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1 April 20, 2022
Articles
1. Ebenezer Kwarteng, Fred Nimoh, Enoch Kwame Tham-Agyekum, Robert Aidoo, James Osei Mensah, John-Eudes Andivi Bakang
An Empirical Analysis of the Determinants of Adoption of Improved Cassava Varieties in Mampong Municipality, Ghana
Journal of Advocacy, Research and Education. 2022. 9(1): 3-14.
2. John Lupala, Hidaya KayuzaJournal of Advocacy, Research and Education. 2022. 9(1): 3-14.
Abstract:
The main idea behind this study was to ascertain the extent and factors that influence the adoption of improved cassava varieties in Mampong Municipality, Ashanti Region of Ghana. This is because, many years after implementing the Root and Tuber Improvement and Marketing Programme (RTIMP) in Ghana, little evidence exist regarding the extent of adoption and the factors that influence the adoption of improved cassava varieties in Ghana. The study was carried out in the Mampong Municipality in the Ashanti Region of Ghana. The study employed a multi-stage sampling technique to select 250 cassava farmers. The Tobit and Multinomial Logistic Regression Models were used to analyse the dataset. Results show that the returns on the local varieties were higher than that of the improved cassava varieties. This might have accounted for the low adoption of the improved cassava varieties. The significant factors influencing the adoption of improved cassava varieties include access to extension services, access to credit, member of farmer associations and educational level. It is recommended that access to extension services should be enhanced, and credit opportunities should be made affordable to farmers. These are likely to increase the extent of adoption of the improved cassava varieties to enhance food security.
The main idea behind this study was to ascertain the extent and factors that influence the adoption of improved cassava varieties in Mampong Municipality, Ashanti Region of Ghana. This is because, many years after implementing the Root and Tuber Improvement and Marketing Programme (RTIMP) in Ghana, little evidence exist regarding the extent of adoption and the factors that influence the adoption of improved cassava varieties in Ghana. The study was carried out in the Mampong Municipality in the Ashanti Region of Ghana. The study employed a multi-stage sampling technique to select 250 cassava farmers. The Tobit and Multinomial Logistic Regression Models were used to analyse the dataset. Results show that the returns on the local varieties were higher than that of the improved cassava varieties. This might have accounted for the low adoption of the improved cassava varieties. The significant factors influencing the adoption of improved cassava varieties include access to extension services, access to credit, member of farmer associations and educational level. It is recommended that access to extension services should be enhanced, and credit opportunities should be made affordable to farmers. These are likely to increase the extent of adoption of the improved cassava varieties to enhance food security.
Capacity-Building for Improved Functioning of Higher Learning Institutions: Transformation of Ardhi Institute to a Full-Fledged Ardhi University
Journal of Advocacy, Research and Education. 2022. 9(1): 15-26.
3. Bunmi Isaiah OmodanJournal of Advocacy, Research and Education. 2022. 9(1): 15-26.
Abstract:
One of the challenges confronting higher learning institutions in the global south is the constrained capacity to carry out research, expand student enrolment and address pertinent problems facing local communities. This challenge has compelled institutions to solicit resources and forge partnerships to build the needed capacity for improved functioning as viable academic entities nationally and internationally. This paper analyses the capacity-building programme that has been and is still being implemented by Ardhi University in Dar es Salaam, Tanzania and examines its impacts. The methods employed in examining capacity included a literature review, programme documents, reports from the University website, workshop proceedings, evaluation and facts and figure reports. Empirical evidence from these reports indicates that the capacity-building programme has increased staff with Doctoral (PhD) qualifications, increased student enrolment, research projects and publications, and national and international collaboration links. On a broader scale, the capacity built has increased Ardhi University’s contribution to the national development agenda, increased national and international relations and innovative approaches to addressing community problems. This paper recommends continued capacity-building to sustain the achievements registered over the two decades and contribute to national development.
One of the challenges confronting higher learning institutions in the global south is the constrained capacity to carry out research, expand student enrolment and address pertinent problems facing local communities. This challenge has compelled institutions to solicit resources and forge partnerships to build the needed capacity for improved functioning as viable academic entities nationally and internationally. This paper analyses the capacity-building programme that has been and is still being implemented by Ardhi University in Dar es Salaam, Tanzania and examines its impacts. The methods employed in examining capacity included a literature review, programme documents, reports from the University website, workshop proceedings, evaluation and facts and figure reports. Empirical evidence from these reports indicates that the capacity-building programme has increased staff with Doctoral (PhD) qualifications, increased student enrolment, research projects and publications, and national and international collaboration links. On a broader scale, the capacity built has increased Ardhi University’s contribution to the national development agenda, increased national and international relations and innovative approaches to addressing community problems. This paper recommends continued capacity-building to sustain the achievements registered over the two decades and contribute to national development.
Conceptual Analysis of Transformational Leadership Approach as a Productive Management Process in Universities
Journal of Advocacy, Research and Education. 2022. 9(1): 27-35.
4. Chinaza Uleanya, Oluwatoyin Ayodele AjaniJournal of Advocacy, Research and Education. 2022. 9(1): 27-35.
Abstract:
From all indications ranging from literature, observations and experience, the university system is faced with multifaceted challenges. Among these challenges are organisational conflict, student unrest, unethical politicking, and attrition rate. This problem has negatively affected university productivity and calls for attention. This study proposed the transformational leadership approach as an alternative to the university management process for effective productivity to answer the question: how can transformational leadership theory be presented as an alternative to effective management of the university system? This argument is located within the interpretive paradigm to guide the argumentative interpretation of the theory toward providing solutions to the challenges. The study presented transformational leadership theory and adopted conceptual analysis to interpret the approach and its assumptions and how they could affect the operating system of universities. The study concluded that the transformational leadership approach, through its assumptions (inspirational motivation, exemplification of moral standards and unity of purpose), is the best managerial approach to ensure unhindered university operations towards productivity. Hence, the study suggests that inspirational motivation, exemplification of moral standards and unity of purpose should be made a fundamental practice among the leaderships of various university departments.
