Thematische Bibliographien / Education, Higher – Ghana – Case studies

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Autor: Grafiati

Veröffentlicht am 26. Juni 2021

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Zeitschriftenartikel zum Thema "Education, Higher – Ghana – Case studies"

Murgescu, Bogdan, Viorel Proteasa und Jan Sadlak. „Long term perspectives on higher education: student movements, human capital and expert culture“. International Review of Social Research 8, Nr. 1 (01.06.2018): 7–12. http://dx.doi.org/10.2478/irsr-2018-0002.

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Abstract This special issue aims at providing an empirical, analytically grounded perspective on foremost European higher education, while pointing at historical references, path-dependencies, critical junctures, and “original” institutional settings determined by the interaction of new forms with historical legacies. The contributions collected depict different facets of long term transformations of higher educations and, in some cases, their interplay with critical moments characterized by ample and abrupt transformations. Geographically, this issue includes study-cases localized in Central and Eastern Europe (the Czech Republic, Hungary, Poland and Romania), Western Europe (Italy and Germany) and Africa (Ghana). One of the express aims of the special issue is to bring together analyses focusing on national and/or local case studies, which have the potential to constitute the basis for comparative analysis.

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Sikanku, Sandra Tsoenemanu. „An Investigation of Transition Experiences of Students with Visual Impairment in Public Universities in Ghana“. Journal of Comparative & International Higher Education 11, Winter (15.03.2020): 183–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1570.

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Student transition to university offers significant challenges to all parties involved. Most studies on transition focused on middle to high schools. Research shows that many students including those with disabilities approach higher education with mixed feelings. However, it appears very little is known about the transition experiences of students with visual impairment from their own point of view. This research seeks to investigate the transition experiences of students with visual impairment in public universities in Ghana in order to fill the gaps in the literature. The self-determination theory and qualitative approach will be adopted using a case study design to unpack this phenomenon. The purposive sampling technique will be used to select the participants for the study. In-depth interviews and documents analysis will be used to gather data from Four Heads of Disability Support Centres, 4 Heads of Student Support Centres, and all Students with visual impairment in the case universities. The findings will reveal and raise awareness on the transition experiences of students with visual impairment in public universities in Ghana. Furthermore, the findings will serve as a useful resource for policy makers in higher education involved in planning transition programmes and services for students with visual impairment in Ghana.

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Owusu-Manu, D., D. J. Edwards, S. K. Afrane, I. K. Dontwi und P. Laycock. „Professional Doctoral Scholarship in Ghana“. Industry and Higher Education 29, Nr. 3 (Juni 2015): 197–207. http://dx.doi.org/10.5367/ihe.2015.0257.

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The constantly evolving paradigm of 21st century educational offerings and the growing demand for ‘professional practice’ research degrees have raised concerns about the relevance of the traditional ‘theoretical’ PhD award. To meet this growing demand, and address these concerns, alternative routes to achieving the doctoral award have been developed (such as EngD and DBA). However, many higher education institutions in developing countries have not responded to the new demand. Against this contextual background, this paper reports on a case study of the recently established Centre for Doctoral Training in Business, Enterprise and Professional Studies (CDT-BEPS) at Kwame Nkrumah University of Science and Technology (KNUST), Ghana. The CDT-BEPS embraces five development stages of professional doctoral training and learning skills sets: business; research; creativity; transferability; and evidential learning. The framework for developing the CDT-BEPS was validated using feedback from an international panel of experts encompassing academics, researchers, students and practitioners. It is argued that the research findings may be useful for other HEIs in developing countries currently exploring alternative routes for doctoral training. It is noted that further research is required to establish strategic collaborative and operational frameworks to support the CDT-BEPS and its long-term sustainability.

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BOAKYE, Peter, und Kwame Osei KWARTENG. „Education for Nation Building: The Vision of Osagyefo Dr. Kwame Nkrumah for University Education in the Early Stages of Self-Government and Independence in Ghana“. Abibisem: Journal of African Culture and Civilization 7 (05.12.2018): 1–26. http://dx.doi.org/10.47963/ajacc.v7i0.38.

