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Milton
- Rate 109 GHS
- Response 1h
109 GHS/hr
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About Milton
During the past 14 years to date, I worked in various positions including that of a College Lecturer, University Tutor and Economist (rising from junior to senior level).
My responsibilities as an Economist included econometric modelling of time series and panel data, macroeconomic research and modelling, monitoring of sectorial economic indicators, macroeconomic forecasting and providing budgetary inputs. I also worked as a principal consultant to International Labour Organisation (ILO) for programmes baseline and impact studies in the Free State from 2013 to 2015. I obtained several on job training certificates in applied macroeconomics and econometrics as indicated in my CV.
My recent experience in academics is when I tutored microeconomics for first year students at the University of the Free State in 2016. I also been offering applied econometric modelling advisory services to Honours, Masters and PhD Students – all students advised passed their thesis (names of students can be made available if needed). My areas of interest are Time series and Panel Data Econometrics, Mathematics for economist (quantitative methods), Experimental Economics, Development Economics, Macroeconomics and Macroeconomic Modelling – CGEMs, SAM and I-O. I also hold an NQF 5 Assessor Certificate obtained in 2019.
As part of my Master programme in Economics at the University of Free State I completed the following modules:
• Applied Microeconomics and competition theory (Passed with 72%)
• Advanced Macroeconomics (passed with 72%)
• Development Economics (passed with 72%), and
• Cross section and panel data econometrics ((passed with 75%).
• Dissertation in Experimental Economics ((passed with 72%).
Prior to my sojourning to South Africa in 2011, I was working as a senior Economist in the Ministry of Economic Development (now ministry of planning and investment promotion) in the department of Research and Modelling. My core duties involved:
• Lead economic researcher, data analysis and report writing
• Supervise work done by junior economists.
• Producing research papers;
• Econometric modelling and forecasting of key economic indicators.
• Review, analysis and formulation of building blocks into National short, medium and long term turnaround strategies and policies
I am a person who is passionate at what he does, have a strong affinity to professions that are highly quantitative, analytical and demanding some leadership acumen. In the past 14 years of working in both the private and public, I have amassed both functional and corporate competences. Functional competences that I now possess include good analytical skills, problem solving and research skills, good interpersonal skills and ability to work within a team, giving particular attention to service orientation and results delivery, and strong oral and written communication skills. On the cooperate side, some of the competencies that I acquired include: valuing integrity, professionalism and team work, able to work in a multicultural setting, displaying sensitivity and adaptability to racial, cultural, and religious affiliation and valuing knowledge sharing and interpersonal capacity building.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +10
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
Adult Education
Facultate (Licență)
Master's degree
Higher national diploma
Doctor of philosophy
Other
MBA
- English
All languages in which the lesson is available :
English
I have no casting stone teaching methodology, but rather i tend to, depending on need and situation, use the following methods: #1 Instructor/Teacher Centred Methods
Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners, on the other hand, are presumed to be passive and copious recipients of knowledge from the teacher.
Examples of such methods are expository or lecture methods – which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such methods are called “closed-ended”.
#2 Learner-Centred Methods
In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom extends rather than constricts his intellectual horizons”.
The teacher also learns new things every day which he/she didn’t know in the process of teaching. The teacher “becomes a resource rather than an authority”. Examples of learner-centred methods are discussion method, discovery or inquiry-based approach and the Hill’s model of learning through discussion (LTD).
#3 Content-Focused Methods
In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important.
A lot of emphases is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content. An example of a method which subordinates the interests of the teacher and learners to the content is the programmed learning approach.
#4 Interactive/Participative Methods
This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher. These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher.
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Rates
Rate
- 109 GHS
Pack prices
- 5h: 545 GHS
- 10h: 1090 GHS
online
- GHS109/h
Travel
- + 50 GHS
Details
My rates, depending on situations, are a function of the level of student, distance to be traveled and hours engaged (more hours may attract a discount)
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