Financial control activities are critical in enhancing financial accountability. This article aimed at determining the functionality of financial control activities in decentralised basic education programmes. It sought to investigate how control activities in the Universal Primary Education programme (UPE) affect the internal controls and subsequently financial accountability of the grant. The researchers conducted an exploratory review of the literature and used semi-structured interviews to collect primary data. The findings focused on physical controls in the UPE capitation grant. Under physical controls, emphasis was placed on mechanisms for securing cash and inventory. The findings revealed that physical control of the custody of cash in UPE schools is weak. This puts other school assets at risk of burglary by individuals who may get to know that there is cash in the office. The weak physical controls create an urge for the head teachers to divert resources. A scrutiny of the inventory management process exposed some gaps affecting the entire physical control system. The inventory management system is heavily compromised. Given the foregoing findings, we can argue that the financial control activities in this UPE programme are dysfunctional. The functionality of financial control activities will be enhanced if the physical control activities are strengthened and all the receipts and inventories are properly recorded. Keywords: Functionality, Financial Control, Decentralised Basic Education System and Financial Accountability
{"title":"The Functionality of Financial Control Activities in a Decentralised Basic Education Program in Uganda","authors":"John Nakabago, C. Hofisi, B. Kisitu","doi":"10.38159/jelt.2024551","DOIUrl":"https://doi.org/10.38159/jelt.2024551","url":null,"abstract":"Financial control activities are critical in enhancing financial accountability. This article aimed at determining the functionality of financial control activities in decentralised basic education programmes. It sought to investigate how control activities in the Universal Primary Education programme (UPE) affect the internal controls and subsequently financial accountability of the grant. The researchers conducted an exploratory review of the literature and used semi-structured interviews to collect primary data. The findings focused on physical controls in the UPE capitation grant. Under physical controls, emphasis was placed on mechanisms for securing cash and inventory. The findings revealed that physical control of the custody of cash in UPE schools is weak. This puts other school assets at risk of burglary by individuals who may get to know that there is cash in the office. The weak physical controls create an urge for the head teachers to divert resources. A scrutiny of the inventory management process exposed some gaps affecting the entire physical control system. The inventory management system is heavily compromised. Given the foregoing findings, we can argue that the financial control activities in this UPE programme are dysfunctional. The functionality of financial control activities will be enhanced if the physical control activities are strengthened and all the receipts and inventories are properly recorded.\u0000\u0000Keywords: Functionality, Financial Control, Decentralised Basic Education System and Financial Accountability","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808427","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}
This transformative research paper discusses individual agency and looks into how students apply critical self-reflection after being exposed to micro-teaching. When student teachers graduate to become fully trained teachers, it is required of them to have both theoretical and practical competency. Student teachers struggle to use micro-lessons as a tool to improve practice, instead, they perform micro-lessons for marks which defeats the entire purpose of conducting micro-teaching practices. This qualitative research paper adopted the Participatory Action Research (PAR) approach, underpinned by bricolage theory, which is a metaphor for research that ” uses what is available to accomplish new aims and creates something out of nothing,” conveniently sampled sixteen student teachers from the University of Technology in South Africa. The results demonstrated that, on a very small scale, PGCE students may use critical self-reflection as a skill to improve and address teaching concerns. Additionally, the study found that students struggle to critically evaluate themselves using a variety of media, including reflective journals and video recordings. In light of the findings, the study recommended that in a natural setting, student teachers can act as change agents. In South Africa, where most local schools are under-resourced, this paper contributes to the ongoing efforts to improve teaching as a practice using what is already available in schools. Keywords: Micro-Teaching, Bricolage, Self-Reflection, Student-Teacher, Transformative Pedagogy
