The Catholic Church was born out of the European culture in terms of rite and language. This makes the African Catholic feel somehow culturally removed from the liturgical life of the Church. The Catholic Church knowing how culture plays an integral role in the propagation of the Gospel, has given room for the adaptation of peoples’ culture into most especially the liturgical life of the participating community. The Church allows any form of adaptation, insofar as they are in conformity with the universal teachings of the Church. Many scholars and clergy have sought to make good use of this provision to inculturate their culture into Catholicism. In Ghana, Most Rev. Peter Kwasi Sarpong is a household name when it comes to the inculturation of the Asante culture into Catholicism for the liturgy to be at home for his people. Sarpong prefers the term “inculturation” to “adaptation” for the latter smacks of imposition. The article thus articulated Sarpong’s attempt to inculturate the Asante dance, music, gestures, symbols and the chieftaincy institution into the Catholic liturgy. This article used ethnographical sources like interviews and observations in gathering data. It also used a literary approach to elucidate the inculturation of the Asante culture into Catholicism from Peter Kwasi Sarpong’s perspectives. The paper thus celebrates the contributions of Most Rev. Peter Kwasi Sarpong to the Asante culture and Catholicism. It also affirms the notion that there could be the inculturation of peoples’ culture to make the liturgy meaningful to them. Keywords: Asante, Catholic, Culture, Peter Kwasi Sarpong, Inculturation, Liturgy.
天主教会在仪式和语言方面脱胎于欧洲文化。这让非洲天主教徒感到在文化上与教会的礼仪生活有某种程度的隔阂。天主教会深知文化在传播福音方面发挥着不可或缺的作用，因此为各民族的文化融入参与团体的礼仪生活提供了空间。只要符合教会的普遍教义，教会允许任何形式的改编。许多学者和神职人员都试图充分利用这一规定，将自己的文化融入天主教。在加纳，彼得-夸西-萨尔蓬大主教（Most Rev. Peter Kwasi Sarpong）是一位家喻户晓的人物，他致力于将阿桑特（Asante）文化融入天主教，使礼仪成为其人民的家常便饭。与 "适应 "一词相比，萨尔蓬更喜欢 "文化熏陶 "一词，因为后者有强加于人之嫌。因此，文章阐述了萨尔蓬试图将阿桑特舞蹈、音乐、手势、符号和酋长制度融入天主教礼仪的过程。本文在收集数据时使用了访谈和观察等人种学资料。文章还采用文学方法，从彼得-夸西-萨尔蓬的视角阐释了将阿桑特文化融入天主教的过程。因此，本文赞颂了彼得-夸西-萨尔蓬牧师对阿桑特文化和天主教的贡献。本文还肯定了一种观点，即可以对各民族的文化进行文化熏陶，使礼仪对他们具有意义：阿桑特、天主教、文化、彼得-夸西-萨尔蓬、文化融合、礼仪。
{"title":"The Inculturation of the Asante Culture into Catholicism, Peter Kwasi Sarpong’s Perspective","authors":"A. Peprah","doi":"10.38159/ehass.20245316","DOIUrl":"https://doi.org/10.38159/ehass.20245316","url":null,"abstract":"The Catholic Church was born out of the European culture in terms of rite and language. This makes the African Catholic feel somehow culturally removed from the liturgical life of the Church. The Catholic Church knowing how culture plays an integral role in the propagation of the Gospel, has given room for the adaptation of peoples’ culture into most especially the liturgical life of the participating community. The Church allows any form of adaptation, insofar as they are in conformity with the universal teachings of the Church. Many scholars and clergy have sought to make good use of this provision to inculturate their culture into Catholicism. In Ghana, Most Rev. Peter Kwasi Sarpong is a household name when it comes to the inculturation of the Asante culture into Catholicism for the liturgy to be at home for his people. Sarpong prefers the term “inculturation” to “adaptation” for the latter smacks of imposition. The article thus articulated Sarpong’s attempt to inculturate the Asante dance, music, gestures, symbols and the chieftaincy institution into the Catholic liturgy. This article used ethnographical sources like interviews and observations in gathering data. It also used a literary approach to elucidate the inculturation of the Asante culture into Catholicism from Peter Kwasi Sarpong’s perspectives. The paper thus celebrates the contributions of Most Rev. Peter Kwasi Sarpong to the Asante culture and Catholicism. It also affirms the notion that there could be the inculturation of peoples’ culture to make the liturgy meaningful to them.\u0000\u0000Keywords: Asante, Catholic, Culture, Peter Kwasi Sarpong, Inculturation, Liturgy.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"63 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376589","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}
In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects. Keywords: Dropout Intention, Demographic, Teacher Trainees, Post-COVID-19