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The Gold Coast was renamed Ghana by the political leadership on the attainment of Independence. But before 1957, Osagyefo Dr. Kwame Nkrumah had become Prime Minister of the Gold Coast in 1952, and by this arrangement ruled alongside the British Colonial Governor. Osagyefo Dr. Kwame Nkrumah set out to rebuild the new nation, and by doing so, Education, especially University Education, became a significant tool for the realization of such an objective. He, and the Convention People’s Party (CPP) Government saw education as “the keystone of people’s life and happiness.’’1 Thus, Osagyefo Dr. Kwame Nkrumah wanted the University Colleges in the Gold Coast to train intellectuals capable of combining both theory and practice as well as use their energies to assist in the task of national reconstruction.2 This explains why Osagyefo Dr. Kwame Nkrumah clearly spelt out the visions of University Education in Ghana. This paper, which is multi-sourced, uses archival documents, newspapers, interviews and scholarly secondary works such as articles, book chapters and books to examine the visions of Osagyefo Dr. Kwame Nkrumah for University Education in the early stages of self-government and independence in Ghana. The paper particularly focuses on measures adopted by the first Prime Minister of Ghana such as establishment of an International Commission on University Education (ICUE), making the existing University Colleges independent, the rationale for setting up the University College of Cape Coast (UCCC), the Africanization of the University staff, establishment of the Institute of African Studies and the formation of the National Council for Higher Education to transform the University Colleges to reflect the needs and aspirations of Ghanaians. _________________________________________ 1 H. O. A. McWilliam, & M. A. Kwamena-Poh, The Development of Education in Ghana. (London: Longman Group Ltd., 1975), 83. 2 Samuel Obeng, Selected Speeches of Kwame Nkrumah, Vol. 1 (Accra: Aframs Publication Ltd., 1997), 74.

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Quashie, Peter Kojo, Joe Kimanthi Mutungi, Francis Dzabeng, Daniel Oduro-Mensah, Precious C. Opurum, Kesego Tapela, Aniefiok John Udoakang et al. „Trends of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibody prevalence in selected regions across Ghana“. Wellcome Open Research 6 (06.07.2021): 173. http://dx.doi.org/10.12688/wellcomeopenres.16890.1.

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Background: We set out to estimate the community-level exposure to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in Ghana. Methods: Phased seroprevalence studies of 2729 participants at selected locations across Ghana were conducted. Phase I (August 2020) sampled 1305 individuals at major markets/lorry stations, shopping malls, hospitals and research institutions involved in coronavirus disease 2019 (COVID-19) work. The study utilized a lateral flow rapid diagnostic test (RDT) which detected IgM and IgG antibodies against SARS-CoV-2 nucleocapsid protein. Results: During Phase I, 252/1305 (19%) tested positive for IgM or IgG or both. Exposure was significantly higher at markets/lorry stations (26.9%) compared to malls (9.4%), with 41–60-year group demonstrating highest seropositivity (27.2%). Exposure was higher in participants with no formal education (26.2%) than those with tertiary education (13.1%); and higher in informally employed workers (24.0%) than those in the formal sector (15.0%). Results from phases II and III, in October and December 2020 respectively, implied either reduced transmissions or loss of antibody expression in some participants. The Upper East region showed the lowest seropositivity (2%). Phase IV, in February 2021, showed doubled seropositivity in the upper income bracket (26.2%) since August 2020, reflective of Ghana’s second wave of symptomatic COVID-19 cases. This suggested that high transmission rates had overcome the initial socioeconomic stratification of exposure risk. Reflective of second wave hospitalisation trends, the 21-40 age group demonstrated modal seropositivity (24.9) in Phase IV whilst 40-60 years and 60+ previously demonstrated highest prevalence. Conclusions: Overall, the data indicates higher COVID-19 seroprevalence than officially acknowledged, likely implying a considerably lower-case fatality rate than the current national figure of 0.84%. The data also suggests that COVID-19 is predominantly asymptomatic COVID-19 in Ghana. The observed trends mimic clinical trends of infection and imply that the methodology used was appropriate.

