PASTORAL CARE RESPONSE TO ADOLESCENT CRISIS AMONG CHRISTIAN HOMES
Damilare Ayodele Akanbi, Department of Practical, Faculty of Theological Studies, Nigerian Baptist Theological Seminary, Ogbomoso.
MSI Journal of Education and Social Science | https://zenodo.org/records/17166111 | Page 01 to 12
Abstract
This paper explores the issue of adolescent crises within Christian homes and the potential pastoral care responses. It acknowledges adolescents’ challenges and changes, including physical, psychological, and emotional development. The paper discusses the role of parents and the influence of peers in adolescents’ identity development and potential crises. It specifically addresses Erikson’s theory of psychosocial development and its relevance to adolescent identity versus identity confusion. The paper seeks to identify pastoral care interventions to minimise and address adolescent crises within Christian families.
Keywords: Adolescence, Adolescent Crisis, Pastoral Care, Christian Homes, Identity Development.
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For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Towards a Well-Educated Society in Tanzania: Exploring SocioEconomic Development at the Household Level
George Julius Babune, Department of Management Studies, Tanzania Institute of Accountancy (TIA) P.O. Box 9522, Dar es Salaam.
Elimeleck Parmena Akyoo, Department of Management Studies, Tanzania Institute of Accountancy (TIA) P.O. Box 9522, Dar es Salaam.
MSI Journal of Education and Social Science | https://zenodo.org/records/17140944 | Page 01 to 26
Abstract
This study explores students’ perceptions towards Technical and Vocational Education and Training (TVET) programs in the Wa Municipality of Ghana. The research employs a descriptive survey design to examine attitudes and factors influencing the perceptions of Senior High School (SHS) students enrolled in both TVET and non-TVET programs. A sample of 300 students was selected using stratified random sampling, and data were collected through structured questionnaires. The findings reveal that both TVET and non-TVET students hold positive perceptions of TVET, recognizing its utility in providing practical skills for the modern workforce. TVET students expressed a stronger preference for vocational education over other academic subjects, while non-TVET students also acknowledged its relevance. However, traditional stigmas associated with manual labor and gender stereotypes still influence perceptions, particularly among TVET students who expressed reluctance towards jobs that “make hands dirty.” Additionally, differences in perceptions were observed based on gender and socio-economic background. The study highlights the need for public awareness campaigns, modernized curricula, improved career counseling, and gender-sensitive policies to enhance the attractiveness of TVET and reduce societal stigmas.
Keywords: TVET, student perceptions, vocational education, technical training, gender stereotypes, manual labor stigma, Ghana, socio-economic factors, career counseling, educational reform.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
STUDENTS' PERCEPTIONS TOWARDS TECHNICAL AND VOCATIONAL PROGRAMMES IN THE WA MUNICIPALITY, GHANA
Julius Tigtig, Nusrat Jahan Ahmadiyya College of Education Department of Education Studies Upper West Region, Wa, Ghana.
MSI Journal of Education and Social Science | https://zenodo.org/records/17140830 | Page 01 to 14
Abstract
This study explores students’ perceptions towards Technical and Vocational Education and Training (TVET) programs in the Wa Municipality of Ghana. The research employs a descriptive survey design to examine attitudes and factors influencing the perceptions of Senior High School (SHS) students enrolled in both TVET and non-TVET programs. A sample of 300 students was selected using stratified random sampling, and data were collected through structured questionnaires. The findings reveal that both TVET and non-TVET students hold positive perceptions of TVET, recognizing its utility in providing practical skills for the modern workforce. TVET students expressed a stronger preference for vocational education over other academic subjects, while non-TVET students also acknowledged its relevance. However, traditional stigmas associated with manual labor and gender stereotypes still influence perceptions, particularly among TVET students who expressed reluctance towards jobs that “make hands dirty.” Additionally, differences in perceptions were observed based on gender and socio-economic background. The study highlights the need for public awareness campaigns, modernized curricula, improved career counseling, and gender-sensitive policies to enhance the attractiveness of TVET and reduce societal stigmas.
Keywords: TVET, student perceptions, vocational education, technical training, gender stereotypes, manual labor stigma, Ghana, socio-economic factors, career counseling, educational reform.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Scholarship and Spirituality: A Theological Reflection on Psalms 51 and the Formation of Seminarians.
Gershinen Paul Dajur Ph. D, St. Francis of Asisi College of Theology Wusasa.
Nanlir Kartim Napbut Ph. D, Crowther Graduate Theological Seminary Abeokuta.
Janfalan Yusuf Ishaya Ph. D, St. Francis of Asisi College of Theology Wusasa.