在第 19 次世界艾滋病病毒/艾滋病联合规划署会议之后的这段时间里，关于艾滋病对经济、政治、教育和教师的影响的各种研究显而易见，但关于艾滋病如何影响学生，特别是在保留学籍和辍学意向方面的研究却寥寥无几。应该指出的是，有多种因素阻碍弱势学生完成学业，成为终身学生，以实现教育和学术的可持续发展。因此，本研究的目的除了探讨造成这一障碍的因素外，还旨在提供应实施的策略或替代途径，以留住学生并帮助他们克服相关挑战。本研究选择了定性研究方法，并采用滚雪球式抽样技术，从一所乌干达大学（8 名）和一所南非大学（8 名）中选取了共 16 名师范生，以探讨师范生考虑从大学辍学的因素。我们利用 Microsoft Teams 会议和实际访谈收集数据。对数据进行了专题分析。研究结果表明，大学辍学意向受 COVID-19 相关因素或影响的驱动，如悲伤和失业、政府政策、经济、学术和个人因素。因此，研究人员建议采取教师激励、辅导和新的资助模式来支持师范生，与不同的潜在雇主利益相关者合作，重点解决 COVID-19 的教学效果，并创造社会安全空间，以尽量减少不利于未来教师可用性的辍学意向和实际辍学。这反过来又会影响可持续教育的质量，从长远来看，会影响学生的学业成绩和就业前景：辍学意向 人口学 受训教师 后COVID-19
{"title":"Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa","authors":"L. Kobusingye, Newlin Marongwe, Rogers Mageyo","doi":"10.38159/ehass.20245312","DOIUrl":"https://doi.org/10.38159/ehass.20245312","url":null,"abstract":"In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects.\u0000\u0000Keywords: Dropout Intention, Demographic, Teacher Trainees, Post-COVID-19","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217008","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}
The researchers considered examining the psychological adjustment process of sexually abused adolescents rather than dwelling on the causes. This study, therefore, examined emotional stability, social anxiety, and self-esteem as correlates of psychological adjustment of sexually abused adolescents. The survey research design was employed. The multi-stage sampling technique was employed in this investigation. The two Local Government Areas in Osogbo were purposively selected. The researchers considered this because of the sexual abuse cases reported in the area over time. For the study, a random sample of 362 students across 20 secondary schools, including eight private and 12 public secondary schools was used. The data for this study was gathered using reliable and standardized instruments: The Sexual Assault questionnaire (α = .80), psychological adjustment scale (α = .81), Self-Esteem Inventory (α = .71), emotional stability scale (α = .78) and Social Anxiety Scale (α = .90). The results demonstrated that 41.16% of the respondents were below 12 years, 47.51% were between 13–15 years and 11.33% were above 15 years old; 31.22% of the respondents were from nuclear families, 66.57%were from extended families and 2.21% were undecided. Also, the result showed a strong correlation between sexually abused adolescents’ psychological adjustment and emotional stability (r = .594; p.<05), social anxiety (r = .605; p.<05), and self-esteem (r = .521; p.<05). The strongest predictor of psychological adjustment was social anxiety (β = .365; t = 7.804; p<0.05) followed by emotional stability (β = .340; t = 7.260; p<0.05) and self-esteem (β = .305; t = 8.194; p<0.05). It was recommended that changing the trajectories of the sexually abused requires a lot of psychological re-orientation, especially considering interventions that employ the independent variables in this study (emotional stability, social anxiety, and self-esteem). This study adds to the current knowledge about the psychological adjustment of sexually abused teenagers as a difficulty that requires proper attention. Keywords: Psychological Adjustment, Sexual Abuse, Adolescents, Emotional Stability, Social Anxiety, Self-esteem
{"title":"Improving Psychological Adjustment of the Sexually Abused In-school Adolescents in Nigeria: The Roles of Emotional Stability, Social Anxiety, and Self-Esteem","authors":"Adewuyi Habeeb Omoponle, V. Dwarika","doi":"10.38159/ehass.20245311","DOIUrl":"https://doi.org/10.38159/ehass.20245311","url":null,"abstract":"The researchers considered examining the psychological adjustment process of sexually abused adolescents rather than dwelling on the causes. This study, therefore, examined emotional stability, social anxiety, and self-esteem as correlates of psychological adjustment of sexually abused adolescents. The survey research design was employed. The multi-stage sampling technique was employed in this investigation. The two Local Government Areas in Osogbo were purposively selected. The researchers considered this because of the sexual abuse cases reported in the area over time. For the study, a random sample of 362 students across 20 secondary schools, including eight private and 12 public secondary schools was used. The data for this study was gathered using reliable and standardized instruments: The Sexual Assault questionnaire (α = .80), psychological adjustment scale (α = .81), Self-Esteem Inventory (α = .71), emotional stability scale (α = .78) and Social Anxiety Scale (α = .90). The results demonstrated that 41.16% of the respondents were below 12 years, 47.51% were between 13–15 years and 11.33% were above 15 years old; 31.22% of the respondents were from nuclear families, 66.57%were from extended families and 2.21% were undecided. Also, the result showed a strong correlation between sexually abused adolescents’ psychological adjustment and emotional stability (r = .594; p.