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Abu, Mumuni, und Samuel Codjoe. „Experience and Future Perceived Risk of Floods and Diarrheal Disease in Urban Poor Communities in Accra, Ghana“. International Journal of Environmental Research and Public Health 15, Nr. 12 (12.12.2018): 2830. http://dx.doi.org/10.3390/ijerph15122830.

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Diarrheal disease is a critical health condition in urban areas of developing countries due to increasing urbanization and its associated problems of sanitation and poor access to good drinking water. Increasing floods in cities have been linked to the risk of diarrheal disease. There are few studies that specifically link flooding with diarrhea diseases. This may be due to the fact that secondary data mainly hospital recorded cases, and not individual cases at the household level are used. Furthermore, of the few papers that consider the flood-diarrheal diseases nexus, none have considered risk perceptions in general, and more specifically, whether households that have experienced floods which resulted in a reported case of diarrhea, have higher perceived risks of future occurrences of the two phenomena compared to households that had different experiences. Yet, this is critical for the development of interventions that seek to increase protective behaviors and reduce the risk of contracting diarrhea. We surveyed 401 households in some selected urban poor communities in Accra, the capital of Ghana. Results show that households that experienced floods which resulted in a reported case of diarrhea, have higher perceived risk of future occurrence of the two phenomena compared to other households. We recommend public education that reduces the risk of exposure to flood and diarrhea through flood mitigation measures, including the construction of drains in communities and educating communities on good sanitation.

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Atakro, Confidence A., Ernestina Armah, Abigail Atakro, Kwaku Ahenkora, Stella B. Addo, Janet S. Aboagye, Alice A. Blay, Cynthia P. Akuoko und Janet Gross. „Patient Participation in Nursing Care: Views From Ghanaian Nurses, Nursing Students, and Patients“. SAGE Open Nursing 5 (Januar 2019): 237796081988076. http://dx.doi.org/10.1177/2377960819880761.

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Previous studies on patient participation reported inconclusive benefits of patient participation in health care. Consequently, the World Health Organization is actively highlighting the need for the participation of patients and their families in their care. The aim of this study was to explore the views of nurses, nursing students, and patients on patient participation in Ghanaian hospitals. Sixty-five participants made up of 15 patients, 25 registered general nurses, and 25 undergraduate nursing students were involved in the study. Data collection was done through interviews and focus group discussions. Content analysis was utilized in analyzing the data to generate four main categories. These categories were as follows: (a) meaning of patient participation in Ghana, (b) patient participation encouraged more during discharge education, (c) patient participation in nursing care higher in private and smaller hospitals, and (d) perceived facilitators and inhibitors of patient participation in nursing care. Participants in this study indicated that patient participation in nursing care meant involvement of patient in treatment decisions and nursing care procedures. Participants agreed that patient participation in nursing care was mostly encouraged during discharge education. Participation was perceived to be higher in private and smaller hospitals. Wealth and higher education were perceived as facilitators of patient participation while workload and high patient acuity were perceived as inhibitors.

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Laggis, Caroline W., Aaron M. Secrest, Martin Agyei, Sam Simister, Andrea N. Davis, Ty Dickerson und Jamie LW Rhoads. „The Impact of Skin Disease on Quality of Life in Rural Communities of Ghana“. SKIN The Journal of Cutaneous Medicine 4, Nr. 5 (26.08.2020): 417–23. http://dx.doi.org/10.25251/skin.4.5.4.

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Background: Skin disease is the fourth-leading cause of non-fatal disability worldwide. Granular data are limited on the skin disease burden in underserved populations. Objectives: To describe the skin disease burden among adults in rural Ghana. Methods: In this observational study, 230 adults in rural Ghana were surveyed using the Dermatology Life Quality Index (DLQI). For those reporting a skin problem in the previous week (n=117) and who had skin examination performed by a dermatology resident and/or local dermatologist (n=98), prevalences and univariate comparisons were calculated. Results: 51% (117/230) of participants reported a skin problem in the previous week with 36% (42/117) reporting at least a moderate impact on quality of life (QoL). Factors associated with a higher QoL impact included female gender (p=0.01) and living further from the city center (p=0.02). The most common dermatologic diagnoses for those with skin examination performed included acne, bacterial infection, and pruritus. QoL was most impacted (highest average DLQI scores) for those with scabies. Diagnoses were categorized by the level of treatment or medical expertise that would be required had the participant presented to a clinic. 80% (78/98) of diagnoses rendered were potentially manageable with counseling or topical medication. Limitations: The studied cohort was obtained via convenience sampling. The DLQI has not yet been validated in this population. Conclusions: Much of the QoL impact from skin disease among adults in rural Ghana resulted from diagnoses that are manageable with counseling and topical medication. Better access to basic health care and more dermatologic education among community health providers would address much of the skin disease burden in these communities. Future studies should examine best practices for addressing unmet dermatologic needs of this and other comparable populations in underserved communities.

