New Ideas Concerning Arts and Social Studies Vol. 7

Evaluation of the Employment Status and Job Competencies of Fisheries Graduates (2016-2020) at Biliran Province State University

2026-04-27T07:24:39+00:00

The 21^stcentury job market requires graduates to possess both strong employability skills and relevant technical knowledge. Employers seek candidates with skills that directly meet their needs, demanding that educational institutions shift from simply imparting knowledge to fostering comprehensive skills development. Biliran Province State University (BiPSU), a Level III institution, offers a Bachelor of Science in Fisheries program, formerly known as the Bachelor of Science in Fishery Technology, established on February 28, 2002. BiPSU utilises internal tracer studies to evaluate curriculum effectiveness and graduate employability, primarily for internal evaluation and accreditation purposes. The primary objective of the study is to analyse the employability of BS Fisheries graduates (2016-2020), examining their socio-demographic profiles, employment status, and job-related competencies. This study evaluated the employability of 32 fisheries (BSFT/BSFi) graduates from Biliran Province State University-Biliran Campus (BiPSU) (formerly Naval State University) between 2016 and 2020. This study employed a descriptive research design. Questionnaires were distributed to all listed graduates. Data collection utilised a tracer questionnaire developed by the Commission on Higher Education. Data were encoded into Microsoft Excel, collated, and summarised. Descriptive statistics were used to analyse the data, including frequency counts, percentages, and means. This study found that the majority of responding BSFT/BSFi graduates (62.6%) were male, reflecting a similar gender imbalance in BiPSU's fisheries program enrollment (37.5% female). Among employed graduates, human relations skills were most prevalent (40%), followed by critical thinking (26.67%), communication (20%), problem-solving (6.67%), and entrepreneurial skills (6.67%). The majority (73.33%) of employed graduates held contractual positions, indicating a lack of job security. The most common employment sectors were sales (26.67%), financial intermediation (20%), wholesale and retail trade (20%), education (13%), public administration (13.33%), and manufacturing (6.67%). A significant proportion of employed graduates (40%) had only 1-6 months of job experience, while another 33.33% had worked for a year or less. Only 26.67% had been employed for two years or more. The study suggests that enhancing career services and placement support for graduates is essential for improving employment outcomes and job security. A key limitation of the study is that many participants had less than one year of work experience, restricting the assessment of their job competencies. Therefore, future studies could focus on the graduates with more than one year of work experience to better evaluate their employment status and more accurately identify their job-related competencies.

African-Centred Leadership in the 21st Century: Revisiting Edward Blyden’s Pan-African Legacy

2026-04-27T07:28:43+00:00

The evolution of African political thought has been significantly shaped by intellectuals and revolutionaries advocating for liberation, unity, and self-determination. Contemporary African leadership faces persistent socio-economic struggles, governance crises, and external political influences. Edward Wilmot Blyden (1832–1912), a seminal Pan-African thinker, emphasised African agency, cultural authenticity, and civilizational dignity. Edward developed the concept of the “African Personality,” which underscored the distinctiveness of African culture, spirituality, and social systems. His call for decolonising the African mind and resisting Eurocentric paradigms remains deeply relevant. This chapter employs qualitative textual analysis of Blyden’s writings alongside contemporary political discourse to examine the philosophical and strategic disconnect between foundational Pan-African ideals and present-day African governance. Drawing from Pan-African historiography, postcolonial theory, and current political critiques, the study identifies enduring patterns of neo-colonialism, leadership failure, and institutional fragility. The results reveal that while Blyden’s principles offer a coherent vision for culturally grounded and autonomous governance, these ideals are largely unfulfilled in current leadership structures. To realise Blyden’s vision, Africa must re-evaluate its leadership paradigms, prioritising ethical governance, economic independence, and true Pan-African cooperation. Economic self-reliance, as envisioned by Blyden, necessitates that African nations invest in local industries, reduce external dependencies, and enhance intra-continental trade. The study concludes that a revitalisation of Blyden’s intellectual legacy—particularly his emphasis on ethical leadership, indigenous knowledge systems, and cultural sovereignty—could serve as a transformative paradigm for reconstructing African governance in the 21st century.

