13 results on '"Rolleston, Caine"'
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2. Assessing 'Approaches to Learning' in Botswana, Ghana and Kenya
- Author
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Rolleston, Caine, Schendel, Rebecca, and Grijalva Espinosa, Ana M.
- Abstract
The concept of 'approaches to learning' (Marton, 1976) has long assumed a position of central importance in the analysis of student learning outcomes. However, constructing effective measures of students' approaches to learning is a complex task, and it is an empirical question whether such measures transfer well across contexts. In this paper, we examine the functioning of a moderately modified version of one of the most commonly used assessment of approaches to learning -- the revised two-factor Study Process Questionnaire (R-SPQ2F) -- in three African contexts (Ghana, Kenya and Botswana). We first present confirmatory factor analysis, which demonstrates that the modified R-SPQ2F functions in these contexts as intended by the developers of the instrument. We then consider the potential utility of the R-SPQ2F in these contexts by examining its relationship with student background characteristics, educational experiences at universities and learning outcomes.
- Published
- 2019
- Full Text
- View/download PDF
3. Fosterage and Access to Schooling in Savelugu-Nanton, Ghana. CREATE Pathways to Access. Research Monograph No. 59
- Author
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Consortium for Research on Educational Access, Transitions and Equity (CREATE) and Rolleston, Caine
- Abstract
Fosterage is an important cultural institution which serves to strengthen kinship solidarity among a range of other functions including meeting needs for child labour. Its effects on education are ambiguous. This study examines fostering as a possible contributor to the low levels of educational access and progress in the district using secondary data and interviews with key informants and foster-carers. The effects of fosterage on schooling depend somewhat on the circumstances of the sending and receiving homes, the reason for fostering children between them and the extent to which the two homes cooperate to provide for access to education. Nonetheless, fostered children do typically experience lower levels of access to meaningful education. This is partly because they tend to live in areas and attend schools where meaningful access is lower, but the individual "Cinderella effect" of fosterage is found to be palpable, especially for girls, so that being fostered, even to a more economically advantaged households does not typically benefit the foster child educationally and on balance is associated with a worsening of their educational access. Fostered children on average enrol in school less often, drop out more often and achieve less in school, especially when compared to biological children in the same home rather than to children in homes which host no foster children. (Contains 8 footnotes, 14 tables, and 4 figures.)
- Published
- 2011
4. Human Capital, Poverty, Educational Access and Exclusion: The Case of Ghana 1991-2006. CREATE Pathways to Access. Research Monograph No. 22
- Author
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Consortium for Research on Educational Access, Transitions and Equity (CREATE) and Rolleston, Caine
- Abstract
The period since 1991 has seen a general improvement both in terms of household welfare and schooling participation in Ghana. This monograph explores the patterns among descriptive indicators and uses regression analysis to examine possible causal relationships with special reference to the role of education in determining welfare and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. It reviews the literature on modelling of the household consumption function as well as on modelling schooling decisions based on the household production function. Two groups of models are then fitted using data from the Ghana Living Standards Surveys. The results suggest that education levels play an important role in determining household welfare and that, for higher levels of education, these effects may be strengthening. Educational expansion has, however, meant that access to the benefits from these effects has widened somewhat. Demographic change has also played an important role in welfare improvements. In terms of absolute numbers, access to schooling in Ghana has expanded dramatically. Rates of completion and of drop-out have not improved, however, and there appears to be a worsening of age-appropriate completion rates. Nonetheless, the first half of the period since 1991 saw substantial increases in rates of ever-attendance and of current-attendance at the basic education level. This growth appears to have been driven by narrowing regional differentials, increasing welfare, urbanisation, improving gender equity, smaller and less dependent households and a reduction in the number of children involved in child labour. It is in relation to progression towards higher levels of education that more significant inequity emerges and in 2006 completion of lower secondary education in Ghana remains the preserve of children in areas and households of relative economic privilege. (Contains 3 footnotes, 15 tables, and 9 figures.)
- Published
- 2009
5. Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective 'teaching culture'.
- Author
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Schendel, Rebecca, McCowan, Tristan, Rolleston, Caine, Adu-Yeboah, Christine, Omingo, Mary, and Tabulawa, Richard
- Subjects
EDUCATION ,CRITICAL thinking ,HIGHER education ,UNDERGRADUATES - Abstract
While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students' critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. Educational Access and Poverty Reduction: The Case of Ghana 1991-2006
- Author
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Rolleston, Caine
- Abstract
Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This paper examines the role of education in determining welfare and poverty and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. Two groups of models are presented using data from the Ghana Living Standard Surveys. The results suggest that education levels play an important role in determining household welfare and that higher levels of education have relatively larger and increasing benefits. Improvements are observed in relation to lower levels of educational access over the period, while the lucrative benefits of progression beyond the compulsory phase are found largely to be the preserve of relatively economically privileged households. (Contains 5 tables.)
- Published
- 2011
- Full Text
- View/download PDF
7. The Determination of Exclusion: Evidence from the Ghana Living Standards Surveys 1991-2006
- Author
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Rolleston, Caine
- Abstract
This article examines access to and exclusion from basic education in Ghana over the period 1991-2006, using data derived from the Ghana Living Standards Surveys. It uses the CREATE "zones of exclusion" model to explore schooling access outcomes within the framework of the household production function. Empirical findings indicate that the period was marked by large-scale quantitative access gains in Ghana. However, rates of progress through the system, as well as rates of dropout, showed no such improvements. Progress towards completion of the basic phase of education was found to be the preserve of the relatively privileged, raising questions of equity in relation to both the supply and demand for schooling. While Ghana may be one of few countries in Africa to achieve universal initial access to education, considerable challenges lie ahead in terms of improving rates of retention and completion. (Contains 6 tables, 1 figure, and 2 notes.)