<05), social anxiety (r = .605; p.<05), and self-esteem (r = .521; p.<05). The strongest predictor of psychological adjustment was social anxiety (β = .365; t = 7.804; p<0.05) followed by emotional stability (β = .340; t = 7.260; p<0.05) and self-esteem (β = .305; t = 8.194; p<0.05). It was recommended that changing the trajectories of the sexually abused requires a lot of psychological re-orientation, especially considering interventions that employ the independent variables in this study (emotional stability, social anxiety, and self-esteem). This study adds to the current knowledge about the psychological adjustment of sexually abused teenagers as a difficulty that requires proper attention.\u0000\u0000Keywords: Psychological Adjustment, Sexual Abuse, Adolescents, Emotional Stability, Social Anxiety, Self-esteem","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140214880","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}
Shandré Kim Jansen van Rensburg, M. Thobane, Sarika Kade, M. Aphane, Lebogang Mpuru, Matshilane Mokotong, Tinyiku David Ngoveni, M. M. Ratiba, L. Tredoux
Approximately 3.5 million Persons With Disabilities (PWD), comprising 6.6% of the population live in South Africa. In South Africa, PWDs are confronted with challenges rooted in historical power imbalances and amplified by social and economic inequalities. Among these issues, the barriers to learning for learners with special educational needs (LSEN) are of particular concern. The purpose of the paper is to provide mitigation strategies for learning barriers encountered by LSEN in South Africa. The paper was guided by a qualitative integrative review (IR) research methodology. The findings highlighted various obstacles identified in research conducted at both global and national levels, including insufficient educator training, resource deficiencies, limited policy implementation, and challenges arising from the COVID-19 pandemic. Furthermore, South Africa’s educational framework, adapted from similar contexts, presents unique hurdles. By elucidating these findings, recommendations are made to mitigate these challenges through special educational needs, social context, and technology training, transformed curriculum and the introduction of class assistants. Moreover, specialised support from the Department of Basic Education (DBE) is advocated for and increased psychosocial and parental support is encouraged. The findings also propose the reinstatement of vocational-related school subjects for LSEN. This paper makes a meaningful contribution to the field of special education in South Africa by identifying the challenges encountered by LSEN and proposing viable solutions to address them. Keywords: Learners with Special Educational Needs (LSEN), Persons with Disabilities (PWD), Learning Barriers, Learners, COVID-19
{"title":"Navigating Learning for Learners with Special Educational Needs (LSEN) in South Africa: Barriers and Recommendations","authors":"Shandré Kim Jansen van Rensburg, M. Thobane, Sarika Kade, M. Aphane, Lebogang Mpuru, Matshilane Mokotong, Tinyiku David Ngoveni, M. M. Ratiba, L. Tredoux","doi":"10.38159/ehass.20245314","DOIUrl":"https://doi.org/10.38159/ehass.20245314","url":null,"abstract":"Approximately 3.5 million Persons With Disabilities (PWD), comprising 6.6% of the population live in South Africa. In South Africa, PWDs are confronted with challenges rooted in historical power imbalances and amplified by social and economic inequalities. Among these issues, the barriers to learning for learners with special educational needs (LSEN) are of particular concern. The purpose of the paper is to provide mitigation strategies for learning barriers encountered by LSEN in South Africa. The paper was guided by a qualitative integrative