Western Cultural Influence on Rites of Passage among the Hehe and Bena Communities of Iringa Rural District

2026-04-27T07:30:42+00:00

Rites of passage are an important aspect of African cultures, serving as a way to mark important life transitions and reinforce cultural values. In Tanzania, the Hehe and Bena societies traditionally uphold elaborate rites of passage integral to their cultural heritage, shaping social roles and community cohesion. However, globalisation and Western cultural influences challenge the integrity of these practices. This study investigates how Western culture impacts the rites of passage among the Hehe and Bena communities in Iringa Rural District, revealing a complex relationship between traditional customs and modern influences.

In methodology, the study employed a mixed-methods approach, combining both qualitative and quantitative research techniques. A case study design was utilised to gather data from various sources, including interviews, focus group discussions, and surveys. Respondents, representing different community groups, were selected using both simple random and purposive sampling methods. The study employed a total of 80 respondents drawn from the Hehe and Bena ethnic groups. The sample comprised 10 elders from the Hehe and Bena communities, 30 members of the local communities from the same ethnic groups, 20 teenagers representing both communities, and 20 local individuals who are actively engaged with Western media. Data were analysed using SPSS for quantitative insights and content analysis for qualitative data, ensuring a comprehensive understanding of the cultural changes occurring in the region.

Interviews with community members, including elders and youth, indicate a strong commitment to cultural preservation despite increasing economic pressures, modernisation, and lifestyle changes. The findings highlight the need to adapt traditional rites by integrating modern elements to maintain relevance for younger generations, fostering cultural evolution. Western media and educational advancements significantly shape local practices, leading to a hybridisation of traditions that reflects both resilience and adaptability. The study suggests that cultural preservation efforts, educational programs, and media engagement are vital to sustaining traditional practices within a modern context, offering insights into a balanced approach to cultural development.

Bridging Methods: Qualitative and Quantitative Paradigms in Applied Linguistics Research

2026-04-27T07:33:14+00:00

Applied linguistics, as an interdisciplinary area of study, relies on various research methodologies. While qualitative methodology has traditionally dominated the field, as seen in the focus on ethnographic and case study research, there is now a noticeable shift toward quantitative approaches, particularly in corpus linguistics, psycholinguistics, and experimental studies in second language learning. This study undertakes a comparative examination of qualitative, quantitative, and mixed-methods research paradigms within the field of applied linguistics. Recognising that these paradigms—widely employed in areas such as second language acquisition (SLA), language pedagogy, and sociolinguistics—are grounded in distinct epistemological and methodological foundations, the paper analyses their differing contributions to research practice. A corpus of twenty research articles published between 2015 and 2025 was reviewed and classified according to methodological orientation: qualitative, quantitative, or mixed-methods. The analysis reveals that qualitative approaches excel in capturing nuanced, context-rich accounts of language behaviour, whereas quantitative methods offer strengths in generalizability and statistical rigour. The discussion further highlights the integrative potential of mixed-methods designs in bridging the divide between these traditions. Ultimately, the study advocates methodological pluralism, suggesting that the synthesis of qualitative and quantitative perspectives can enhance both the depth and breadth of applied linguistics inquiry. Future scholars need to be trained in both methodologies to cultivate a more versatile and dynamic research community.

Intellectual Disability in Rural India: Recent Advances, Persistent Challenges and Emerging Trends

2026-04-27T07:36:25+00:00

Intellectual disability (ID) remains an emerging public health issue in rural India, exacerbated by inequities in healthcare access, entrenched stigma, and socio-economic constraints.

This chapter synthesises recent advancements in the understanding, diagnosis, and management of ID in these underserved regions, while highlighting enduring barriers.

Key progress includes community-driven screening initiatives, culturally sensitive assessment instruments, and the integration of telemedicine and mobile health technologies, which have broadened early intervention opportunities and improved developmental trajectories for affected individuals. Neurodevelopmental insights from genetic and neuroimaging research further inform targeted therapies, emphasising the interplay of genetic predispositions and environmental risks prevalent in rural settings. Despite these gains, challenges such as limited specialised services, cultural misconceptions, and resource scarcity impede equitable care. A meta-analytic synthesis reveals a pooled prevalence of 2% (95% CI: 1-3%), underscoring the scale of the issue. These findings advocate for policy reforms prioritising inclusive education, expanded telehealth infrastructure, and anti-stigma campaigns, with implications for practice including multidisciplinary training and resource allocation to foster sustainable, community-centred support systems. Ultimately, collaborative action can empower individuals with ID to achieve fuller societal participation, promoting an inclusive rural India.