Anthony Aku Amba Ph. D, Christian Institute of Theology Jos.
MSI Journal of Education and Social Science | https://zenodo.org/records/17140080 | Page 01 to 13
Abstract
Theological education is often characterized by a tension between intellectual rigor and spiritual depth, raising the question of how seminarians can maintain a vibrant spiritual life while pursuing academic excellence. This paper explores the integration of scholarship and spirituality through a theological reflection on Psalms 51, one of the most profound penitential texts in Scripture. By examining its theological themes—confession, renewal, and mission—this study highlights the necessity of humility, integrity, and inner transformation as foundational elements in the life of a scholar. The analysis argues that scholarship divorced from spirituality risks producing ministers who are intellectually competent but spiritually deficient, thereby undermining the holistic nature of theological education. Conversely, when scholarship is informed by deep spiritual formation, seminarians embody a Christ-centered approach to ministry that unites knowledge and character. Drawing on biblical exegesis, practical theology, and contemporary formation models, the paper proposes strategies for integrating spiritual disciplines into the academic journey, emphasizing prayer, repentance, and community accountability as indispensable practices. Ultimately, this reflection affirms that the seminary is not merely an intellectual training ground but a transformative space where the heart and mind converge in the service of God and humanity.
Keywords: formation, Psalms 51, scholarship, seminarians, spirituality
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For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
E-LEARNING IN GLOBAL EDUCATION: CHALLENGES AND PROSPECTS FOR MUSIC AND RELIGIOUS EDUCATION IN NIGERIA
Dr. Gabriel Ademola Oyeniyi, Department of Composition, Musicology, and Worship Faculty of Church Music Nigerian Baptist Theological Seminary, Ogbomoso.
Dr. Ruth M. Oyeniyi, Department of Age- Grade and Family Education Faculty of Education Nigerian Baptist Theological Seminary, Ogbomoso.
MSI Journal of Education and Social Science | https://zenodo.org/records/17071776 | Page 01 to 17
Abstract
The world becoming a global village has had an influence on everything, particularly the field of education. Education has a globalized outlook both in content and context through E-Learning exercises. The concern of global education is how global developments are integrated into educational curricula irrespective of forms of education at all levels. The current global innovation in education is through Information Communication Technology (ICT), which advocates creativity, knowledge transfer, and critical thinking. E-learning is an evolving development in Nigeria, which, despite the challenges being encountered, is breaking ground in all fields of learning. The outbreak of the COVID-19 pandemic lends voice to the silent campaign for developing an online presence in courses being facilitated in schools. Music and religious education courses are to be designed and facilitated online. However, the fear of how the practical and moral lessons will be imparted to learners is evident. The traditional transmission mode of knowledge needs to give way to the innovative mode propagated through global education. Nigeria, though having some challenges in this regard, is trying to brace up to the situation by registering her presence in E-Learning activities, though it needs to do more. In Nigerian higher education institutions, computer-assisted instruction in music and religion is necessary to produce capable students who can hold their own against those in developed nations.. This paper will examine E-Learning in global education, the state of music and religious education in Nigeria, the challenges of teaching music and religious education online, and the prospects of E-Learning in the two identified courses.
Keywords: E-Learning, Global Education, Music and Religious Education, Challenges and Prospects, Nigeria.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Emotional Intelligence: A Principle for Guiding Leadership-Staff Relationship
Oladele Olubukola Olabode, Ph. D, Dept. of Administration and Leadership, Faculty of Education, Nigerian Baptist Theological Seminary, Ogbomoso, Oyo State.
MSI Journal of Education and Social Science | https://zenodo.org/records/17071756 | Page 01 to 16
Abstract
In contemporary organizational contexts, effective leadership requires more than technical expertise or strategic acumen; it demands relational sensitivity and emotional awareness. Emotional Intelligence (EI) encompasses the capacity to perceive, understand, regulate, and manage emotions in oneself and others. This paper examines EI as a critical principle for cultivating trust, empathy, collaboration, and healthy leader-staff relationships through a qualitative approach. It is opined that Leaders who demonstrate self-awareness, self-regulation, empathy, social skills, and motivation are better equipped to resolve conflicts constructively, adopt open communication, and enhance team performance. Within faith-based institutions and ministry settings, EI transcends managerial relevance, aligning with biblical models of servant leadership rooted in compassion and relational maturity. Integrating emotional intelligence into leadership practices, church and ministry leaders would achieve organizational effectiveness and embody Christ-like qualities that nurture unity, growth, and holistic well-being.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