{"title":"Bricolage, Self-reflection, and Transformative Pedagogy among Student Teachers: A Case of Micro-teaching Practices for a Transformative Pedagogy","authors":"Ernest Mpindo, Matsolo Mokhampanyane","doi":"10.38159/jelt.2024542","DOIUrl":"https://doi.org/10.38159/jelt.2024542","url":null,"abstract":"This transformative research paper discusses individual agency and looks into how students apply critical self-reflection after being exposed to micro-teaching. When student teachers graduate to become fully trained teachers, it is required of them to have both theoretical and practical competency. Student teachers struggle to use micro-lessons as a tool to improve practice, instead, they perform micro-lessons for marks which defeats the entire purpose of conducting micro-teaching practices. This qualitative research paper adopted the Participatory Action Research (PAR) approach, underpinned by bricolage theory, which is a metaphor for research that ” uses what is available to accomplish new aims and creates something out of nothing,” conveniently sampled sixteen student teachers from the University of Technology in South Africa. The results demonstrated that, on a very small scale, PGCE students may use critical self-reflection as a skill to improve and address teaching concerns. Additionally, the study found that students struggle to critically evaluate themselves using a variety of media, including reflective journals and video recordings. In light of the findings, the study recommended that in a natural setting, student teachers can act as change agents. In South Africa, where most local schools are under-resourced, this paper contributes to the ongoing efforts to improve teaching as a practice using what is already available in schools.\u0000\u0000Keywords: Micro-Teaching, Bricolage, Self-Reflection, Student-Teacher, Transformative Pedagogy","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"57 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652682","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}
Since its launch, ChatGPT has gained popularity and is widely used by university students. The tool has both positive and negative effects on students’ education. In other words, it contributes to either the building or destruction of education. This study was conducted to ascertain university students’ perceptions of whether ChatGPT is building or destroying their education. A cross-sectional research design was employed, in which data were collected from 200 randomly selected students from two Tanzanian Universities. The collected data was analysed using SPSS, in which frequencies, means, and standard deviation (SD) facilitated descriptions of various aspects of the study. Results showed that the majority of university students in the study area (around 81.5%) were using ChatGPT for a variety of reasons, including helping them prepare for exams, undertaking assignments, and writing research proposals and reports. Although there are negative impacts, such as reducing academic integrity and diminishing critical thinking, it was established that if ChatGPT is used cleverly, it stands to build rather than destroy education. Thus, this study recommends that universities should consider formulating and operationalizing respective policies and guidelines, as detailed further in the document. The study, therefore, delivers more clarity on the nexus between the use of ChatGPT and University education endeavours. Keywords: ChatGPT, AI, Education, University Students, Tanzania
{"title":"Is ChatGPT Building or Destroying Education? Perception of University Students in Tanzania","authors":"George Matto","doi":"10.38159/jelt.2024541","DOIUrl":"https://doi.org/10.38159/jelt.2024541","url":null,"abstract":"Since its launch, ChatGPT has gained popularity and is widely used by university students. The tool has both positive and negative effects on students’ education. In other words, it contributes to either the building or destruction of education. This study was conducted to ascertain university students’ perceptions of whether ChatGPT is building or destroying their education. A cross-sectional research design was employed, in which data were collected from 200 randomly selected students from two Tanzanian Universities. The collected data was analysed using SPSS, in which frequencies, means, and standard deviation (SD) facilitated descriptions of various aspects of the study. Results showed that the majority of university students in the study area (around 81.5%) were using ChatGPT for a variety of reasons, including helping them prepare for exams, undertaking assignments, and writing research proposals and reports. Although there are negative impacts, such as reducing academic integrity and diminishing critical thinking, it was established that if ChatGPT is used cleverly, it stands to build rather than destroy education. Thus, this study recommends that universities should consider formulating and operationalizing respective policies and guidelines, as detailed further in the document. The study, therefore, delivers more clarity on the nexus between the use of ChatGPT and University education endeavours.\u0000\u0000Keywords: ChatGPT, AI, Education, University Students, Tanzania","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"23 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685592","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 news that the world is a global village, the trend and advancement in digital content are not limited to the Sciences, Technology, Engineering and Mathematics (STEM), but have extended to the humanities as well. Digital humanities are a new pathway to modern research in humanities. Pedagogy in traditional humanities has changed in the last few decades. Academics are now compelled to teach, research and offer their services with the latest innovations. There are numerous challenges with catching up with the glimpse of digital technology in service delivery in all areas of research in current times. Dealing with large data seems impossible and time-wasting with the traditional Pedagogy of humanities. Female academics in advanced careers are facing more challenges in learning and using digital tools in their day–to–day activities, hence several of them are perceived or