scholarly journals Private Intergenerational Transfers, Family Structure, and Health in a sub‐Saharan African Context

2019 ◽  
Vol 45 (1) ◽  
pp. 41-80 ◽  
Author(s):  
Collin F. Payne ◽  
Luca Maria Pesando ◽  
Hans‐Peter Kohler
Keyword(s):  
Family Structure ◽  
Intergenerational Transfers ◽  
African Context ◽  
Sub Saharan ◽  
Private Intergenerational Transfers

A phenomenological study of time concept and management and productivity in a sub–Saharan African context

2017 ◽  
Vol 17 (2) ◽  
pp. 197-214 ◽  
Author(s):  
James B Abugre
Keyword(s):  
Time Management ◽  
Phenomenological Study ◽  
Sub Saharan Africa ◽  
Public And Private ◽  
Phenomenological Psychology ◽  
Private Organizations ◽  
African Context ◽  
Flexible Resource ◽  
Sub Saharan ◽  
Study Participants

The purpose of this article was to investigate the concept of time and its management in relation to productivity. Consequently, this work employed phenomenological psychology to unearth the experiences of employees on the concept of time management and its impact on productivity using Ghana as a study. Participants involved both local and expatriate workers sharing their experiences on the subject matter in a conversational style. Results indicated that clock time is considered a flexible resource in both social and professional settings. Findings also revealed that time management drives productivity, and its orientation is consequential to the cultural behaviors of local employees in both public and private organizations based on the quality of their corporate cultures. Hence, rigid timelines can turn around public organizations in sub-Saharan Africa and the world as a whole.

How Could We Design Democracy to Make it Work in the African Context?

2021 ◽  
pp. 36-60
Author(s):  
Nic Cheeseman
Keyword(s):  
Good Reason ◽  
Sub Saharan Africa ◽  
Political Systems ◽  
Sources Of Information ◽  
High Profile ◽  
International Pressure ◽  
Group Identities ◽  
African Context ◽  
Sub Saharan ◽  
Goal Integration

Politics in Africa is becoming increasingly contested. This is true both in terms of electoral politics, with the margin of victory of ruling parties falling in many countries, and in terms of the capacity of citizens to access diverse sources of information with which to hold their governments to account. In turn, the continent’s more authoritarian political leaders—particularly those in resource-rich states insulated from international pressure to reform—have responded by employing new strategies to manipulate elections and restrict the flow of information. Taken together, these two trends help to explain why parts of sub-Saharan Africa has experienced democratic stagnation, and why so many recent elections have been controversial and, in a number of high-profile cases, violent. It is therefore more important than ever to understand how to design democratic constitutions in a way that manages the centrifugal forces that electoral competition can generate. This chapter discusses two strategies for achieving this goal: integration (the promotion of a single unified national identity through more centralized institutions), and accommodation (the recognition of subnational group identities through their formal inclusion in the political system). Although Alan Kuperman has recently made a strong case in favour of integration, this chapter comes to a different conclusion. While recognizing the risk that rapid institutional change will destabilize fragile political systems, I argue that we have good reason to encourage more inclusive political systems and so need to give greater thought to how they can be safely introduced.

“We Had a Blast!”

2017 ◽  
Vol 9 (3) ◽  
pp. 37-53 ◽  
Author(s):  
Stephen Asunka
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Blended Learning ◽  
Private University ◽  
Descriptive Statistics ◽  
Learning Approach ◽  
Research And Practice ◽  
African Higher Education ◽  
African Context ◽  
Sub Saharan

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

African Biography and Historiography

2018 ◽  
Author(s):  
Heather Hughes
Keyword(s):  
Southern Africa ◽  
Entry Point ◽  
Sub Saharan Africa ◽  
African History ◽  
Political Biography ◽  
Biographical Dictionary ◽  
African Context ◽  
Sub Saharan ◽  
The Relationship ◽  
Vast Range

Biography in the African context can take many forms, from brief entries in a biographical dictionary or obituary in a newspaper to multivolume studies of single individuals. It can encompass one or many subjects and serves both to celebrate the famous and illuminate obscure lives. Biographies can be instructional as well as inspirational. Sometimes, it is hard to draw a line between biography and autobiography because of the way a work has been compiled. An attempt is made to understand this vast range of forms, with reference to social and political biography. The main focus is on work produced since the 1970s, with examples drawn from all regions of sub-Saharan Africa (although Southern Africa is better represented than others, as is English-medium material). Matters that preoccupy biographers everywhere, such as the relationship between writer and subject and the larger relationship between biography and history, are raised. Biography can be an excellent entry point into the complexities of African history.

scholarly journals Policy Deficit in Distance Education: A Transactional Distance

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Sushita Gokool-Ramdoo
Keyword(s):  
Distance Education ◽  
Policy Development ◽  
Student Persistence ◽  
Personal Development ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
African Context ◽  
Sub Saharan ◽  
Institutional Vision ◽  
Resource Deployment

This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion.

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