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Academic discourse has highlighted the influence of pre-service teachers' technological knowledge as a cord linking their pedagogy and content integration. However, pre-service teachers' demographic characteristics play a crucial role in their technological knowledge development. As a result, this study examined how prospective teachers' demographic variables predict their technological knowledge. A census survey with an exploratory multiple-regression design was adopted to test the relationship of the predictive variables (programme of study, gender, central area of specialization, and minor area of specialization) of Abetifi Presbyterian College of Education pre-service teachers. A census technique was used to include all the 379 level 400 pre-service teachers pursuing Bachelor of Education (Primary Education) and Bachelor of Education (Junior High School Education) for the 2021/2022 academic year. A five-point closed-ended questionnaire with a Cronbach alpha coefficient of 0.758 was used as the primary data collection instrument. The study's findings indicated that prospective teachers were technologically knowledgeable in recognizing, accepting, adapting, exploring and advancing technological resources. The study's findings established that demographic variables were statistically significant predictors of pre-service technological knowledge. For teacher training institutions to address the technological challenges of prospective teachers, technological resources applicable within their subject areas of specialization should be used during instruction. Teacher educators should consider the background characteristics of prospective teachers in order to select and adjust technological resources to whip prospective teachers' interest in the use of innovative resources during instruction.

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The central focus of this paper is to undertake a reflective examination of the educational philosophies of Dr. Kwame Nkrumah of Ghana and Julius Nyerere of Tanzania and these educational philosophies intricacies for curriculum development in Africa. The educational philosophies of Dr. Kwame Nkrumah (Consciencism, Socialism, Africanism, Humanism, and Communism) as well as that of Julius Nyerere (Self-reliance and Liberation) were of importance to the distinct countries at the time yet, its relevance can still be felt and their foundational legacies within the educational front solidified and modified to meet current changes in education. African curriculum developers must not lose sight of the implications of these educational philosophies of these great Africanist scholars rather synchronize contemporary educational philosophies to meet the standards and vision of education of these two great Pan-Africanist.

Cancer is a serious public health problem not only in Ghana but also worldwide, worsening in recent years as a result of growing population in developing countries such as Ghana (Nkyekyer, 2000). The World Health Organization (2017) defines cancer as a generic term for a large group of diseases characterized by the growth of abnormal cells beyond their usual boundaries that can invade adjoining parts of the body and/or spread to other organs. The cancer disease is different from other chronic diseases because its pathology usually leads to deformities, pain and mutilation which causes great psychological impact and negative feelings from the very time of diagnosis (Nakashima, Koifman, & Koifman, 2012). The key risk factor for infection is the exposure to the Human Papilloma Virus (HPV) types 16 and 18 shortly after becoming sexually active at an early age or having multiple sexual partners (