review (IR) research methodology. The findings highlighted various obstacles identified in research conducted at both global and national levels, including insufficient educator training, resource deficiencies, limited policy implementation, and challenges arising from the COVID-19 pandemic. Furthermore, South Africa’s educational framework, adapted from similar contexts, presents unique hurdles. By elucidating these findings, recommendations are made to mitigate these challenges through special educational needs, social context, and technology training, transformed curriculum and the introduction of class assistants. Moreover, specialised support from the Department of Basic Education (DBE) is advocated for and increased psychosocial and parental support is encouraged. The findings also propose the reinstatement of vocational-related school subjects for LSEN. This paper makes a meaningful contribution to the field of special education in South Africa by identifying the challenges encountered by LSEN and proposing viable solutions to address them.\u0000\u0000Keywords: Learners with Special Educational Needs (LSEN), Persons with Disabilities (PWD), Learning Barriers, Learners, COVID-19","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140219318","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 paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment. Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology
{"title":"The Learning Then and Now: A Case Study on the Effects of Gender on Online Learning Support Post Covid-19 at a South African University","authors":"S. Chiphambo, M. Mashologu","doi":"10.38159/ehass.20245315","DOIUrl":"https://doi.org/10.38159/ehass.20245315","url":null,"abstract":"This paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment.\u0000\u0000Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218662","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}
The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households. Keywords: Intervention Strategies, Collaborative Model, Child-Headed Household, Collaboration
{"title":"Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa","authors":"Kodi Sannie Maila, Khashane Stephen Malatji","doi":"10.38159/ehass.20245313","DOIUrl":"https://doi.org/10.38159/ehass.20245313","url":null,"abstract":"The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households.\u0000\u0000Keywords: Intervention Strategies, Collaborative Model, Child-Headed Household, Collaboration","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217180","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}
The legal sector is experiencing a transformative shift towards the adoption of virtual court sessions to enhance efficiency, accessibility, and transparency within judicial systems. However, this paradigm shift is not without its challenges. This research examined the implementation of virtual court sessions in Ghana, focusing on the legal and constitutional implications of the Practice Direction issued by the Chief Justice. While digitalization of court proceedings holds promise, concerns regarding privacy, technological disparities, and the preservation of due process rights loom large. The research drew on a recent case of Law to affirm that administrative/practice directives fall outside the purview of Laws of Ghana. The study employed the Innovation Diffusion Theory as the lens for analyzing and proposing a solution framework to sustain virtual court systems in Ghana. The findings of the study included the implementation strategy incompatibility of virtual court hearing with the existing legal framework for observing due process and the fundamental rights of citizens. The solutions require a balanced approach that acknowledges the strengths of both the traditional court system and technology. To sustain virtual court hearing, strategies for addressing implementation and legitimacy concerns, enhancing the compatibility of virtual court technology security with existing legal framework and practices, and ensuring long-term adherence to constitutional requirements should be paramount. Substantive law and regulation including relevant constitutional amendments may be necessary to ensure smooth implementation. Keywords: e-Justice system, Implementation, Virtual Court Sessions, Practice Direction, Due Process, Proceedings, Ghana.