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Adu-Gyamfi, Mavis, Zheng He, Gabriel Nyame, Seth Boahen und Michelle Frempomaa Frempong. „Effects of Internal CSR Activities on Social Performance: The Employee Perspective“. Sustainability 13, Nr. 11 (01.06.2021): 6235. http://dx.doi.org/10.3390/su13116235.

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Corporate social responsibility (CSR) continues to receive greater attention in the current business world. Many studies on CSR focus on manufacturing or industrial companies by examining external CSR activities from external stakeholders’ perceptions. However, academic institutions such as higher education institutions (HEIs) remain highly unexplored in the context of internal corporate social responsibility (ICSR). Employees are the most valuable and vital assets for every business organization. Therefore, this study focuses on CSR’s internal dimensions to determine its impact on social performance in HEIs in Ghana. Recognizing the social exchange theory (SET), we specifically examined the effects of five internal CSR dimensions (i.e., health and safety, human rights, training and development, workplace diversity, and work-life balance) on social performance. We used a multi-case approach to assess internal CSR activities in private and public Ghanaian universities. We purposely selected three public universities and one private university because of their varying contexts and academic mandates. We used structured questionnaires to collect data from both teaching and non-teaching staff of the selected universities. Structural equation modeling (SEM) was used to assess the data. We found that health and safety, workplace diversity, and training and development positively and significantly impact social performance. At the same time, human rights and work-life balance have an insignificant effect on social performance. Thus, ICSR practices have a substantial influence on both employees’ and organization’s performance, and hence this study gives important implications for both researchers and practitioners

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Afoakwa, Prince, Seth Domfeh, Bright Afranie, Dorcas Owusu, Sampson Donkor, Kennedy Sakyi, Richard Adom et al. „Asymptomatic Bacteriuria and Anti-Microbial Susceptibility Patterns among Women of Reproductive Age. A Cross-Sectional Study in Primary Care, Ghana“. Medical Sciences 6, Nr. 4 (17.12.2018): 118. http://dx.doi.org/10.3390/medsci6040118.

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Background: Asymptomatic bacteriuria (ASB) poses serious future clinical repercussions for reproductive women. The study determined the prevalence of asymptomatic bacteriuria along with anti-microbial susceptibility patterns among women of reproductive age in a primary care facility. Method: The study recruited a total of 300 women of reproductive age attending the Tetteh Quarshie Memorial Hospital at Akuapem-Mampong, Ghana, between January and March 2018. Questionnaires were administered to obtain demographic data and predisposing risk factors of ASB. An early-morning midstream urine sample was collected from participants. Urinalysis, urine culture, and anti-microbial susceptibility testing were performed. Results: The mean age of participants was 25.43 years. The overall prevalence rate of ASB was 40.3%. The prevalence was higher among pregnant women compared to non-pregnant women (33.3% vs 7.0%). The most common bacterial isolate was E. coli (47.0%) followed by Proteus spp. (36.4%), Klebsiella spp. (8.3%), and E. faecalis (8.3%). Leukocyturia (35.0%) followed by nitrate (30.0%) were the most common urine abnormalities identified on dipstick urinalysis. Most bacteria isolates showed increased resistance to ampicillin (95.04%) and tetracycline (95.04%) while most of the bacterial isolates were sensitive to levofloxacin (94.35%). Demographic characteristics including age (p < 0.001), educational level (p < 0.001), residency (p = 0.001), and marital status (p = 0.005) were significantly associated with ASB. Lifestyle characteristics such as sexual status (p = 0.001) and frequency of washing of intimate parts after sexual intercourse (p < 0.001) were also significantly associated with ASB. Conclusion: Asymptomatic bacteriuria, particularly E. coli and Proteus spp. are prevalent in the urine of pregnant women living in Akuapem-Mampong municipality. Hence public education along with early screening of ASB is essential to reducing future risk of reproductive health complications. Future studies are required to assess the impact of public health on the rate of bacterial infections.