From all indications ranging from literature, observations and experience, the university system is faced with multifaceted challenges. Among these challenges are organisational conflict, student unrest, unethical politicking, and attrition rate. This problem has negatively affected university productivity and calls for attention. This study proposed the transformational leadership approach as an alternative to the university management process for effective productivity to answer the question: how can transformational leadership theory be presented as an alternative to effective management of the university system? This argument is located within the interpretive paradigm to guide the argumentative interpretation of the theory toward providing solutions to the challenges. The study presented transformational leadership theory and adopted conceptual analysis to interpret the approach and its assumptions and how they could affect the operating system of universities. The study concluded that the transformational leadership approach, through its assumptions (inspirational motivation, exemplification of moral standards and unity of purpose), is the best managerial approach to ensure unhindered university operations towards productivity. Hence, the study suggests that inspirational motivation, exemplification of moral standards and unity of purpose should be made a fundamental practice among the leaderships of various university departments.
Exploring the Realities of Social Justice in South Africa: A Review of the Case of Rural Learners’ Transition to Higher Institutions
Journal of Advocacy, Research and Education. 2022. 9(1): 36-48.
5. Christabel Odame, David Boohene, Mrinalini PandeyJournal of Advocacy, Research and Education. 2022. 9(1): 36-48.
Abstract:
Social justice is undeniably a significant pillar of democratic government, and it’s pertinent to measure the post-apartheid achievements of South African democratic governments. This study explores the efforts to make education available to all learners at universities of their choice to eradicate ostracism and exclusionary practices that had permeated the apartheid era. Critical Race Theory is used as a theoretical framework to underpin this discourse analysis, while the study adopted the review method. The researchers argue that inequalities exist between rural and urban universities, as well as between rural and urban learners. The study affirms that learners from rural areas experience inadequate access to education and lack opportunities to attend better-resourced urban universities. This paper views social justice in a democratic system as equal access to social benefits and resources among citizens. Hence, the limitations of rural learners to rural universities and inadequate resourcing of rural universities negate social justice. In accordance with the realities of social justice, the education system should be accessible to all learners of the same quality at any university of their choice and equity of learning resources should be enhanced at learners’ residences regardless of their human diversity.
Social justice is undeniably a significant pillar of democratic government, and it’s pertinent to measure the post-apartheid achievements of South African democratic governments. This study explores the efforts to make education available to all learners at universities of their choice to eradicate ostracism and exclusionary practices that had permeated the apartheid era. Critical Race Theory is used as a theoretical framework to underpin this discourse analysis, while the study adopted the review method. The researchers argue that inequalities exist between rural and urban universities, as well as between rural and urban learners. The study affirms that learners from rural areas experience inadequate access to education and lack opportunities to attend better-resourced urban universities. This paper views social justice in a democratic system as equal access to social benefits and resources among citizens. Hence, the limitations of rural learners to rural universities and inadequate resourcing of rural universities negate social justice. In accordance with the realities of social justice, the education system should be accessible to all learners of the same quality at any university of their choice and equity of learning resources should be enhanced at learners’ residences regardless of their human diversity.
Nexus between COVID-19 and Emotional Well-being of Teachers: A Position Paper
Journal of Advocacy, Research and Education. 2022. 9(1): 49-52.
6. Journal of Advocacy, Research and Education. 2022. 9(1): 49-52.
Abstract:
Since 2019, the coronavirus (COVID-19), affected global economies, resulting in a ravaging pandemic. Due to the infectious nature of the virus, schools, businesses, borders, etc., were closed to help curb the spread of the virus. Given this, world economies and governments gradually got back to normal with the manufacture and news of vaccines. Schools reopened after several months of closedown, and teachers had to find creative and innovative ways to cope with the “new normal”. Therefore, this study looks at the nexus between COVID-19 and teachers’ emotional well-being. Secondary data was used, and a conceptual framework was designed to help teachers cope with the novel coronavirus. Results showed the conceptual framework affirmed the nexus between COVID-19 and teachers’ emotional well-being. It further stipulated ways and techniques to help teachers cope with the ‘new normal.’ This resulted in the use of e-learning platforms, flip classroom, blended learning and emotional intelligence, among others, by teachers of higher educational institutions as techniques and essential skills needed in this post-pandemic era.
Since 2019, the coronavirus (COVID-19), affected global economies, resulting in a ravaging pandemic. Due to the infectious nature of the virus, schools, businesses, borders, etc., were closed to help curb the spread of the virus. Given this, world economies and governments gradually got back to normal with the manufacture and news of vaccines. Schools reopened after several months of closedown, and teachers had to find creative and innovative ways to cope with the “new normal”. Therefore, this study looks at the nexus between COVID-19 and teachers’ emotional well-being. Secondary data was used, and a conceptual framework was designed to help teachers cope with the novel coronavirus. Results showed the conceptual framework affirmed the nexus between COVID-19 and teachers’ emotional well-being. It further stipulated ways and techniques to help teachers cope with the ‘new normal.’ This resulted in the use of e-learning platforms, flip classroom, blended learning and emotional intelligence, among others, by teachers of higher educational institutions as techniques and essential skills needed in this post-pandemic era.
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