Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program

Mfum-Mensah, Obed

doi:10.1016/j.ijedudev.2010.05.006

Cited by 9 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Collaboration in education–two or more equal individuals voluntarily bring their knowledge and experience together by interacting towards a common goal in the best interest of students for the betterment of their educational success (Mfum-Mensah 2011 ).…”

Section: Results Of Literature Reviewmentioning

confidence: 99%

“…Active participation in decision making, design and implementation of collaborative venture is basic to collaboration in implementing PBL. The more people participate in these processes, the more likely each will feel ownership and therefore on-going commitment to the collaboration (Mfum-Mensah 2011 ). Active participation of partners in the formal, structured, collaboration is a must to ensure that each contribute to shared vision (Carnwell & Carson n.d.; Hendrix et al .…”

Section: Results Of Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Concept analysis of collaboration in implementing problem-based learning in nursing education

2016

View full text Add to dashboard Cite

ObjectivesThe purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL).MethodsThe process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers’ evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were ‘collaboration’, ‘problem-based learning’, ‘nursing’ and ‘nursing education’. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placedResultsCollaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students’ outcomes; and effective utilisation of resources.ConclusionEffective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.

show abstract

Section: Results Of Literature Reviewmentioning

confidence: 99%

Section: Results Of Literature Reviewmentioning

confidence: 99%

Concept analysis of collaboration in implementing problem-based learning in nursing education

2016

View full text Add to dashboard Cite

show abstract

“…Outside of the mainstream formal interventions, informal approaches in the form of Complimentary Education Programs (CEPs) have also become a common practice across SSA—under the policy goal of taking basic education to underserved communities (DeStefano et al , 2007; Mfum‐Mensah, 2011). Literature on informal interventions promoting basic education have highlighted successful CEP models in countries like Ghana, Uganda, Mali, Malawi, and Zambia which have provided schooling opportunities to children from rural and pastoral communities (Mfum‐Mensah, 2003; Mfum‐Mensah, 2011; DeStefano et al , 2007; DeStefano and Shuh More, 2010; Pridmore and Jere, 2011). A key example in Ghana was the School for Life (SfL) initiative, which promoted functional literacy for out‐of‐school children who were later integrated into the mainstream formal school system (Casely‐Hayford and Hartwell, 2010).…”

Section: Introductionmentioning

confidence: 99%

Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research

Nkrumah

Sinha²

2020

Review of Education

View full text Add to dashboard Cite

The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country's progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children's experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.

show abstract

“…From this perspective, non-formal education is often discussed for its value that it can have in society as a whole. More recent contributions have built on this notion where non-formal education initiatives can be a way to "empower and embolden" rural communities and marginalized groups in society (Mfum-Mensah, 2004, p. 142;Mfum-Mensah, 2011;Wong and Balestino, 2001). However, various other forms of non-formal education can be found in developing countries, although (1) they might not be widespread known, (2) they are seldom the subject of scientific research, and/or (3) they are often denoted with context-specific names (Farrell and Mfum-Mensah, 2002).…”

Section: Introductionmentioning

confidence: 99%

Individual perceptions on the participant and societal functionality of non-formal education for youth: Explaining differences across countries based on the human development index

Willems

2015

International Journal of Educational Development

View full text Add to dashboard Cite

Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program

Cited by 9 publications

References 13 publications

Concept analysis of collaboration in implementing problem-based learning in nursing education

Concept analysis of collaboration in implementing problem-based learning in nursing education

Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research

Individual perceptions on the participant and societal functionality of non-formal education for youth: Explaining differences across countries based on the human development index

Contact Info

Product

Resources

About