scholarly journals Moral Education and the Curriculum: the Ghanaian Experience

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Seth Asare Danso
Keyword(s):  
Public Schools ◽  
Moral Education ◽  
Religious Education ◽  
Tertiary Education ◽  
Social Institutions ◽  
Colonial Period ◽  
National Council ◽  
Colleges Of Education ◽  
Cape Coast ◽  
Post Colonial

Moral Education is provided by major institutions within the civil society.  The social institutions include the family, religious bodies, the mass media and the school.  This paper examined the nature of Moral Education that has been provided in the Ghanaian basic schools  during the pre-colonial period (1820 up to 1850), the colonial period (1851-1956) and the post-colonial period (1957-2017).  A theoretical framework was provided for the study based on three approaches to moral education, namely: Indoctrinative approach, Romanticist approach and Cognitive-Structural approach. A content analysis of educational policy documents and interviews were used for the collection of data.  The findings of the research revealed that one of the colonial policies that promoted Moral Education in Ghana was the teaching of morality in public schools based on Christianity, using the Indoctrinative approach. However, this religious approach to morality changed to secular approach during the post-colonial period in Ghana, due to the pluralistic nature of the Ghanaian society.  This led to the introduction of “Moral Teaching”, “Civics” and later “Citizenship Education”.  The study welcomed the current policy of separating Religious Education from Moral Education by introducing the teaching of “Civic and Moral Education” and “Religious Studies” at the Colleges of Education, as proposed by the National Council for Tertiary Education.  It finally recommended that the Department of Arts Education of the University of Cape Coast began to train teachers who will teach these two courses at the Colleges of Education level. This will equip the teacher trainees with the pedagogical knowledge and skills required for the effective implementation of this new Moral Education programme in Ghanaian basic schools.

scholarly journals Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Kweku Esia-Donkoh ◽  
◽  
David Kwame Quansah ◽  
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Survey Design ◽  
Tertiary Education ◽  
Sampling Technique ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

scholarly journals Differences in Leadership Styles of Principals in Public Colleges of Education in Ghana Based on their Personal Characteristics

2019 ◽  
pp. 78-85 ◽  
Author(s):  
Kweku Esia-Donkoh
Keyword(s):  
Leadership Styles ◽  
Work Experience ◽  
Tertiary Education ◽  
Target Population ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Academic Qualification ◽  
Education In Ghana

The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.

scholarly journals O Ensino Religioso nas Escolas Públicas de Goiás

2015 ◽  
Vol 7 (10) ◽  
pp. 55
Author(s):  
Marcelo Máximo
Keyword(s):  
Social Sciences ◽  
Public Schools ◽  
Religious Education ◽  
Colonial Period ◽  
Education Curriculum ◽  
Religious Teaching ◽  
Keywords Education ◽  
Public Politics ◽  
Education In Brazil ◽  
Education Process

Resumo: O cruzamento entre o Ensino Religioso e as políticas públicas é uma temática essencial para as ciências sociais. Ao longo de nossa vida, crescemos ouvindo que os jesuítas foram os responsáveis pela formação religiosa no Brasil Colônia. Ouvimos também que foram eles os primeiros a introduzirem no nosso país o processo educacional, através da fundação de colégios onde catequizavam os índios e lhes ensinavam a ler e escrever. O presente trabalho está envolto numa temática atual e busca uma reflexão consciente sobre a realidade do Ensino Religioso na educação nas escolas públicas estaduais de Luziânia – GO. Suscita uma discussão sobre a dimensão pedagógica do Ensino Religioso como disciplina curricular e a problemática da formação de professores nesta área do saber. Palavras-chave: Educação, Ensino Religioso, Formação de Professores e Currículo. Abstract: The crossing between Religious Teaching and Public Politics is an essential subject of Social Sciences. We’ve heard Jesuits were responsible for the Religious education in Brazil colonial period, and that they also first introduced the education process in Brazil. In Jesuits Schools Indians were catechized and taught to read and to write. The present work deals with this theme and it also searches for a conscious reflection on the reality of the Religious Teaching in the education in public schools at Luziania - GO. It also raises a discussion on the pedagogic dimension of the Religious Teaching as Curricular Subject and the problem of the teachers' education in this area of knowledge. Keywords: Education, Religious Teaching, Teachers Education, Curriculum.

scholarly journals Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

2021 ◽  
Author(s):  
Kweku Esia-Donkoh ◽  
David Kwame Quansah
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Survey Design ◽  
Tertiary Education ◽  
Sampling Technique ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

The Story of Storyboards from East Sepik, Papua New Guinea

2019 ◽  
Vol 40 (1) ◽  
pp. 59-74
Author(s):  
Martin Soukup ◽  
Dušan Lužný
Keyword(s):  
Material Culture ◽  
Daily Life ◽  
Field Research ◽  
New Guinea ◽  
Colonial Period ◽  
Cultural Continuity ◽  
Cultural Changes ◽  
Post Colonial ◽  
Global Tourism ◽  
The Village

This study analyzes and interprets East Sepik storyboards, which the authors regard as a form of cultural continuity and instrument of cultural memory in the post-colonial period. The study draws on field research conducted by the authors in the village of Kambot in East Sepik. The authors divide the storyboards into two groups based on content. The first includes storyboards describing daily life in the community, while the other links the daily life to pre-Christian religious beliefs and views. The aim of the study is to analyze one of the forms of contemporary material culture in East Sepik in the context of cultural changes triggered by Christianization, colonial administration in the former Territory of New Guinea and global tourism.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

Conflicts in Biafra, Katanga and Cabinda as a result of the geopolitical legacy of colonialism

2020 ◽  
Vol 2020 (10-3) ◽  
pp. 238-246
Author(s):  
Olga Dzhenchakova
Keyword(s):  
Democratic Republic ◽  
Economic Factor ◽  
Colonial Period ◽  
Sub Saharan Africa ◽  
Negative Consequences ◽  
Post Colonial ◽  
Republic Of The Congo ◽  
Sub Saharan ◽  
The Republic ◽  
The Impact

The article considers the impact of the colonial past of some countries in sub-Saharan Africa and its effect on their development during the post-colonial period. The negative consequences of the geopolitical legacy of colonialism are shown on the example of three countries: Nigeria, the Democratic Republic of the Congo and the Republic of Angola, expressed in the emergence of conflicts in these countries based on ethno-cultural, religious and socio-economic contradictions. At the same time, the focus is made on the economic factor and the consequences of the consumer policy of the former metropolises pursuing their mercantile interests were mixed.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

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