In conclusion, the review highlights the urgent need for scalable, inclusive strategies to mitigate disparities. These findings hold significant implications for policy and practice, advocating reforms like expanded rural telehealth funding and anti-stigma campaigns under the Rights of Persons with Disabilities Act, alongside multidisciplinary training to foster community-centred support systems and empower individuals with ID for fuller societal participation. The author concluded that while progress has been made, significant challenges remain in addressing intellectual disability in rural India. By acknowledging these challenges and working together to overcome them, we can build a more inclusive and equitable society for all individuals, regardless of their abilities.

Interreligious Dialogue and the Ethics of Understanding in Africa

2026-04-30T10:13:52+00:00

Interreligious dialogue refers to the intentional, respectful, and sustained engagement between individuals and communities of differing faith traditions with the aim of fostering mutual understanding, trust, and cooperation. In the wake of persistent and devastating violent conflicts across the African continent—whether fueled by ethnic divisions, resource-based rivalries, political instability, or religious extremism—there has emerged a renewed and urgent call for peacebuilding frameworks that go beyond institutional reconstruction. To achieve genuinely sustainable peace, it is essential to integrate religious, cultural, and ethical dimensions into post-conflict reconstruction processes. This chapter examines the ethical and philosophical foundations of interreligious dialogue as a transformative pathway for sustainable peacebuilding in post-conflict African contexts. It situates the conversation within a hermeneutical-philosophical framework, drawing principally on the dialogical ethics of Hans-Georg Gadamer and indigenous African moral traditions. Hans-Georg Gadamer’s philosophical hermeneutics centres on the idea that understanding is not merely a technical process but a dialogical event. The central objective is to investigate how an ethics of understanding—grounded in mutual recognition, narrative, and historical memory—can serve not only as a practical tool for reconciliation but also as a fundamental philosophical reorientation toward human dignity, pluralism, and coexistence.

The research addresses a critical problem facing many African societies emerging from conflict: the instrumentalisation of religion in political violence and its lingering effects on intercommunal trust and social cohesion. Despite various peace accords and transitional justice mechanisms, the ethical dimension of dialogue—particularly the deep listening and interpretive engagement required for genuine understanding—remains underdeveloped. This gap is especially pronounced in settings where religious diversity intersects with colonial legacies, ethnic tensions, and epistemic injustice. The study, therefore, asks: What philosophical resources can be mobilised to reframe interreligious dialogue as a process of healing and ethical transformation, rather than mere political utility?

Methodologically, the chapter adopts a qualitative, interdisciplinary approach grounded in philosophical hermeneutics. It engages in critical textual analysis of key philosophical texts— especially Gadamer’s Truth and Method—and African communitarian ethics from thinkers such as John Mbiti, Kwasi Wiredu, and Mogobe Ramose. It also incorporates case illustrations from select post-conflict African regions (e.g., Rwanda, South Sudan, and northern Nigeria) to contextualise the ethical claims within lived realities. The hermeneutical method enables a reading of both religious and cultural texts as dynamic sites of meaning-making, while philosophical inquiry provides the normative framework for ethical evaluation.

Ultimately, the study argues that interreligious dialogue in Africa must move beyond surface-level tolerance or utilitarian frameworks toward a deeper commitment to mutual understanding, existential solidarity, and epistemological humility. By foregrounding an ethics of understanding, this chapter contributes to the broader discourse on peacebuilding, religious pluralism, and decolonial thought in Africa. It challenges both policymakers and religious leaders to reconsider dialogue not merely as a tool of diplomacy but as a philosophical and ethical act of restoration and transformation. Policy directions should prioritise capacity building for interfaith leaders, institutionalise interreligious engagement in peace processes, and incorporate interreligious ethics into national education curricula. Governments, NGOs, and religious organisations must collaborate to build frameworks that support long-term, community-driven dialogue.