{"title":"Balancing Justice in Pixels: Legal and Constitutional Implications of Virtual Court Sessions in Ghana","authors":"Sampson Anomah, E. Amoah","doi":"10.38159/ehass.20245310","DOIUrl":"https://doi.org/10.38159/ehass.20245310","url":null,"abstract":"The legal sector is experiencing a transformative shift towards the adoption of virtual court sessions to enhance efficiency, accessibility, and transparency within judicial systems. However, this paradigm shift is not without its challenges. This research examined the implementation of virtual court sessions in Ghana, focusing on the legal and constitutional implications of the Practice Direction issued by the Chief Justice. While digitalization of court proceedings holds promise, concerns regarding privacy, technological disparities, and the preservation of due process rights loom large. The research drew on a recent case of Law to affirm that administrative/practice directives fall outside the purview of Laws of Ghana. The study employed the Innovation Diffusion Theory as the lens for analyzing and proposing a solution framework to sustain virtual court systems in Ghana. The findings of the study included the implementation strategy incompatibility of virtual court hearing with the existing legal framework for observing due process and the fundamental rights of citizens. The solutions require a balanced approach that acknowledges the strengths of both the traditional court system and technology. To sustain virtual court hearing, strategies for addressing implementation and legitimacy concerns, enhancing the compatibility of virtual court technology security with existing legal framework and practices, and ensuring long-term adherence to constitutional requirements should be paramount. Substantive law and regulation including relevant constitutional amendments may be necessary to ensure smooth implementation.\u0000\u0000Keywords: e-Justice system, Implementation, Virtual Court Sessions, Practice Direction, Due Process, Proceedings, Ghana.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238622","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 study sought to explore the practice and philosophical foundation of Kwaku Asaku-Gyapon (1932 – 2018), an artist educationist of the African modernist stock, from the 1960s to the 1980s that shaped the Kwame Nkrumah University of Science and Technology (KNUST) artistic traditions and generally the Ghanaian sculptural representation. The study seeks to contribute to existing literature on African modernism, following up on karî’kachä Seid’ou’s “J. C. Okyere’s Bequest of Concrete Statuary in the KNUST Collection: Special Emphasis on “Lonely Woman” which sheds light on the artist’s ethos and practice in the midst of seeming erasure and wrong attributions. The study looked at the artist’s three-decade practice, in mainly concrete statuary, terra cotta, wood, and metal (rarely), as part of mid-20th century Ghanaian nationalist repositioning. This is part of the African art that evolved by blending foreign materials and techniques with native African concepts in which artists used revolutionary tools and methods, along with indigenous storytelling practices, to tell their stories in various forms. The study adopted archival research and interviews of the artist as well as descriptive-analytic research methods of the qualitative approach. The study revealed that the artist’s concepts and themes emerged from his personal experiences, sociocultural environment, and political events of his era. It also shows the artist’s practice as commission-dependent in which personal explorations of materials (cement, metal, terrazzo, wood, clay) and techniques in life modelling, casting, and carving were prioritized. The Authors conclude that Kwaku Asaku-Gyapon was a prolific but less exposed Ghanaian modernist artist educationist, in the light of how he adopted the indigenous Asante storytelling approaches through the application of traditional and non-traditional materials and techniques. Keywords: Asaku-Gyapon, Ghanaian Idiom, Artworks, African Modernist Sculptor, Indigenous Storytelling
{"title":"Fragments and Stitches of Ghanaian Idioms: A Catalogue of the Life and Works of Kwaku Asaku-Gyapon, An African Modernist Sculptor","authors":"Mantey Jectey-Nyarko, Kofi Adjei, K. Opoku-Bonsu","doi":"10.38159/ehass.2024539","DOIUrl":"https://doi.org/10.38159/ehass.2024539","url":null,"abstract":"This study sought to explore the practice and philosophical foundation of Kwaku Asaku-Gyapon (1932 – 2018), an artist educationist of the African modernist stock, from the 1960s to the 1980s that shaped the Kwame Nkrumah University of Science and Technology (KNUST) artistic traditions and generally the Ghanaian sculptural representation. The study seeks to contribute to existing literature on African modernism, following up on karî’kachä Seid’ou’s “J. C. Okyere’s Bequest of Concrete Statuary in the KNUST Collection: Special Emphasis on “Lonely Woman” which