International Journal of Education, Learning and Development (IJELD)

EA Journals


Basic Educational Attainment of Foster Children in the Tamale Metropolis of the Northern Region of Ghana (Published)

Fostering is a common practice in many parts of the Northern Region of Ghana. It is a socio-cultural and economic barrier to many foster children in the Tamale Metropolis. The paper investigates the educational attainments of foster children, consequences, and challenges that are associated with the practice in the Tamale Metropolis of the Northern Region of Ghana. A cross-sectional design was used as well as probability and non-probability sampling techniques. Qualitative and quantitative methods of data collection were also used. In addition, in-depth interviews and focus group discussions were used for the primary data while the secondary data were sourced from the internet, publish articles, and relevant textbooks. The results showed that foster children were enrolled in school against few who were not enrolled and also there were regular school attendances by foster children in the metropolis.  Absenteeism was low therefore most foster children even though punctual to school many were always late to school. They were good in terms of class attendance but were not performing well in class as compared with non-foster children and the reasons were that they were overburdened with household chores, inadequate educational learning materials at home late payment of fees, discrimination against them in terms of wich child should be sent to school, abuse and also inadequate freedom to recreate and also socialize with their peers at home.Should this practice therefore be stop in the metropolis?  Fostering remains inimical to educational attainments of children in terms of their performance in school in the Tamale Metropolis despite signs of good school enrollment and attendance, there is the need for effective policy implementation and sensitization against the engagement of foster children in many household chores that significantly affects their studies both in schools and at home.

Citation: Eliasu Alhassan, Grace Monto Bawa & Mahama S. Sayibu (2022) Basic Educational Attainment of Foster Children in the Tamale Metropolis of the Northern Region of Ghana, International Journal of Education, Learning and Development, Vol. 10, No.6, pp.54-78

Keywords: Attendance, Education, enrolment, family, foster mothers, fostering

Influence of Attendance to Courses and Mentoring on Job Productivity of Teachers in Oguta LGA, Imo State Nigeria (Published)

The general purpose of this study is to investigate the influence of attendance to courses and mentoring on job productivity of teachers in Oguta LGA, Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that short and part time courses had no significant influence on the job productivity of teachers in Oguta LGA, Imo State, Nigeria (F cal= 7.86; t-vale =6.117; p >0.005). Finding also showed that mentoring significantly influence job productivity of teachers in Oguta LGA, Imo State, Nigeria (F-cal value= 58.62; t-value = 22.478; P<0.05). This study recommended that, there should be a review of the curriculum and an in-built quality-control measure on the content delivery of course (short/part time) study attended by teachers. This will ensure that there is no room left for compromise of quality and standard of course programmes and also ensure that the approaches are relevant to job functions of teachers or else the aim of development action will be defeated.


Keywords: Attendance, Mentoring, Teachers, courses, job productivity

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