research. A descriptive survey research approach was used for this study’s research design. The population for this study comprises all colleges of education lecturers in Kwara State. 400 lecturers served as the sample for this study using multi-stage sampling techniques. A researcher-designed questionnaire was adopted for this study, with a reliability index of 0.73 obtained. Summated mean was used to answer research question one, while percentage was used to answer questions two and three. Three hypotheses were generated and tested with a two-way Analysis of Variance at the 0.05 level of significance. Findings revealed that lecturers held positive perceptions with a grand mean score of 3.26, 151 (37.8 %), and 197 (49.25 %) were sometimes ready and had a moderate disposition towards online-based data collection methods. It was recommended, that the National Commission for Colleges of Education should endeavour to make adequate provisions for ICT facilities (computers, laptops, internet, power supply) that will encourage lecturers to adopt online-based data collection methods for research.
{"title":"Perception, readiness and disposition of lecturers towards online-based data collection for academic research","authors":"Adesegun Olayide Odutayo","doi":"10.21303/2504-5571.2023.002930","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002930","url":null,"abstract":"Academic research focuses on conceptualizing particular problems and situations to create broadly applicable ideas that help us recommend workable solutions. This study investigated university lecturers’ perception, readiness, and disposition to the data collection process via an online-based method in academic research. A descriptive survey research approach was used for this study’s research design. The population for this study comprises all colleges of education lecturers in Kwara State. 400 lecturers served as the sample for this study using multi-stage sampling techniques. A researcher-designed questionnaire was adopted for this study, with a reliability index of 0.73 obtained. Summated mean was used to answer research question one, while percentage was used to answer questions two and three. Three hypotheses were generated and tested with a two-way Analysis of Variance at the 0.05 level of significance. Findings revealed that lecturers held positive perceptions with a grand mean score of 3.26, 151 (37.8 %), and 197 (49.25 %) were sometimes ready and had a moderate disposition towards online-based data collection methods. It was recommended, that the National Commission for Colleges of Education should endeavour to make adequate provisions for ICT facilities (computers, laptops, internet, power supply) that will encourage lecturers to adopt online-based data collection methods for research.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88678052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：