sheds light on the artist’s ethos and practice in the midst of seeming erasure and wrong attributions. The study looked at the artist’s three-decade practice, in mainly concrete statuary, terra cotta, wood, and metal (rarely), as part of mid-20th century Ghanaian nationalist repositioning. This is part of the African art that evolved by blending foreign materials and techniques with native African concepts in which artists used revolutionary tools and methods, along with indigenous storytelling practices, to tell their stories in various forms. The study adopted archival research and interviews of the artist as well as descriptive-analytic research methods of the qualitative approach. The study revealed that the artist’s concepts and themes emerged from his personal experiences, sociocultural environment, and political events of his era. It also shows the artist’s practice as commission-dependent in which personal explorations of materials (cement, metal, terrazzo, wood, clay) and techniques in life modelling, casting, and carving were prioritized. The Authors conclude that Kwaku Asaku-Gyapon was a prolific but less exposed Ghanaian modernist artist educationist, in the light of how he adopted the indigenous Asante storytelling approaches through the application of traditional and non-traditional materials and techniques.\u0000\u0000Keywords: Asaku-Gyapon, Ghanaian Idiom, Artworks, African Modernist Sculptor, Indigenous Storytelling","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240588","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}
Despite the successes that are liberating South Africans and changing educational policies, many citizens are still trapped in poverty and chronic unemployment, and the country remains a highly unequal society. Thus, the purpose of this study was to explore the nature of the symbiotic relationship between the Technical; Vocational Education and Training (TVET) Colleges National Certificate; Vocational (NCV) programme; and NDP 2030 objectives. The qualitative research approach was adopted with a Case study design. Purposive sampling was used to select eight TVET college lecturers. The interpretive paradigm was used to describe the nature of the relationship the college has with other stakeholders. Data was collected through individual semi-structured interviews and analysed through a thematic approach. The findings revealed a lack of communication, poor relationships with relevant stakeholders, and infrastructural and resources as attributes that impede practices within TVET colleges. The other major challenge that emerged from this study is the lack of a responsive policy system which compromises practices within TVET colleges. Based on empirical evidence, it was recommended that the college requires a fully responsive TVET policy and synergistic efforts, pulling all resources together in achieving these objectives. The ultimate outcome contributes key knowledge that advances proper communication and a healthy relationship with different stakeholders that should be established and maintained for the success of TVET colleges. Keywords: Symbiotic Relationship, Development, National Development Plan (NDP)
{"title":"Assessing the Symbiotic Relationship between National Development Plan 2030 and the Technical Vocational Education and Training Colleges National Certificate Vocational (NCV) programme","authors":"Johnny Mafika Mthimunye, Khashane Stephen Malatji","doi":"10.38159/ehass.2024525","DOIUrl":"https://doi.org/10.38159/ehass.2024525","url":null,"abstract":"Despite the successes that are liberating South Africans and changing educational policies, many citizens are still trapped in poverty and chronic unemployment, and the country remains a highly unequal society. Thus, the purpose of this study was to explore the nature of the symbiotic relationship between the Technical; Vocational Education and Training (TVET) Colleges National Certificate; Vocational (NCV) programme; and NDP 2030 objectives. The qualitative research approach was adopted with a Case study design. Purposive sampling was used to select eight TVET college lecturers. The interpretive paradigm was used to describe the nature of the relationship the college has with other stakeholders. Data was collected through individual semi-structured interviews and analysed through a thematic approach. The findings revealed a lack of communication, poor relationships with relevant stakeholders, and infrastructural and resources as attributes that impede practices within TVET colleges. The other major challenge that emerged from this study is the lack of a responsive policy system which compromises practices within TVET colleges. Based on empirical evidence, it was recommended that the college requires a fully responsive TVET policy and synergistic efforts, pulling all resources together in achieving these objectives. The ultimate outcome contributes key knowledge that advances proper communication and a healthy relationship with different stakeholders that should be established and maintained for the success of TVET colleges.