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The effect of formal education on food security in Togo
By Kodjo Théodore Gnedeka
Human capital is a critical factor in the development and well-being of an individual. To assess this critical role, this paper proposes to analyze the effect of formal education level on food security status at the individual level in Togo. The Food and Agriculture Organization's Food Insecurity Experience Scale is used to capture food security in this study. The chi-square test and probit model are used. The results of the study show that about 36% of the respondents were in food security; 49% were in moderate food insecurity and 14% were in severe food insecurity. We found that, whatever the respondent's level of education, there was a positive effect on the respondent's food security. Compared to respondents with a primary level of education, having a college degree increases the probability that the respondent is in food security by 10.3%. This probability increases to 17.9% when the respondent has a high school education level. Finally, the study shows the existence of significant heterogeneity in the determinants of food security according to the gender of the individual. To this end, any policy aimed at investing in the formal education of the Togolese population while favoring vulnerable groups is desirable, particularly for women. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
Application of cognitive remediation in the world: new experiences from two schizophrenia rehabilitation centers in Togo and Benin
By Mawuko Kakli
Purpose: People with schizophrenia in Sub-Saharan Africa often live in very difficult conditions, suffer important social isolation and usually do not receive any kind of treatment. In this context, some non-governmental initiatives have come to light, providing accommodation, food, primary healthcare, medications and, in some cases, education and rehabilitation. The aims of this study were to assess feasibility, effects, and acceptability of a Cognitive Remediation Therapy (CRT) intervention in the particular context of psychiatric rehabilitation in Togo and Benin. Methods: Patients diagnosed with schizophrenia accessing the “Saint Camille” association rehabilitation centers in Togo and Benin during the enrollment period were allocated consecutively with a 1:1 proportion to receive a manualized CRT intervention (46 one-hour sessions over 14 weeks) or continuing Treatment As Usual (TAU). The assessment included validated measures of cognitive performance and real-world functioning and was performed at baseline and at the conclusion of treatment. Results: All subjects that were invited into the study agreed to participate and completed the intervention, for a total of 36 participants. CRT produced greater improvements than TAU in processing speed, working memory, verbal memory, cognitive flexibility, and executive functions measures, with moderate to large effect sizes, in particular in processing speed and working memory domains. Conclusions: CRT represents a feasible and effective psychosocial intervention that can be implemented even in contexts with very limited resources, and could represent an important instrument to promote the rehabilitation process of people living with schizophrenia in low-income countries. © The Author(s) 2024.
Factors influencing the effectiveness of group interactions among international and interdisciplinary early-career researchers working toward environmental sustainability in climate change
By Adade Williams, P.
With the integration of social media in journalism practice, media training institutions must focus on preparing future media professionals with the right mix of digital skills for the industry. Although efforts to improve students’ online skills readiness are evident in schools, no reliable tool exists to assess students’ confidence in doing online journalism tasks upon graduation. This study develops and validates an Online Journalism Self-Efficacy Scale (OJSES) that can be used to measure mass communication students’ perceptions of their self-efficacy for online journalism work. Items for the proposed scale were developed from a comprehensive literature review and refined by eight online journalism professionals (five online journalism lecturers and three online news editors). To explore the factor structure of the tool, exploratory factor analysis of data from a sample of finalist undergraduate mass communication students (n = 182) in five Rwandan universities was done. Results suggested that the OJSES is a five-dimensional tool that comprises 27 items. This scale measures online journalism self-efficacy in terms of students’ capabilities to conduct online journalism research, communicate with social media tools, create and share multimedia content online, observe ethical online publishing and use social media to solve organizational problems. The scale demonstrated reliability with a Cronbach’s alpha value of 0.785 and the five self-efficacy dimensions explaining 51.1 per cent of the total variance. The scale’s psychometric soundness implied its suitability not only to empirically measure the students’ confidence in working in online environments but also guide capacity-building for the required online skills for the media industry. © 2022 Intellect Ltd.
Language Ideology and Practice on the Aflao-Lome Borderland: The Case of Two Border Schools
By Chachu, S.
This paper explores language practices in the school domain in Aflao-Lome on the Ghana/Togo border. Here, the boundary line bisects the Ewe thus creating two contrasting communities: French-speaking Ewe and English-speaking Ewe. Our study investigates language practices in two schools located on either side of the border since the school as a sociolinguistic domain is a contested site of language practice where tensions abound between medium of instruction policy, home language practices and cultural routines. The data analyzed comprised reports and observations of adherence to state medium of instruction policy in the classroom by teachers and pupils, and language in activities outside the classroom when formal “language policing” is negligible or in fact non-existent. It was discovered that the English and French languages were viewed differently on either side of the border and that school policies on language had to make room, in some cases, for the local language. © 2020 Association for Borderlands Studies.
Evaluation of the "license, master, doctorate" reform in medical school of University of Lomé (Togo): Strengths and weaknesses
By Julienne Noudé TECLESSOU
Introduction: The License, Master and Doctorate (LMD) reform that structured high studies in three cycles, has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in University of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé. Method: It was an opinion survey conducted during four months in University of Lomé among the medical school's teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem that it could generate. Results: Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was mentioned by 90.8% of the teachers and 82.9% of them used it for teaching. Online course was not available. The main strengths of LMD were: a better evaluation system (33.3%), the organization of training in units with credit (28.6%), the usage of new ICTs (23.8%). Respondents also reported many weaknesses of LMD reform: the plethoric number of students (36.2%), the absence of an intermediate diploma and pathways between studies (29.3%). The Insufficiency of human resources and material was also mentioned. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get better training in conformity with international standards. © 2020 The Author(s).
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