seen as inefficient/stagnated in advancing their careers. This study identified the adjustment issues particularly faced by female advanced career academics. The study used a mixed method approach to select ten (n=10) female academics with a mean age of 60 who were purposively selected for the study from the University of Lagos, Nigeria. The participants agreed that adjusting to digital humanities has been challenging and they highlighted the present state of their abilities in using digitals as instructional materials. The study concluded that the challenges confronting female academics are numerous, hence why catching up with the digital humanities and other related issues is responsible for the stagnation and less research output among female academics. The study recommended that there should be continuous training programmes for female academics in Nigeria. This study contributes to the growing literature on empowering women in academia. Keywords: Digital Humanities, Adjustment, Advance Career, Female Academics
{"title":"Understanding the Adjustment Issues in Digital Humanities Among Female Academics in Advanced Career","authors":"G. Akinwale, Victor Ojakorotu","doi":"10.38159/jelt.2024531","DOIUrl":"https://doi.org/10.38159/jelt.2024531","url":null,"abstract":"It is no news that the world is a global village, the trend and advancement in digital content are not limited to the Sciences, Technology, Engineering and Mathematics (STEM), but have extended to the humanities as well. Digital humanities are a new pathway to modern research in humanities. Pedagogy in traditional humanities has changed in the last few decades. Academics are now compelled to teach, research and offer their services with the latest innovations. There are numerous challenges with catching up with the glimpse of digital technology in service delivery in all areas of research in current times. Dealing with large data seems impossible and time-wasting with the traditional Pedagogy of humanities. Female academics in advanced careers are facing more challenges in learning and using digital tools in their day–to–day activities, hence several of them are perceived or seen as inefficient/stagnated in advancing their careers. This study identified the adjustment issues particularly faced by female advanced career academics. The study used a mixed method approach to select ten (n=10) female academics with a mean age of 60 who were purposively selected for the study from the University of Lagos, Nigeria. The participants agreed that adjusting to digital humanities has been challenging and they highlighted the present state of their abilities in using digitals as instructional materials. The study concluded that the challenges confronting female academics are numerous, hence why catching up with the digital humanities and other related issues is responsible for the stagnation and less research output among female academics. The study recommended that there should be continuous training programmes for female academics in Nigeria. This study contributes to the growing literature on empowering women in academia.\u0000\u0000Keywords: Digital Humanities, Adjustment, Advance Career, Female Academics","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"8 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098957","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}
Religious and Moral Education (RME) has caught the attention and interest of Ghanaians from the past to our contemporary times. The subject seeks to enforce knowledge and values capable of making individuals responsible and resourceful members of society. In current times characterized by moral decadence, the need for religious and moral education has become a necessity. To realize the communal hope of making RME a lucrative and highly patronized course or subject in the education system in Ghana, it is necessary to look at the factors that affect the teaching and learning of RME in the country. This paper therefore sought to find out the significant factors that affect the teaching and learning of RME and the means to address such issues. A mixed approach was adopted in gathering the data from the C. B. Mensah Adventist Junior High School in the Ashanti Region of Ghana. The study revealed that the RME curriculum is facing some difficulties in Ghana. These include scarcity of textbooks and shortage of professional teachers in the subject area. The study recommended that the government, and other stakeholders involved in or patronizing education, should collaborate in addressing the challenges and implement sustainable measures for enhancing the teaching and learning of RME in Ghana. The study is relevant for teachers and learners alike because it contributes to knowledge development by serving as secondary material for future research and policymaking. It also serves as insight for the government, parents, teachers, religious bodies, educationists, counselors and other stakeholders in the educational sector. Keywords: Education, Religious and Moral Education, Religion, Morality, Teaching, Learning
宗教和道德教育（RME）从过去到当代都引起了加纳人的关注和兴趣。该学科旨在传授知识和价值观，使个人成为负责任和足智多谋的社会成员。在当今道德沦丧的时代，宗教和道德教育已成为一种必要。为了实现使宗教和道德教育成为加纳教育系统中一门利润丰厚、受人欢迎的课程或学科的共同希望，有必要研究影响加纳宗教和道德教育教学的因素。因此，本文试图找出影响幼儿教育和监测的教与学的重要因素，以及解决这些问题的方法。本文采用混合方法从加纳阿散蒂地区的 C. B. Mensah基督复临安息日会初级中学收集数据。研究表明，加纳的 RME 课程面临着一些困难。这些困难包括教科书匮乏和专业教师短缺。研究建议，政府和其他参与或赞助教育的利益相关方应合作应对这些挑战，并实施可持续的措施，以加强加纳的幼儿教育和监测课程的教与学。这项研究对教师和学生都很重要，因为它为未来的研究和决策提供了辅助材料，有助于知识的发展。它还为政府、家长、教师、宗教团体、教育工作者、辅导员和教育部门的其他利益相关者提供了见解：教育、宗教和道德教育、宗教、道德、教学、学习
