Assessment of Poverty Levels in Selected Districts of Rural Ghana

Major studies and statistical evidence on the subject of poverty in Ghana have indicated poverty is on the decline but agree that there exists geographical imbalance in the distribution. The perceptions of the poor on formal poverty reduction institutions are largely that of ineffectiveness and irrelevance in their lives as government poverty reduction activities contributes little in their struggles to survive and rarely help them to escape poverty. As a result, the study made an independent assessment of poverty levels in some selected districts of Ghana.The three dimensions of poverty were considered in the assessment process using structured questionnaires and in-depth interviews. The FGT method of poverty assessment was paramount in indicating the level, the severity and inequality among the poor. The result shows that while national poverty is declining geographical imbalances in poverty do not only exist but is worsening. Purposive projects to lift the poor in these areas are highly recommended. Keywords:  Poverty levels, Dimensions of poverty, FGT Method, Selected Districts, Ghana

EFISIENSI BELAJAR SISWA SD MELALUI E-LEARNING DI ERA DISRUPSI

This study aims to 1. describe the implementation of learning efficiency of elementary school (SD) students through E-learning, 2. to know the advantages and disadvantages of its implementation. The research method used is descriptive qualitative with literature study design. The data collection technique was carried out by means of literature study in the form of academic manuscripts and from relevant previous research and from more than 20 scientific articles. The validity of the data was done by observing diligence. The data analysis technique used content analysis techniques. The results showed 1. The implementation of learning efficiency for elementary school students through e-learning was practical and effective with the support of the ease of technology and internet in teaching and learning activities between teachers and students. 2. The advantages of implementing the learning efficiency of elementary school students through e-learning in the era of disruption, namely between students and teachers with students easily sharing information, and saving costs, energy and time in getting maximum results, as well as students learning actively and independently. The drawback of implementing the learning efficiency of elementary school students through e-learning in the era of disruption is the lack of interaction between teachers and students, tends to ignore social and academic aspects, and not all places are available on the internet. The implication of this research is that teachers and students should be able to use e-learning wisely and the government should address the gap in internet access in Indonesia, especially in remote area

Issues of recognition and participation in changing times: the inclusion of refugees in higher education in the UK

Higher Education has become and an increasingly diverse and globalised system in which the binaries between ‘traditional’ and ‘non-traditional’ students, exclusion and inclusion have less resonance and analytical purchase. Drawing on longitudinal, empirical research with a group of refugees in higher education, this paper will argue that higher education can be marked simultaneously by belonging and recognition, deficit and exclusion. Complex differences and inequalities remain hidden and unspoken, raising new questions and challenges for pedagogy and for equal participation of students

Politics of mass literacy in India : A case study of two North Indian villages under the 'Total Literacy Campaign', 1988-95.

This project is a study of the politics of mass literacy in India. It sets the problem of literacy in the context of public discourses, institutional practices and formation of various identities related to educational and development goals in contemporary Indian society. The study is centered around specific case studies of two villages under the 'Total Literacy Campaign' (TLC) launched nationwide in May 1988 by the National Literacy Mission Authority (NLMA). Despite marginal improvement in literacy rates since independence, there has been a steady increase in the absolute number of total 'illiterates', which is bigger than the size of 'literates'. Also the gap between 'literates' and 'illiterates' has been ever- increasing. The government admits its failures towards mass education and hence now it has declared promotion of literacy as a national mission. To counter its past failures, it has launched a 'total campaign' approach in adult literacy programme along with 'Education For All' (EFA) goal in general towards elementary education. Thus this project is a study of the pedagogic principles, practice and public policy on promotion mass education and literacy in India. It seeks to study the cultural and linguistic bases of mass literacy and the democratic i.e. participatory and interactive/discursive methods of literacy promotion. The study is based on new socio-cultural approaches to language, discourse-learning, identity and culture (Introduction, Chapter 1). It is an interdisciplinary study in literacy practices (language and discourse learning) whose development is traced with colonial history of social, political and educational development in north India (Chapters 2&3). It traces these developments beginning with nationalist thinking on nation-building, mass literacy and education during the freedom movement before 1947 (Chapter 2), and the evolution of public policy goals on education and its culture after 1947 (Chapter 3). It looks into why highest 'illiteracy' exists in the Hindi- speaking states and how adequately our educational planners have addressed these complex problems. The policy principles and institutional practices in learning are further examined in case studies of two villages in Bihar and Haryana (Chapters 4&5). TLC's pedagogic principles, practices and relevance as seen and understood by learners are examined in order to establish the real contexts of a learning. This is also done through a concrete area of language and content analysis of the TLC reading materials, the way TLC Primers (texts) have been presented to the learners and the ways these texts are interacted with, by the adult learners (Chapter 6). We thus endeavour to establish the issue of literacy-leaming in terms of survival, cultural and identity needs of the learner. All these discussions are primarily based on adult learners' and concerned people's historical, social, and classroom experiences