The Implementation of Competence-Based Curriculum and Its Effect on Competences Acquired by Students in Secondary Schools and Universities

2026-04-30T10:18:14+00:00

Globally, education systems are increasingly moving from a Content-Based Curriculum to a Competence-Based Curriculum. The education provision has shifted from rote memorisation to mastering specific skills and competencies. The study evaluates the implementation of the Competence-Based Curriculum and its effect on the competencies acquired by Students in Secondary Schools and Universities. The Competence-Based Curriculum puts emphasis on students to apply knowledge and skills in the real-world environment. It makes the curriculum more effective and responsive to societal and economic needs. It provides students with essential skills and competences for work, life and citizenship. The implementation of Competence-Based Curriculum in various countries, as well as in Tanzania, indicated some effectiveness and systemic challenges. Researchers described the empirical findings and various educational experiences happening during the implementation. The observation has been displaying students' weaknesses in demonstrating knowledge, skills, and competencies acquired from the educational programs. It is stipulated that students do not perform the educational activities that have already been conducted in the preceding educational levels. Students lack confidence in demonstrating the skills that are needed to succeed in the 21^st century. From that perspective, the educational stakeholders have been making an effort to assist students in improving the educational provision and demonstration of competencies. Various studies have been done to expand knowledge, solve problems and drive innovation. Educators provided the suggestions that should improve the educational management, experiences, infrastructures and organisation.

Poverty, Exposure, and Flood Vulnerability: A Spatio-Temporal Analysis of Bamenda, Cameroon

2026-06-04T11:35:01+00:00

Even though much has been written on floods, literature on the vulnerability of the urban poor to flood hazards still requires significant empirical substantiation. This study aims to (a) characterise the urban poor in Bamenda city, (b) examine the spatio-temporal variation of flood vulnerability, and (c) explore the vulnerability of the urban poor to flood hazards in terms of exposure, sensitivity and adaptive capacity. A structured questionnaire was developed and administered through a household survey (n=150) in Bamenda II&III Municipalities. Data from questionnaires were complemented by field observations, interviews (n=2) and focus group discussions. Data was analysed descriptively. The levels of sensitivity, exposure and adaptive capacities of the households to flood vulnerability were analysed using the Binary Logistic Regression. The findings revealed the following: Firstly, the urban poor are characterised by low-income status and the lack of access to basic social facilities, which renders them vulnerable to flood hazards. Secondly, flood vulnerability in the study area varies over space and time. Neighbourhoods like Lower Ngomgham, Below Foncha, Chindeh and Ntatru are highly vulnerable to flood hazards. Thirdly, the findings showed a strong positive correlation between poverty and flood exposure and sensitivity. The study strongly recommends that, in addition to the reactive measures often adopted during flood incidents, proactive strategies should be implemented at municipal and neighbourhood levels. These should include raising awareness and relocating urban poor communities from environmentally unsafe areas to safer locations as a matter of urgency. Future research could focus on assessing the effectiveness of reactive measures to flood incidents in areas with similar characteristics.

Academic Achievement in Secondary School Students: The Role of Self-Esteem and Locus of Control in Anambra State, Nigeria

2026-06-04T11:39:32+00:00

Background: Mathematics, as a scientific discipline, is widely recognised as an essential and integral part of science education due to its importance in everyday life. Consequently, the Federal Government of Nigeria, in its National Policy on Education, has designated Mathematics as a core subject that all secondary school students must study at both the junior and senior secondary school levels.

Aim: This study investigated the correlation between self-esteem, locus of control, and academic achievement in Mathematics among secondary school students.

Methodology: A correlation survey design was employed, involving 895 SS II students from the Awka education zone in Anambra State, selected through a multistage sampling technique from a population of 18,297 students. Data were collected using standardised self-esteem and locus of control scales, validated for use in Nigeria. Academic achievement was measured using students’ terminal Mathematics results. Reliability coefficients ranged from r = .56 to .65 for the subscales of the self-esteem scale and r = .74 for the general scale. Questionnaires were personally administered by the researcher, with trained teachers assisting. Pearson’s product-moment correlation, simple regression and multiple regression analyses were used.

Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. There is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed that a moderate positive relationship of 0.562 exists among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics; similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.

Conclusion: The findings suggest that low self-esteem and lack of internal locus of control may lead to early discouragement and lower academic achievement in Mathematics. Enhancing students’ self-esteem and locus of control can foster perseverance, interest in learning, and overall academic success in core subjects.