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Dissertationen zum Thema "Education, Higher – Ghana – Case studies"

Petrie, Jennifer L. „Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1440065860.

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Tsevi, Linda. „Quality assurance in private higher education| The case of Ghana“. Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.

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This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.

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Kehoe, Susan. „Markets in higher education : European case studies“. Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412127.

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Thomas, Gayle R. „Non-traditional women in higher education : two case studies“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917016.

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A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research.
Department of English

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Mike, Jeff. „Generative Leadership and Emergence| Case Studies in Higher Education“. Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743301.

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Increasing complexity and rapid change associated with globalization and the knowledge economy have diminished the relevance of traditional linear models of leadership. Researchers have begun to view leadership not in terms of individuals and hierarchal exchanges but as a collective influence process among members of a group to achieve shared objectives that focus on enabling learning and adaptation in organizations rather than predicting outcomes and controlling behaviors. Complexity theory and its central phenomenon, emergence, are particularly well-suited to study both new leadership approaches and how to manage social systems at a time when prediction and control are elusive.

At the same time, institutions of higher education have come to play an increasingly important role in knowledge-based economies and as important actors in economic and human development. Leadership research and practice in higher education have not kept up with this trend, and require a new approach in order to meet the demands of a highly dynamic and disruptive environment. Generative leadership, which focuses on constructing the rules, conditions and constraints for interaction, collaboration and experimentation throughout organizations, fostering innovation and adaptation, and may be particularly well-suited for the creation, dissemination and application of knowledge in higher education. In this context, a qualitative, multiple case study design was used to explore how generative leadership might foster emergence in four initiatives designed to increase the ability to create, disseminate and apply knowledge in an institution of higher education.

Two major findings resulted from this study. The first relates to the increased incorporation of generative leadership, emergence, and complexity theory into the existing research and practice on teams. The second major finding relates to the role that the study’s results, along with the notions of generative leadership and emergence, can inform higher education pedagogy for continued transition into the knowledge age and beyond. The researcher hopes that this study, its results and findings promote a continued shift towards complexity- and emergence-based thinking to solve some of our most pressing knowledge challenges as we continue to move through a time of change and disruption. Ultimately the results and findings of this study could promote additional research on generative leadership, emergence and knowledge capacity in higher education for the benefit of local, regional and global social and economic ecosystems.

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Karikari-Ababio, Matthew. „A case study of the development of science, technology and innovation policy at the higher education level in Ghana“. Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46988/.

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It has been nearly fifty-four years since Ghana nursed the dream of rapid social and economic development through science, technology and innovation. Ghana is yet to experience technological transformation to the level of other countries with which she was at par at the time of her independence. Gaps in understanding still remain in the Ghanaian experience in the development of Science, Technology and Innovation (STI) policy. As such, a radical reform of the systems to help in the restructuring and transforming the economy is still lacking. In 2010 the government of Ghana developed an STI policy. The aim of this policy is to address all sectors of the economy in order to achieve growth and economic transformation. Analytically, the thesis takes a critical perspective to situate Ghana's socio-economic and political history in the discourses of the dependency theory framework and to examine how the STI policy at the higher education level in Ghana was formulated and how this had privileged different interests and what the implications are for the country. Mindful of the gaps and historic policy flows, the study took advantage of the researcher's insider position as an education expert and experience as the government policy developer. With this position and experience, the researcher orientation from the perspectives of policy-makers in Ghana was qualitative research methodology that focused on a case study approach, documentary analysis linked to a critical discourse analysis, observations, semi-structured and informal interviews and the use of a research diary to collect field data. The field data collected for the empirical analysis were documentary data, interview transcripts, interview notes, observation data and field notes. In a constructivist analysis, the interpretive paradigm approach, the notion of triangulation and reflexivity helped not only to privilege the multiple perspectives but to also illuminate the complexity and differences among the participants and other data sources to improve the quality of the data analysis. The research found that in Ghana's trajectory to modernity through education, the country was marginalised in technology by the advanced capitalist nations to produce low-skilled personnel to be exploited by corporations. Further, the government subcontracted the World Bank and UNCTAD to produce the 2010 STI policy to the neglect of its established institutions. This makes it difficult for the country to pursue an independent reflationary STI policy. Moreover, the documentary analysis of the policy revealed that the government of Ghana had focused mostly on basic education to the detriment of higher education and STI policy to further marginalise the country in technology to produce a low-skilled Ghana to be exploited by corporations. The implication is Ghana to restructure the content of education to build a solid foundation for the development of the STI policy in the country. The study, therefore, provides a solid critique of the country's economic policy and international commitments that perpetuate a dependent model of development to the neglect of STI policy in Ghana. In the wake of the new STI policy development paradigms, the study suggests the need for a shift in paradigm from poor interactive learning space to rich interactive learning space, an interactionist model approach underpinned by a rich interactive learning space as an analytical tool and a guide for STI policy formation in Ghana.