{"title":"Factors Affecting Teaching and Learning of Religious and Moral Education (RME) in Ghanaian Junior High Schools: A Case Study of C. B. Mensah SDA Junior High School","authors":"Collins Boafo, Adam Konadu, C. Twene","doi":"10.38159/jelt.2024511","DOIUrl":"https://doi.org/10.38159/jelt.2024511","url":null,"abstract":"Religious and Moral Education (RME) has caught the attention and interest of Ghanaians from the past to our contemporary times. The subject seeks to enforce knowledge and values capable of making individuals responsible and resourceful members of society. In current times characterized by moral decadence, the need for religious and moral education has become a necessity. To realize the communal hope of making RME a lucrative and highly patronized course or subject in the education system in Ghana, it is necessary to look at the factors that affect the teaching and learning of RME in the country. This paper therefore sought to find out the significant factors that affect the teaching and learning of RME and the means to address such issues. A mixed approach was adopted in gathering the data from the C. B. Mensah Adventist Junior High School in the Ashanti Region of Ghana. The study revealed that the RME curriculum is facing some difficulties in Ghana. These include scarcity of textbooks and shortage of professional teachers in the subject area. The study recommended that the government, and other stakeholders involved in or patronizing education, should collaborate in addressing the challenges and implement sustainable measures for enhancing the teaching and learning of RME in Ghana. The study is relevant for teachers and learners alike because it contributes to knowledge development by serving as secondary material for future research and policymaking. It also serves as insight for the government, parents, teachers, religious bodies, educationists, counselors and other stakeholders in the educational sector.\u0000\u0000Keywords: Education, Religious and Moral Education, Religion, Morality, Teaching, Learning","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415529","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}
George Kushiator, Michael Adashie, Bertha Ayim, Innocent Yao Klodzi
The development and introduction of digital technology for the past three decades have affected every aspect of human life. Since the introduction of digital technology in schools and colleges, most Graphic Design(GD) students have had difficulties making use of these digital technologies for their various artistic expressions. Therefore, exploiting the use of Information and Communications Technology (ICT) in the visual arts classroom has been rather challenging for students. This study thus set out to explore the challenges of Graphic design students in Senior High Schools (SHS) in Ghana. The study was conducted quantitatively. It employed the purposive sampling methodology to select four Senior High Schools where Visual Arts is studied in the Ho Municipality in the Volta Region of Ghana. The simple random sampling method was used to select 400 students from the four schools to answer the designed questionnaire. The result revealed that GD students do not involve computer applications in design knowledge to enhance creativity in the Visual Arts class because they were not taught how to use the computer application software for their practical work. It is recommended that there is a need to investigate to know the factors affecting the proper integration of ICT in the learning of Visual Art at the SHS level. Secondly, students should be trained to use ICT software to do Graphic Design work in the classroom. Keywords: Graphic Design, Digital Technology, Visual Art Education, Computers.
{"title":"Digital Media Practices: Exploring the Challenges of Graphic Design Students in Senior High Schools in Ghana","authors":"George Kushiator, Michael Adashie, Bertha Ayim, Innocent Yao Klodzi","doi":"10.38159/jelt.2023451","DOIUrl":"https://doi.org/10.38159/jelt.2023451","url":null,"abstract":"The development and introduction of digital technology for the past three decades have affected every aspect of human life. Since the introduction of digital technology in schools and colleges, most Graphic Design(GD) students have had difficulties making use of these digital technologies for their various artistic expressions. Therefore, exploiting the use of Information and Communications Technology (ICT) in the visual arts classroom has been rather challenging for students. This study thus set out to explore the challenges of Graphic design students in Senior High Schools (SHS) in Ghana. The study was conducted quantitatively. It employed the purposive sampling methodology to select four Senior High Schools where Visual Arts is studied in the Ho Municipality in the Volta Region of Ghana. The simple random sampling method was used to select 400 students from the four schools to answer the designed questionnaire. The result revealed that GD students do not involve computer applications in design knowledge to enhance creativity in the Visual Arts class because they were not taught how to use the computer application software for their practical work. It is recommended that there is a need to investigate to know the factors affecting the proper integration of ICT in the learning of Visual Art at the SHS level. Secondly, students should be trained to use ICT software to do Graphic Design work in the classroom. Keywords: Graphic Design, Digital Technology, Visual Art Education, Computers.","PeriodicalId":489089,"journal":{"name":"Journal of Education and Learning Technology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871247","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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