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Special Issue by Ahmed Bawa Kuyini

Education Sciences , 2024

Papers by Ahmed Bawa Kuyini

Journal of College Student Development, 2021

Abstract:The purpose of this study was to examine the factor structure of the Academic Motivation... more Abstract:The purpose of this study was to examine the factor structure of the Academic Motivation Scale (AMS) with a sample of Arab college students. Results of a confirmatory factor analysis revealed a 7-factor structure similar to the original scale. Items measuring intrinsic motivation, extrinsic motivation, or amotivation, as specified in the original scale, loaded on their respective subscales or a single common factor. Implications for future research with the AMS among Arab populations are discussed.

International journal of higher education, Sep 5, 2017

INTRODUCTIONBoth anecdotal and formal reports (Ghana Statistical Service, 1989, 2008) indicate th... more INTRODUCTIONBoth anecdotal and formal reports (Ghana Statistical Service, 1989, 2008) indicate that inequality in Ghana is gender and community based. There is a considerable disparity between man and women and between urban and rural communities. Women are generally poorer than men, due to cultural and historical restrictions on women's participation in education, which have led to their exclusion in the formal employment sector. There are also glaring differences in wealth creation between rural and turban areas, attributable to the centre-periphery model of development, which creates more opportunities in urban areas than in rural areas. It is also obvious that natural resource allocation across different regions of Ghana is unequal, with communities near the coast and in the southern rainforest belt better endowed than those away from the coast and the Savannah north. These inequalities are reflected in the composition of poverty in Ghana and affect families and children differently.Social welfare policies are intended to address social inequality arising from social structures that marginalize sections of the population. Ghana has pursued a near universal welfare policy since independence in 1957. However, economic decline in the 1970s and 1980s led to a rethink about such provisions. The chapter will review Ghana's attempt to re-institute semi universal welfare provisions that were scraped as part of the implementation of structural adjustment policies of the World Bank and IMF designed to stabilize the nation's economy in 1980s. It will detail education, health and other social policies and discuss their relevance within the framework of distributive and recgonitive justice, the challenges of implementing such policies and ways to improve service delivery.HISTORY AND PHILOSOPHY OF WELFARE IN GHANAHistorically the development of the welfare state began with the institution of pensions for formal sector workers and their families by the colonial government workers after World War I (Jones, Ahadzie & Doh, 2009). Like other countries, Ghana's welfare regime is underpinned by principles that issue from the notion of social justice and it will be fair to characterise the operating principles as relating to recognitive and distributive justice.Over all, Ghana's approach to achieving both recognitive and distributive justice has been a combination of the characteristics of Universalists and Restrictive approaches to welfare provision. The Universalist approach began with the British colonial administration and covered areas such as water supply and health in the first half of the 20th Century. Education was still not universal although public schools, where they were available, were open to all children. Thus the bulk of social protection in the form of mutual support remained largely traditional until independence in 1957.At independence, the Nkrumah Government instituted many universal welfare policies covering education, health, physical and social infrastructure such as roads, water, and public-places of convenience, among others. This predominantly Universalist welfare climate in Ghana, which endured for three decades, resulted in the provision of fully funded public health services, universal primary and free tertiary education. Under these arrangements, pre- tertiary education was free in northern Ghana in every respect while there was limited cost-bearing for parents in southern Ghana. Citizens also received free medical care for every medical condition. For this reason very few private medical facilities operating a fee-paying regime were in service in the country. This arrangement inculcated into Ghanaians the notion of government as burden bearer.What is worth noting about such universal provisions is that they provided protection against structural inequalities, which ultimately create extreme disadvantage and marginalisation. The other aspect of these universal provisions was that service seekers were not means-tested, which meant that both rich and poor alike could access the same services. …

Advances in special education, Sep 16, 2014

Abstract The Ghana chapter on special education begins with the history of service provisions for... more Abstract The Ghana chapter on special education begins with the history of service provisions for persons with disabilities. It includes information on educational and rehabilitation services, special schools and integrated education. Detailed data is related concerning prevalence and incidence rates and special needs among the Ghana population. This is followed by a comprehensive section on regular and special education teacher roles, expectations, and training. An important aspect of Ghana’s special education is its movement towards inclusive education. The support for this movement comes from the Ministry of Education’s policy, namely, The Education Strategic Plan (ESP), which adopts inclusive education and promotes it as the future special education direction for the country. The chapter provides detailed information on the issues related to the implementation of the ESP plan, four models that have been developed for inclusive education, the progress and effort that Ghana has made towards inclusive education as well as significant challenges that are present.