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Bain, Yvonne Catherine. „Learning through online discussion : case studies of higher education student's experiences“. Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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Salter, Robert Lawrence. „Two Case Studies of the University Strategic Planning Process“. Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645324.

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This is a study of how the quality of a university strategic plan can be assessed on the basis of content validated rubrics. It further explores of the dynamics of how the choice of a planning process, i.e. inclusive or non-inclusive, can be affected by strategic intent, change capacity and leadership style of the organization's President.

As the definition of a quality strategic plan document is established by the study, the next problem the study addresses is the gap in higher education literature about the import of clear strategic intent, i.e. the focus on what the organization is trying to achieve. Therefore, two research questions evolve and are addressed in the study: (1) What are the factors that drive the choice of a strategic planning process? (2) Does the process choice affect the quality of the final plan document?

The first phase of research surveyed 16 presidents of prestigious universities. These participants content validated a Comprehensive Quality Matrix. In the second sampling process, faculty and staff from one Midwestern urban college (Site A) and another university in the same city (Site B) were engaged for focus groups and interviews as the beta sites. This second phase explores the assumption that faculty and staff are more inclined to accept and support change if they are viewed as beneficiaries of and collaborators in that change.

Conclusively, the research was a mixed study in that Phase I was quantitative in nature whereas Phase II was qualitative. A review of findings from the research reveals that criteria for a high-quality strategic plan document can indeed be defined. The researcher developed a Comprehensive Quality Matrix, whose content was validated by experts using a statistically significant standard method. The researcher also identified certain factors that affect the choice of a planning process (inclusive or exclusive). The major elements were strategic intent and culture management, while the minor elements were organizational capacity and organizational learning. Leader style and orientation were found to further impact process choice. Task-oriented leaders tend to be more exclusive in their planning processes, whereas relational leaders tend to be more inclusive.

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Brion, Corinne. „Low-Fee Private Schools in West Africa| Case Studies From Burkina Faso and Ghana“. Thesis, University of San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260352.

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Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning.

Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer.

The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.

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Chai, Wenyu, und 柴文玉. „General education in Chinese higher education: a case study of Fudan University“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899727.

