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The feminization of student’s leadership in the universities: the election of the first female SRC president in KNUST
By Anderson, Eugenia Ama Breba
Historically, women have been marginalized in student leadership in higher education institutions; nevertheless, recently, a number of women have gradually taken up leadership roles and risen to the topmost ranks previously held by only men. In Ghana, there is a gradually shifting from an exclusively men-dominated headship position for the SRC president to the inclusion of women. This article uses the glass cliff and feminization of leadership theories to establish the gradual changes in student leadership. This paper contributes to scholarship on women’s leadership by using the historic election of Yvonne Osei Adobea in 2023 as the first female SRC president in the Kwame Nkrumah University of Science and Technology to question whether this is a symbol of feminization of student leadership or a form of glass cliff. Using key informant interviews, archival data, and participant observation, this paper uniquely explored the extent to which student leadership in universities has been feminized. The paper argues that despite the overall marginalization of women’s leadership, some women have broken through the glass ceiling of student leadership. In addition, the inability of the male leadership to adequately address student needs has introduced the glass cliff phenomenon of experimentation with women’s leadership. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Apprenticeship Reforms in West Africa: An Outcome-Process Evaluation of a Pilot Dual Training Model-Based Apprenticeship Reform Scheme in Ghana
By Nunyonameh, Collins R.
Context: Faced with deep challenges with access to formal education, many West African countries are increasingly taking steps to reform their informal apprenticeship systems to make them a quality skills development alternative for their teeming youth. A review of the literature shows that although different countries in the region are deploying different reform strategies, what is emerging as a dominant reform model is the "dual training model" (DTM), a collaborative arrangement in which the task of training apprentices is shared between informal trainers (master craftspersons, under their respective trade associations) and formal vocational training institutions (FVTIs). This paper presents an outcome-process evaluation of a DTM-based apprenticeship reform programme piloted in Ghana. Methods: Designed as a case study, the paper adopts an interpretivist approach, relying on diverse sources of data, both secondary and primary. Secondary data includes journal articles, attendance registers of participants, memorandums of understanding, relevant media reports, websites, and official reports by all relevant actors. The primary data originated from in-depth interviews with fourteen (14) key informants, as well as from overt and covert observations of respondents. Results: At the outcome level, the paper shows that the programme has largely failed in transferring new skills or in changing dominant poor practices among trainees, foundational objectives of the programme. At the process level, the paper revealed deep flaws in implementation; these are discussed in detail in an attempt to clarify the programme outcomes. Conclusion: The paper concludes that although the dual training model remains a potentially viable reform model in informal apprenticeships, its success ultimately depends on the quality of implementation, which in turn depends on the strength and quality of inter-stakeholder collaboration in programme design and implementation. © 2024 European Research Network Vocational Education and Training. All rights reserved.
Cybersecurity behavior in the metaverse: opportunities, challenges and future trends for libraries
By Oladokun, Bolaji David
Purpose: This study explores cybersecurity behavior in the metaverse, focusing on the opportunities, challenges and future trends for libraries. This study aims to assess the evolving threats in virtual environments and the role libraries play in addressing cybersecurity in these immersive digital spaces. Design/methodology/approach: This research uses a narrative review approach, synthesizing existing literature on cybersecurity threats in the metaverse, vulnerabilities of metaverse platforms and user behavior risks. It also examines how libraries can mitigate these risks while leveraging metaverse technologies. Findings: This study identifies significant cybersecurity risks in the metaverse, including data breaches, identity theft and virtual property theft. It also highlights the vulnerabilities of metaverse platforms, such as weak user authentication and system integration challenges. Moreover, user behavior – like weak passwords and susceptibility to social engineering – amplifies these risks. Libraries have an opportunity to enhance digital literacy and cybersecurity education but face technological and skill-based barriers. Originality/value: This study provides a novel exploration of how libraries can address cybersecurity concerns in the metaverse. It highlights the importance of proactive measures and evolving technologies in ensuring a safe virtual experience. © 2024, Emerald Publishing Limited.
Learning Wagogo (Nindo) Music: Pathway Through World Music Pedagogy
By Mapana, Kedmon
In East Africa, Tanzania’s musical expressions are rich and varied, and typically a combination of music and dance. A description of Nindo, a multipart vocal music form of the central Tanzanian Wagogo community, is provided, and a tribute is offered to the legacy of an important village artist, Mchoya, of the musical form that is begin continued by his progeny. A learning pathway, following the dimensions of World Music Pedagogy, is outlined for experiencing Nindo, and resources and references are recommended for teachers to facilitate listening, viewing, singing and dancing, and developing intercultural understanding. © National Association for Music Education 2023.