\u0000\u0000Keywords: Symbiotic Relationship, Development, National Development Plan (NDP)","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"125 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438427","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 study emerged as a result of the inability of Basic Six (6) at Zogbeli Primary School pupils in Tamale, Northern Region Ghana to understand the concept of multiplying multi-digit multiplicands. To address this problem, the action research methodology was used to provide an immediate solution. A simple random sample of 45 pupils from a total of 90 pupils of a mixed class of P.6A and P.6B was chosen to participate in the study. A Pre-test consisting of 10 test items was administered to assess the pupils’ initial understanding of the concept. The results showed that the majority of the pupils scored poorly, with a mean score of 1.51 and a standard deviation of 0.91. An intervention using the lattice method for five days was then implemented. The lattice method is a hands-on learning method that involves both physical movement and mental engagement. It was hypothesized that this method would help the pupils to develop a deeper understanding of the concept of multiplying multi-digit multiplicands. After the three-day intervention, a Post-test was administered to assess the pupils’ understanding of the concept of multiplying multi-digit multiplicands and also to assess how effective the intervention was in the study. The results showed a significant improvement, with a mean score of 8.11 and a standard deviation of 2.54. Additionally, 93.4% of the pupils scored above the average mark of 5. The findings of this study suggest that lattice technology is an effective method for teaching the concept of multiplying multi-digit multiplicands. This method is engaging and easy to understand, and it can help pupils develop a deeper understanding of the mathematical concepts involved. In conclusion, the use of lattice technology has improved the learning experiences of Basic Six pupils at Zogbeli Primary School. Pupils now have a practical method for solving multi-digit multiplication problems, and they have a better understanding of the mathematical concepts involved. Keywords: Action Research, Pre-test, Post-test, Paired Sample t-test, Lattice technology
{"title":"Using the Lattice Method to help Basic Six (6) Pupils of Zogbeli Primary School in Ghana to understand the Concept of Multiplying Multi-digit Multiplicands","authors":"Nashiru Abdulai","doi":"10.38159/ehass.2024528","DOIUrl":"https://doi.org/10.38159/ehass.2024528","url":null,"abstract":"This study emerged as a result of the inability of Basic Six (6) at Zogbeli Primary School pupils in Tamale, Northern Region Ghana to understand the concept of multiplying multi-digit multiplicands. To address this problem, the action research methodology was used to provide an immediate solution. A simple random sample of 45 pupils from a total of 90 pupils of a mixed class of P.6A and P.6B was chosen to participate in the study. A Pre-test consisting of 10 test items was administered to assess the pupils’ initial understanding of the concept. The results showed that the majority of the pupils scored poorly, with a mean score of 1.51 and a standard deviation of 0.91. An intervention using the lattice method for five days was then implemented. The lattice method is a hands-on learning method that involves both physical movement and mental engagement. It was hypothesized that this method would help the pupils to develop a deeper understanding of the concept of multiplying multi-digit multiplicands. After the three-day intervention, a Post-test was administered to assess the pupils’ understanding of the concept of multiplying multi-digit multiplicands and also to assess how effective the intervention was in the study. The results showed a significant improvement, with a mean score of 8.11 and a standard deviation of 2.54. Additionally, 93.4% of the pupils scored above the average mark of 5. The findings of this study suggest that lattice technology is an effective method for teaching the concept of multiplying multi-digit multiplicands. This method is engaging and easy to understand, and it can help pupils develop a deeper understanding of the mathematical concepts involved. In conclusion, the use of lattice technology has improved the learning experiences of Basic Six pupils at Zogbeli Primary School. Pupils now have a practical method for solving multi-digit multiplication problems, and they have a better understanding of the mathematical concepts involved.\u0000\u0000Keywords: Action Research, Pre-test, Post-test, Paired Sample t-test, Lattice technology","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435934","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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