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This study explores the role and meaning of general education in Chinese higher education in the face of ongoing social changes in China, using Fudan University (FU) as a case study. General education has been heatedly discussed and greatly promoted in Chinese higher education since the last decade of the 20th century. Since existing theories and conceptions of general education mainly focus on Western, especially American, higher education, there has been little exploration of the meaning and role of general education in China, which has very different sociopolitical and cultural traditions from those of many Western nations, especially in the context of economic globalization. Therefore, an exploration of the meaning and role of general education in Chinese higher education could help to provide either challenges or supplements to existing theories and conceptions of general education. This study adopted the qualitative case study with FU as the case to explore the research problem. It used three data collection methods – document collection and review, interviews and observation – to gain an in-depth understanding of the development and tasks of general education at FU during periods of social transformation of China from 1905 to 2004, and during the latest reforms to general education at FU, between 2005 and 2012. Data collected from historical documents identified that general education at FU had mainly assumed two persistent tasks during periods of social transformation of China between 1905 and 2004. The first task was to facilitate the transmission of core cultural values, as defined mainly by the leaders of the state in different periods, to help the state to preserve its national identity. The second task was to equip students with knowledge, capacities and values, mainly Western in origin, to facilitate the state’s economic modernization. Further analysis of documentary, interview and observation data also identified continuities in and changes to the sociopolitical/cultural and economic tasks of general education at FU between 2005 and 2012; specifically, that general education still transmitted state-promoted core cultural values and still equipped students with a wider range of knowledge and capacities, but the contents of those values and the nature of those knowledge and capacities had changed due to the further development of China’s market economy and the effects of economic globalization. Based on these findings, this study proposed a concept to understand the meaning and role of general education at FU in the context of ongoing social changes in China. This thesis argues that, at FU, general education can be interpreted as a curricular instrument for nation-building that helps China promote its sociopolitical/cultural and economic tasks by facilitating (a) the inheritance of selected Chinese and non-Chinese cultural values, and (b) the equipment of students with a broader range of knowledge and capacities to cope with China’s changing economy. This study identified that, to facilitate China’s nation building ambitions, general education transmitted to students (a) Chinese and non-Chinese (particularly Western) cultural values, and (b) both traditional cultural values and contemporary cultural values prescribed by different national leaders (and/or scholars) in different historical periods. Further, this study identified two tensions in general education for nation-building: (a) the tension between traditional and contemporary Chinese cultures, and (b) the tension between selected Chinese and non-Chinese cultures. This study shows the ebb and flow of traditional Chinese cultural values in the sociopolitical/cultural task of general education, and how it has been shaped by China’s nation building since the early 20th century under the economic and military challenges of foreign nations. The concept of general education proposed by this study helps to explain the persistence of the economic and the sociopolitical/cultural task of general education at FU during the periods of social changes of China from 1905 to 2012. The study also identified that the economic task of general education mandated the import of elements of Western culture and values and therefore created tension with the Chinese cultural values transmitted in general education’s sociopolitical/cultural task. The concept of general education proposed by this study has implications for existed theories and conceptions of general education (mainly Western in context) which do not show (a) the coexistence of and the tensions between traditional and contemporary national cultures in the tasks of general education, and (b) the coexistence of and tensions between the economic and sociopolitical/cultural tasks of general education. Further research is suggested into the complex relationships among and tensions between different cultures as general education facilitates nation-building.
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Bücher zum Thema "Education, Higher – Ghana – Case studies"

1950-, Webb Graham, Hrsg. Case studies on teaching in higher education. London: Kogan Page, 1993.

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University for Development Studies in the history of higher education in Ghana. Accra, Ghana: Centre for Savana Art and Civilisation, 2005.

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S, Rehwaldt Susan, Hrsg. Complexities of higher education administration: Case studies & issues. Bolton, MA: Anker Pub. Co., 1993.

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Ethics in higher education: Case studies for regents. Norman: University of Oklahoma Press, 1996.

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Agarwal, R. B. Financing of higher education in India. Varanasi: Ganga Kaveri Pub. House, 1993.

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Ramachandran, C. M. Problems of higher education in India: A case study. Delhi, India: Mittal Publications, 1987.

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Ngu, J. L. At what price higher education in Africa?: A case study of higher education systems in Cameroon. Ottawa: International Development Research Centre, 1992.

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Ashcroft, Kate. Higher education in development: Lessons from sub-Saharan Africa. Charlotte, NC: Information Age Pub., 2011.

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Kiranmayi, Y. S. Management of higher education in India. New Delhi: Crown Publications, 1989.

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Internationalisation of higher education: The African experience and perspective. Eldoret, Kenya: Moi University Press, 2004.

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Buchteile zum Thema "Education, Higher – Ghana – Case studies"

Cisneros-Cohernour, Edith J. „Case Studies“. In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 500–516. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-39.

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Glassner, Amnon, und Shlomo Back. „Discussion of the Case Studies“. In Exploring Heutagogy in Higher Education, 169–82. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_14.