Ethics and Social Welfare

Mentoring & Tutoring: Partnership in Learning, 2022

ABSTRACT This study explored student teachers’ (mentees) and their mentors’ perspectives of the m... more ABSTRACT This study explored student teachers’ (mentees) and their mentors’ perspectives of the mentoring during initial teaching practice in Ghana. Guided by the framework of mentor as role model, peer support and sponsor, a 15-item questionnaire (Mentoring Support Scale) – premised on four factors – was combined with two open-ended questions to gather data. A total 321 student teachers (mentees) and their mentors participated in the study. Quantitative procedures (descriptive, t-tests, ANOVA) and qualitative procedures (thematic analysis) were used to analyse the data. The results showed that mentors rated themselves higher than student teachers (mentees) as providing more support in the mentoring situation. Factor analysis confirmed the proposed four-factor model designed to measure the mentoring engagement/relationship in Ghana. The challenges of the mentoring program include limited support, inadequate communication and feedback. How to address these issues are discussed with respect to preparation before teaching practice and the mentoring interactions in schools.

Kinship fostercare is a traditional practice that is integral to the Ghanaian culture. It has bee... more Kinship fostercare is a traditional practice that is integral to the Ghanaian culture. It has been practised for generations and continues to be practised today. However, the Ghanaian society has undergone significant socio-cultural change since independence in 1957. Not only have traditional family structures changed, but there has also been a notable increase in the proportion of the population that has had access to education and employed in the modern economy. These changes have contributed to the altering peoples' perceptions about particular traditional practices such as kinship foster care. Drawing on primary data from northern Ghana and existing literature, this chapter outlines the nature of traditional kinship foster care in Ghana, the current legal provisions for fostering, people's perceptions of kinship fostering and the potential challenges to fostering practice. Recommendations for future practice are presented.

International Journal of Migration, Health and Social Care, 2020

Purpose This study aims to explore the internal migration experiences and health/well-being issue... more Purpose This study aims to explore the internal migration experiences and health/well-being issues of 38 girls and women working as Kayayei (head-porters) in Accra, Ghana. Design/methodology/approach Data were collected from seven focus group interview sessions, and thematic analysis was used to analyse the data. Findings The results revealed the geographic, structural and family issues that promote increased migration of females to the cities. The findings betray the potential negative effects of migration on the participants’ quality of life, including accessing health services. They also suggest that the Kayayei phenomenon is a significant child protection, health/well-being concern yet to be given adequate attention in ways that consider the implications of such large internal migration of females on the overall human resource development capacities of rural communities. Originality/value This is an original study with data collected to explore internal rural to urban migration ...

Cambridge Journal of Education, 2020

Social Work Education, 2020

ABSTRACT This study examined the attitudes, self-efficacy beliefs, and concerns of social work st... more ABSTRACT This study examined the attitudes, self-efficacy beliefs, and concerns of social work students in relation to working with clients with developmental disabilities and psychiatric (mental health) issues in the UAE. A four-part survey questionnaire—comprising Participants’ Background Information, Attitudes, Self-Efficacy, and Concerns about working with clients—was used to collect data. The data were analyzed using Descriptive statistics, t-tests, Regression, and ANOVA procedures. The results showed that participants’ attitudes were less positive. They also reported low Self-efficacy beliefs and moderate-high concerns about working with these client groups. Some demographic variables (e.g. training) influenced attitudes and Self-efficacy. Implications and recommendations relating to curriculum, teaching/course delivery and practice are discussed.

International Journal of Inclusive Education, 2018

Social Work Education, 2015

Climate change poses significant threat to the wellbeing of global society. Addressing this chang... more Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.