University Sexual and Gender-Based Violence Policies in Sub-Saharan Africa: Exploring Best Practices
By Seidu, Abdul-Aziz
Aims Addressing sexual and gender-based violence (SGBV) in educational settings across the globe, particularly in institutions of higher education, requires strong institutional framework and policy guidelines. Most research about university SGBV policies has focused on high-income countries with little or no recourse to universities in low- and middle-income countries. This policy analysis aims to analyze existing policies related to SGBV from select sub-Saharan African universities to provide guidance on best practices toward addressing SGBV at universities in Africa. Methods Seven university policies and six national policies from six countries across sub-Saharan Africa (Ghana, Liberia, Nigeria, Rwanda, South Africa, and Zimbabwe) were reviewed using a standardized data extraction form. The policy analysis identified eight key elements of policies related to SGBV for sub-Saharan African universities, which were verified using a nominal group technique with five international experts in the field. Results Overall, policies varied significantly in accessibility, terminology, definitions, format, and inclusivity across the sites. Some of the policies were not readily accessible, and there was limited evidence provided in some of the policy documents. Conclusions Policies for universities in sub-Saharan Africa should (a) be evidence based, (b) be readily available in multiple formats, (c) define key terms broadly with gendered signifiers, (d) be succinct and concise, (e) incorporate broad definitions for all university stakeholders, (f) identify who created the policy and when, (g) address prevention, and (h) address response. Evidence-based policies addressing SGBV prevention, response, and justice are sorely needed at universities across the globe. © Lippincott Williams & Wilkins.
Disaster management training for environmental health: A narrative literature review
By Mbola, Patience
The growing frequency and severity of disasters worldwide have highlighted the need for environmental health practitioners to be equipped with specialised training to respond effectively to evolving public health contexts. Disasters can have long-lasting impacts on the environment and environmental health services, necessitating prompt and effective responses. However, the current environmental health workforce faces challenges in acquiring the necessary competencies to address environmental health threats during disasters. This narrative review synthesises existing literature on disaster management education for environmental health professionals, exploring current training, advancements and emerging trends. The review follows Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines and includes a total of 45 records that met inclusion criteria (compromising 15 peer-reviewed articles and 30 training records) published between 2002 and 2023. Findings highlight the expansion of environmental health degree programmes to include disaster management, better preparing newly qualified practitioners. However, a knowledge gap remains for previously qualified practitioners. High-income countries prioritising capacity building for environmental health practitioners in disaster management are better equipped to respond to and mitigate disasters. Contribution: The review suggests that with proper basic training for disaster responders, more lives can be saved during and after disasters. It highlights the insufficiency of current training programmes and emphasises the need for advanced role-specific training for environmental health practitioners. The review emphasises the need for advanced role-specific training, community assessment skills and focused disaster response strategies to enhance environmental health practitioners’ ability to respond to disasters and improve public health resilience. Enhanced training, capacity building and collaboration are necessary to improve the competencies, skills and knowledge of environmental health practitioners in disaster risk management and public health emergencies. © 2024. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
The Subversion of Archipelagic Memory in Yvonne Owuor’s The Dragonfly Sea
By Nabutanyi, Edgar Fred
Archipelago memory and history are often scripted as inherently colonial and patriarchal obligations. This is anchored on the belief that it is the dominant power that connects the archipelago and curates its history-making enterprise. This logic, which affirms the agency of colonial power and institutions in an archipelagic history-making enterprise, unfortunately erases the contributions of the female and/or the creolised figure’s agency in the process of self-enunciation of its insights into islandic experiences. The erasure of a feminised enunciation of archipelagic memory and history has been subversively reconfigured in Yvonne Adhiambo Owuor’s The Dragonfly Sea, in which the role of chronicling Pate’s history and memory are bequeathed unto an unlikely custodian: the female protagonist of the novel. Owuor expertly deploys focalisation, characterisation, and plot to create a female narrator of Patean history. Owuor also uses Ayaana’s ancestry and nautical education from experts of the material and immaterial knowledge of the ocean — Muhidin Mlingoti and Fundi Almazi Mehdi — to portray her protagonist as a curator, mediator, and translator of Pate’s history and memory. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Sustainability of Africa through technological innovations and indigenous knowledge systems: a discussion of key factors and way forward
By Muwanga-Zake, Johnnie Wycliffe Frank