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Pitchford, Andy, David Owen und Ed Stevens. „The case studies“. In A Handbook for Authentic Learning in Higher Education, 68–137. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429242854-7.

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Oleksiyenko, Anatoly V. „Dilemmas of the Research University: A Case of Glonacal U“. In Knowledge Studies in Higher Education, 27–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23141-5_2.

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Deardorff, Darla K., und Lily A. Arasaratnam-Smith. „Introduction to case studies in developing and assessing intercultural competence“. In Intercultural Competence in Higher Education, 137–43. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-12.

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Pinheiro, Rómulo, und Roger Normann. „Designed for Regional Engagement? The Case of Telemark University College“. In Palgrave Studies in Global Higher Education, 53–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78643-8_3.

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Šebková, Helena, Inna Čábelková und Vladimír Roskovec. „Geography Versus University Functions-Regionally Based Networks: The Case of the Ústí Region“. In Palgrave Studies in Global Higher Education, 21–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78643-8_2.

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Kobo, Ousman Murzik. „Islamic Institutions of Higher Learning in Ghana: The Case of the Islamic University College“. In Muslim Institutions of Higher Education in Postcolonial Africa, 179–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_11.

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Appiah-Adjei, Gifty. „Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba“. In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Fletcher, Margaret, und Ortrun Zuber-Skerritt. „Professional Learning with Academics: Case Studies from South Africa“. In Professional Learning in Higher Education and Communities, 137–69. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_5.

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Konferenzberichte zum Thema "Education, Higher – Ghana – Case studies"

Wysocki, Anna, Joy Pereira, Katie Greene, Emma Perme, Josh Yamada und Patalpa Somolpong. „Case Studies of Eco-Tourism in Tunisia“. In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/35.

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Carloni, Giovanna. „CORPUS-BASED TRANSLATION STUDIES IN HIGHER EDUCATION: A CASE STUDY“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2037.

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Antwi-Boampong, Ahmed. „INSTITUTIONAL PERSPECTIVE OF DRIVERS INFLUENCING THE ADOPTION OF BLENDED LEARNING IN HIGHER EDUCATION: THE CASE OF GHANA TECHNOLOGY UNIVERSITY COLLEGE“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2211.

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Harrell, Christopher R., Mark Patton, Hsinchun Chen und Sagar Samtani. „Vulnerability Assessment, Remediation, and Automated Reporting: Case Studies of Higher Education Institutions“. In 2018 IEEE International Conference on Intelligence and Security Informatics (ISI). IEEE, 2018. http://dx.doi.org/10.1109/isi.2018.8587380.

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Mocanu, Mihaela, und Gabriela Boldureanu. „GENDER DIFFERENCES AND STEREOTYPES IN ACADEMIC STUDIES ACHIEVEMENT. ROMANIAN HIGHER EDUCATION INSTITUTIONS CASE“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0973.

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Iddriss, Zainab, und Amirah Al Sarraj. „Exploring Trends in Open Access Repositories: The Case of Higher Education Institutions in Nigeria, Ghana, Cabo Verde, and Senegal“. In 2019 ACM/IEEE Joint Conference on Digital Libraries (JCDL). IEEE, 2019. http://dx.doi.org/10.1109/jcdl.2019.00073.

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Wai Wing MA, Ada. „Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3298.

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The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.

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Marouli, Christina, Anastasia Misseyanni, Paraskevi Papadopoulou und Miltiadis Lytras. „CO-TEACHING IN HIGHER EDUCATION: TEACHING COLLABORATION “BY EXAMPLE” – LESSONS LEARNT FROM SELECTED CASE STUDIES“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2069.

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Segura Cabañero, Jesús, Toni Simó Mulet und Ángela Simón Casanova. „METHODOLOGIES AND LEARNING PROCESSES THROUGH CASE STUDIES FOR THE DEVELOPMENT OF ARTISTIC PRACTICE IN HIGHER EDUCATION“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1541.

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Wong, Billy T. M., und Kam Cheong Li. „Using Open Educational Resources for Teaching in Higher Education: A Review of Case Studies“. In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00046.

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Berichte der Organisationen zum Thema "Education, Higher – Ghana – Case studies"

van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach und Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.

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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, Juli 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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