Ghana’s efforts towards educational development over the years have received supports from her cooperative nations. China is noted as one country that has in recent times helped significantly in the global development of the Africa region through its Belt and Road Initiative (BRI), Forum on China-Africa Cooperation (FOCAC), and through other international relations. China has increased its support to other nation’s development of education that includes Ghana. In the light of this, the study examined the China’s impact in Ghana’s efforts towards development. The research employed a descriptive survey design. Specifically, it adopted qualitative approach for conducting the research. The study's data was mostly gathered from secondary sources, and it covered the years 1992 to 2022. Content qualitative analysis was used to examine the data to provide answers the research questions. The study found that China has positively impacted educational development in Ghana in the forms of educational infrastructural support, vocational and technical educational support, strengthening of the human resource of education in Ghana, promotion of girl-child education, promotion of ICT education, and several others. It is recommended that Ghana must esteem and protect its bilateral relationship with China owing to the value that comes out of their relationship.

Education is the pivot and tool for individual and national development. Therefore, it is important to ensure that learners in school are educated with quality and with minimal distractions. Unfortunately, social media has become one of the biggest sources of distraction for learners everywhere. Learners who have limited parental or school monitoring, such as those who attend public day secondary schools in urban environments, tend to suffer most from the use of social media. Therefore, the study examined the extent of social media usage among students in public day secondary schools in Eldoret urban, Uasin Gishu County, Kenya. The study used ex-post facto (causal comparative research design). The target population was 5,720 students of Form 4 and Form 3 from 22 public day secondary schools. Only 7 public day secondary schools were selected using stratified random sampling technique. The sample size consisted of 182 participants selected accordingly (140 students and 42 teachers). The study used structured questionnaires for data collation. Data was handled using descriptive statistics and presented using charts, graphs and tables. The results showed that the students used the major social network sites such as WhatsApp, Twitter, Instagram, Facebook, Snapchat, YouTube and Google. Students mainly used these platforms for socializing activities rather than academic purposes. The students used platforms for chatting, making friends and for entertainment purposes. It is recommended that the schools, in collaboration with the parents, should develop media platforms for the students that could incorporate academic features to assist in drawing learners’ focus from non-scholarly activities. The study provides insight for parents, teachers and those responsible for learners to know the nature of activities that learners undertake on social media. The research also provides data or information that can be used for in education, especially on the issues of digital ...........

This logical study examined the relationship between physical disability and education accessibility in Bushenyi district, in Western Uganda. The organized study used a correlational research design with mixed methods (qualitative and quantitative approaches). A sample of 108 participants out of 150 accessible population was chosen utilizing a table developed by (Morgan & Kreijcie, 1970). Data was collected employing scholar generated questionnaires and interview guides and summarized using Descriptive dimensions and Pearson Product Moment Correlation Coefficient for quantitative analysis and thematic analysis was employed for amalgamating qualitative issues .The inquiry study results came up with a significant relationship between physical disability and education accessibility in Bushenyi in Western Uganda . It was therefore established that issues related with availability of teachers, required completion rates, retention at school of children with physical disability, and their regular school attendance are critical to children’s accessibility to education in Western Uganda. The study recommended that appropriate mechanisms should be adopted to increase availability of teachers, foster completion rates, school attendance and retention at school for children with physical disability so as to enhance children’s accessibility to education.