Pub Date : 2020-05-03DOI: 10.1080/18146627.2019.1693899
Z. Simpson, Helen Inglis, C. Sandrock
Abstract The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.
{"title":"Reframing Resources in Engineering Teaching and Learning","authors":"Z. Simpson, Helen Inglis, C. Sandrock","doi":"10.1080/18146627.2019.1693899","DOIUrl":"https://doi.org/10.1080/18146627.2019.1693899","url":null,"abstract":"Abstract The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2019.1693899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531518","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 : 2020-05-03DOI: 10.1080/18146627.2019.1635498
Gabriel J. Schlebusch
Abstract This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.
{"title":"Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game?","authors":"Gabriel J. Schlebusch","doi":"10.1080/18146627.2019.1635498","DOIUrl":"https://doi.org/10.1080/18146627.2019.1635498","url":null,"abstract":"Abstract This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2019.1635498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48048511","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 : 2020-05-03DOI: 10.1080/18146627.2018.1559701
I. Koblianska, V. Medvid, V. Pylypenko, O. Diachenko
Abstract There is an increasing actualisation of the knowledge component of the institutional capacity of local self-government authorities in Ukraine within ongoing decentralisation. The issue that arises concerns the officials’ knowledge sufficiency to generate and implement new ideas on the territories’ development, and the availability of unique skills for the development of relevant programmes, projects and plans. Herein, the analysis of the real knowledge needs of officials, whose sphere of competence lies in decision-making about the territories’ ways of development as well as their practical implementation, plays an important role. The article presents the results of a study of the opinions of local self-government officials of united territorial communities (UTCs) from the Dnipropetrovsk, Sumy, Zhytomyr, Kherson and Poltava regions of Ukraine, concerning their level of knowledge on the territories’ management; their needs for additional knowledge; the most common and convenient ways of obtaining knowledge; and the most problematic areas where the new knowledge is most demanded. The obtained data and the conclusions drawn can be considered, in particular, as an informational basis for the formation of training programmes and plans, cases and tasks for specialists training in the field of public administration.
{"title":"Knowledge Capabilities of Local Government in the Context of Decentralisation in Ukraine","authors":"I. Koblianska, V. Medvid, V. Pylypenko, O. Diachenko","doi":"10.1080/18146627.2018.1559701","DOIUrl":"https://doi.org/10.1080/18146627.2018.1559701","url":null,"abstract":"Abstract There is an increasing actualisation of the knowledge component of the institutional capacity of local self-government authorities in Ukraine within ongoing decentralisation. The issue that arises concerns the officials’ knowledge sufficiency to generate and implement new ideas on the territories’ development, and the availability of unique skills for the development of relevant programmes, projects and plans. Herein, the analysis of the real knowledge needs of officials, whose sphere of competence lies in decision-making about the territories’ ways of development as well as their practical implementation, plays an important role. The article presents the results of a study of the opinions of local self-government officials of united territorial communities (UTCs) from the Dnipropetrovsk, Sumy, Zhytomyr, Kherson and Poltava regions of Ukraine, concerning their level of knowledge on the territories’ management; their needs for additional knowledge; the most common and convenient ways of obtaining knowledge; and the most problematic areas where the new knowledge is most demanded. The obtained data and the conclusions drawn can be considered, in particular, as an informational basis for the formation of training programmes and plans, cases and tasks for specialists training in the field of public administration.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1559701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43055260","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 : 2020-03-03DOI: 10.1080/18146627.2018.1505432
A. Ohba
Abstract While free primary education (FPE) has made significant strides towards schooling for all Kenyan children, and dropout rates have been notably reduced, a regional disparity clearly persists. This means that many children in arid and semi-arid regions and informal settlements in urban areas leave school before completion. The purpose of this article is to report on a study that examined the reasons why some children still leave school early. Targeting the 7–17 year age group, a total of 83 children participated in the study, which was conducted in three counties in which government statistics showed low enrolment, namely, Nairobi, Garissa and Laikipia. It used both questionnaires and semi-structured interviews for data collection, and also collected evidence from government offices, primary schools, and a local non-governmental organisation (NGO). The findings indicated that a regular free meal programme and sensitisation of parents and communities are two intervention policies that are likely to help keep children in school.