- Published
- 2009
- Full Text
- View/download PDF
8. Educational Expansion in Ghana: Economic Assumptions and Expectations
- Author
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Rolleston, Caine and Oketch, Moses
- Abstract
The neo-classical "human capital theory" continues to be invoked as part of the rationale for educational expansion in the developing world. While the theory provides a route from educational inputs to economic outputs in terms of increased incomes and standards of living, the route is contingent and relies upon a number of key assumptions. This study examines these assumptions alongside student expectations of their educations in the context of Ghana using data collected from a survey conducted at higher education institution and from the Ghana Statistical Service's ongoing living standards surveys. Data indicate that students have high economic expectations but that trends in wages and employment are leading to "wage compression" which may ultimately make expectations difficult to fulfill. The relatively low private costs of education, particularly higher education, may mean, however, that educational investment remains very much a "rational" choice in economic terms. However, the study finds that key assumptions of successful human capital investment went largely unsatisfied in Ghana.
- Published
- 2008
- Full Text
- View/download PDF
9. Educational access and poverty reduction: The case of Ghana 1991–2006
- Author
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Rolleston, Caine
- Subjects
- *
EDUCATION policy , *PUBLIC schools , *POVERTY , *PUBLIC welfare , *SCHOOL attendance , *COST of living , *SOCIAL surveys - Abstract
Abstract: Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This paper examines the role of education in determining welfare and poverty and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. Two groups of models are presented using data from the Ghana Living Standard Surveys. The results suggest that education levels play an important role in determining household welfare and that higher levels of education have relatively larger and increasing benefits. Improvements are observed in relation to lower levels of educational access over the period, while the lucrative benefits of progression beyond the compulsory phase are found largely to be the preserve of relatively economically privileged households. [Copyright &y& Elsevier]
- Published
- 2011
- Full Text
- View/download PDF
10. The determination of exclusion: evidence from the Ghana Living Standards Surveys 1991-2006.
- Author
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Rolleston, Caine
- Subjects
- *
GHANAIANS , *EDUCATIONAL equalization , *RIGHT to education , *COST of living , *GRADUATION rate , *HOME economics , *EDUCATION - Abstract
This article examines access to and exclusion from basic education in Ghana over the period 1991-2006, using data derived from the Ghana Living Standards Surveys. It uses the CREATE 'zones of exclusion' model to explore schooling access outcomes within the framework of the household production function. Empirical findings indicate that the period was marked by large-scale quantitative access gains in Ghana. However, rates of progress through the system, as well as rates of dropout, showed no such improvements. Progress towards completion of the basic phase of education was found to be the preserve of the relatively privileged, raising questions of equity in relation to both the supply and demand for schooling. While Ghana may be one of few countries in Africa to achieve universal initial access to education, considerable challenges lie ahead in terms of improving rates of retention and completion. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
11. Educational expansion in Ghana: Economic assumptions and expectations
- Author
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Rolleston, Caine and Oketch, Moses
- Subjects
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HUMAN capital , *EFFECT of education on wages , *ECONOMIC conditions of college students , *EDUCATIONAL finance , *SOCIAL surveys , *SELF-efficacy in students , *ECONOMICS ,GHANAIAN economy ,INCOME & society - Abstract
The neo-classical ‘human capital theory’ continues to be invoked as part of the rationale for educational expansion in the developing world. While the theory provides a route from educational inputs to economic outputs in terms of increased incomes and standards of living, the route is contingent and relies upon a number of key assumptions. This study examines these assumptions alongside student expectations of their educations in the context of Ghana using data collected from a survey conducted at higher education institution and from the Ghana Statistical Service''s ongoing living standards surveys. Data indicate that students have high economic expectations but that trends in wages and employment are leading to ‘wage compression’ which may ultimately make expectations difficult to fulfill. The relatively low private costs of education, particularly higher education, may mean, however, that educational investment remains very much a ‘rational’ choice in economic terms. However, the study finds that key assumptions of successful human capital investment went largely unsatisfied in Ghana. [Copyright &y& Elsevier]
- Published
- 2008
- Full Text
- View/download PDF
12. Low-fee Private Schooling in Ghana: is growing demand improving equitable and affordable access for the poor?
- Author
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AKYEAMPONG, KWAME and ROLLESTON, CAINE
- Subjects
EDUCATION of poor people ,EDUCATION ,EDUCATIONAL quality ,EDUCATION & economics ,BUDGET - Abstract
The article focuses on poor households' perspective regarding low-fee private schooling concept in Ghana. It reveals that basic education in sub-Saharan Africa is comparatively of poor quality while its cost to the national budget is high. It concludes the discussion under the headings including private schools in Ghana, methodology and conclusion. It also includes some charts and graphs depicting glass data, European Mathematical Information Service data and welfare quantiles.
- Published
- 2012
13. Education, poverty and culture in Ghana 1991–2010.
- Author
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Rolleston, Caine
- Subjects
- *
ACADEMIC dissertations , *EDUCATION , *SCHOOL children , *TEENAGERS , *PRIMARY education , *SECONDARY education - Abstract
An abstract of the research degree paper "Education, poverty and culture in Ghana 1991-2010," by Caine Rolleston, is presented.
- Published
- 2014
- Full Text
- View/download PDF
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