Contemporary African development is imposed through globally (internationally) benchmarked educational, technological and economic systems principally steered by the Industrial Revolutions (IR). IR prepares Africans to predominantly serve sustainability of foreign economic and therefore educational interests. Africa is thus academically detached from the local developmental challenges, this leading to the current psyche of negative narratives about Africa as a third world continent of charity deficient of own knowledge systems. It is argued that Africa’s ability to develop sustainably is linked with its ability to secure its environment whilst adding value to its resources and this will be enhanced by the adoption and inclusion of African values including some of its philosophical fundamentals such as Obuntubulamu (Ubuntu). A hybrid of Obuntubulamu as a philosophical fundamental among Bantu in Africa and the contemporary global development models could be an alternative pathway to salvaging African development. This follows on the observation that valid African discourses and paradigms such as Obuntubulamu enhance the research capacity and knowledge to develop Bantu communities as well as their Indigenous Knowledge Systems (IKS) (Muwanga-Zake, 2017). In trying to bridge the gap between IKS and international development models, the authors use a perspective lens to propose frameworks that are appropriate to capture IKS and technological epistemic knowledge practices and provide highlights on the perceived paradoxes. The authors simultaneously discuss how these can be managed to improve sustainable development in African societies. The proposed paradigm deliberately shifts participation towards Higher Education Institutions (HEI). © National Association of Social Workers-Zimbabwe/Author(s)
Creating a bully-free Sierra Leone: a comprehensive approach involving prevention, intervention, and support for victims and bullies by teachers, parents, and community leaders
By Osborne, Augustus
Bullying poses a substantial challenge to the educational and social development of children in Sierra Leone. This conceptual analysis explores the critical roles of teachers, parents, community leaders, and other stakeholders in preventing and addressing this issue. It emphasizes the importance of a multi-faceted approach by examining the complexities of bullying within the Sierra Leonean context. The conceptual analysis differentiates between prevention, intervention, and postvention strategies, outlining specific actions aimed at both bullies and victims. Effective bullying prevention strategies include teacher training, parent involvement, and community collaboration, while intervention efforts focus on immediate support for victims and appropriate consequences for bullies. Additionally, postvention actions are discussed to support recovery and healing for those affected. It highlights the need for sustained efforts, data-driven approaches, and policy development to create a safer and more inclusive learning environment for all students in Sierra Leone. Copyright © 2024 Osborne.
Conflict management and social work curriculum at the University of Nigeria, Nsukka, Nigeria
By Onalu, Chinyere
The intensifying incidence of conflict in Nigeria raises concern about conflict management. The post-independence era in Nigeria has seen the country witnessing several agitations, issues and conflict which requires professional attention. Social workers are expected to be at the forefront of conflict management campaigns and implementation, hence, the question of their readiness and preparedness to meet these expectations arise. This article evaluates the extent to which the degree curriculum of the Department of Social Work, University of Nigeria, Nsukka conforms to the expectations. Focus group discussions and in-depth interviews were used to collect data from purposively selected 16 undergraduates and four postgraduates. Findings revealed that enough conflict management contents are offered in the curriculum, but participants suggested the need for a review of the curriculum; incorporating indigenous ways of managing conflict. Finally, the study recommends avenues for further development of conflict management within social work education; identifying some research avenues and delineating course content. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Invoking “re” Towards Potentialities for African Agency in (Re)search
By Amuzu, Delali
This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocated in many ways, (re)examining assumptions, biases, and beliefs and (re)considering alternative perspectives and ideas must preoccupy African researchers. Through an onto-epistemic prism that centers on both Afrocentric assumptions and decolonial thought, the paper interrogates how the prefix “re” extends beyond simplistic meanings like “again” or “repeat” to offer potentialities for African agency. The paper seeks to contribute toward critical African thought and education as well as supporting the pathways for the African Renaissance. The aim is to explore how the prefix “re” can help to empower Africans to shape their own futures. © The Author(s) 2024.
Psychometric properties of the Ethiopian national licensing exam in medicine: an analysis of multiple-choice questions using classical test theory
By Gedamu Wonde, Shewatatek
Background: The Ethiopian Ministry of Health introduced medical licensure examinations to maintain high standards in medical practice and build public trust in healthcare professionals. Studies also suggested significant issues in clinical competence among Ethiopian junior doctors as well concerns regarding unlicensed practice. Given the need to ensure safe health care, we investigated the psychometric properties of the multiple-choice items comprising the Ethiopian national licensing exam (NLE). These analyses help to provide an argument for the validity and reliability of the test scores. Method: We used a cross-sectional study design to analyze data from three cohorts of undergraduate medicine licensing examinations in Ethiopia (2020-2022, N = 2,213). Using Classical Test Theory, we assessed the psychometric properties of 600 MCQ items with 2400 single best answer choices, specifically item difficulty, item discrimination, and the number of nonfunctional distractors, and scale reliability. We provide results regarding the overall test and its sub-domains. Results: Ethiopia’s undergraduate medical licensure examination demonstrated acceptable reliability (Alpha > 0.80), with significant variability in item difficulty and examinee performance. Although these results indicate a sufficiently defensible exam, our results point to issues regarding item statistics, especially a high number of nonfunctional distractors. Conclusions: This study provides first evidence regarding the psychometric soundness of the Ethiopian NLE. However, a significant number of items should be carefully reviewed and possibly revised. As the examination is relatively new, ongoing refinement to item-development and review processes is essential to improve and ensure its quality. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
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