{"title":"Why Do Some Children Still Leave Primary School Early? Comparing Reasons in Three Regions of Kenya","authors":"A. Ohba","doi":"10.1080/18146627.2018.1505432","DOIUrl":"https://doi.org/10.1080/18146627.2018.1505432","url":null,"abstract":"Abstract While free primary education (FPE) has made significant strides towards schooling for all Kenyan children, and dropout rates have been notably reduced, a regional disparity clearly persists. This means that many children in arid and semi-arid regions and informal settlements in urban areas leave school before completion. The purpose of this article is to report on a study that examined the reasons why some children still leave school early. Targeting the 7–17 year age group, a total of 83 children participated in the study, which was conducted in three counties in which government statistics showed low enrolment, namely, Nairobi, Garissa and Laikipia. It used both questionnaires and semi-structured interviews for data collection, and also collected evidence from government offices, primary schools, and a local non-governmental organisation (NGO). The findings indicated that a regular free meal programme and sensitisation of parents and communities are two intervention policies that are likely to help keep children in school.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1505432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862632","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 : 2020-03-03DOI: 10.1080/18146627.2018.1549953
V. C. Ngwenya
Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.
{"title":"Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe","authors":"V. C. Ngwenya","doi":"10.1080/18146627.2018.1549953","DOIUrl":"https://doi.org/10.1080/18146627.2018.1549953","url":null,"abstract":"Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1549953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023691","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 : 2020-03-03DOI: 10.1080/18146627.2018.1491317
Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi
Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
{"title":"Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa","authors":"Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi","doi":"10.1080/18146627.2018.1491317","DOIUrl":"https://doi.org/10.1080/18146627.2018.1491317","url":null,"abstract":"Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1491317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720645","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 : 2020-03-03DOI: 10.1080/18146627.2018.1519372
L. Meda
Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.
{"title":"Decolonising the curriculum: Students' Perspectives","authors":"L. Meda","doi":"10.1080/18146627.2018.1519372","DOIUrl":"https://doi.org/10.1080/18146627.2018.1519372","url":null,"abstract":"Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1519372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168122","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 : 2020-03-03DOI: 10.1080/18146627.2018.1549952
O. Aluede, J. I. Oviawe, O. Imhangbe, Sebastian Ehiaguina
Abstract Higher education is essential to the acquisition of human knowledge, development of the economy and reformation of the society in all nations. University education is the foremost source of providing the required knowledge that will help generate and accelerate knowledge flow for modern based economies. It plays invaluable roles in the production of quality manpower for the development of the nation. This article reports on a study that addressed the concepts of nation building; quality education; teacher education; current status of teacher education in Nigeria; and teacher education and nation building in Nigeria. The article further recommends strategies for improving teacher education and training (TET) in Nigerian universities, which include, retraining of academic staff in the Nigerian university system (NUS) to embrace ICT/e-learning/m-learning, curbing of financial wastage in the NUS; downsizing the number of support staff; and concentrating more attention on the recruitment of high quality academic staff for enhanced delivery.
{"title":"Nation Building and Quality Higher Education in Nigeria: Implications for Teacher Education","authors":"O. Aluede, J. I. Oviawe, O. Imhangbe, Sebastian Ehiaguina","doi":"10.1080/18146627.2018.1549952","DOIUrl":"https://doi.org/10.1080/18146627.2018.1549952","url":null,"abstract":"Abstract Higher education is essential to the acquisition of human knowledge, development of the economy and reformation of the society in all nations. University education is the foremost source of providing the required knowledge that will help generate and accelerate knowledge flow for modern based economies. It plays invaluable roles in the production of quality manpower for the development of the nation. This article reports on a study that addressed the concepts of nation building; quality education; teacher education; current status of teacher education in Nigeria; and teacher education and nation building in Nigeria. The article further recommends strategies for improving teacher education and training (TET) in Nigerian universities, which include, retraining of academic staff in the Nigerian university system (NUS) to embrace ICT/e-learning/m-learning, curbing of financial wastage in the NUS; downsizing the number of support staff; and concentrating more attention on the recruitment of high quality academic staff for enhanced delivery.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1549952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075172","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 : 2020-03-03DOI: 10.1080/18146627.2018.1507622
L. Sibanda, Jemimah L. Young
Abstract The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students’ needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community.
{"title":"Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature","authors":"L. Sibanda, Jemimah L. Young","doi":"10.1080/18146627.2018.1507622","DOIUrl":"https://doi.org/10.1080/18146627.2018.1507622","url":null,"abstract":"Abstract The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students’ needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1507622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635823","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 : 2020-03-03DOI: 10.1080/18146627.2018.1557532
Victor Osei Kwadwo, Obaa Akua Konadu
Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.
{"title":"Can Ghana Afford the Sustainable Development Goal on Education?","authors":"Victor Osei Kwadwo, Obaa Akua Konadu","doi":"10.1080/18146627.2018.1557532","DOIUrl":"https://doi.org/10.1080/18146627.2018.1557532","url":null,"abstract":"Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1557532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379109","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}
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