• Lost in the Forest

    Age Range: 10 – 14 years

    A girl goes snail-hunting with friends and soon finds out that she is all alone in the forest. A search is mounted for her and she is found dumb in an old man’s hut.

    Who is this old man and how did she end up in his hut? Why did no one know of his dealings with the youth in the village?

    In solving these mysteries, each member of society gleans one lesson or the other for community living.

  • One High School Adventure

    Age Range: 10 – 14 years

    Ama is a brilliant student who passes her exams with excellent grades. However, she cannot go to her first choice school for SHS due to financial constraints and so settles for another.

    In school, she falls in love. The demands of keeping a relationship take a toll on her grades. How does she get back on her feet to overcome this challenge and come out with flying colours?

    A book full of everyday challenges of growing up. Lessons: self-evaluation and perseverance are key.

  • Make Hay While the Sun Shines

    Age Range: 8 – 12 years

    In Make Hay while the Sun Shines, Ofoi learns his lesson the hard way. He always sneaks out to play when he has work to do.

    He has had his way for so long but the last straw that breaks the camel’s back is when he leaves his homework undone and goes to play “chaskele.” By the time he comes home in the evening, the lights are off. That is when he gets a good whack from his mother; one that puts him to sleep.

    The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.

    Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.

  • Red Hot Pepper

    Age Range: 5 – 9 years

    “Koliko sakora!” some of her friends teased her as she opened her food bowl. Dzifa had eaten fried potatoes with hot pepper for lunch for the past four days. Not that she did not like the food. She did but there was no fish to eat the meal with. She had no other option, but to eat the food, just as it was.

    Soon, break was over and lessons resumed.

    “What is that in your dress?” Miss Lucy enquired.

    “Please teacher, it is red hot pepper” Dzifa replied.

    The whole class burst into laughter.

    Dzifa resolved that after such an embarrassment before the whole class, she was not going to help Miss Lucy with clean the classroom anymore.

    Read further to see what happened later and the surprise that lay in store for Dzifa.

    Red Hot Pepper

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  • Better Late than Never

    Age Range: 8 – 12 years

    In Better Late than Never, Daakyehene is to attend an interview but wakes up a bit too late on the day set for the interview.

    For this reason, he decides that he will not attend. His mother urges him on to give it a try nonetheless.

    What happens at the interview? Was it worth the try? Is it really better late than never?

    The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.

    Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.

  • Those Who Live in Glasshouses Should Not Throw Stones

    Age Range: 8 – 12 years

    Zinabu and six other dancers put up a splendid performance at the durbar grounds. Their dancing is so impressive that they are asked to perform again the next day. Amina is keen on being the lead dancer this time round, and so accuses Zinabu of missing her steps during the previous performance. She succeeds in convincing Madam Aisha, the drama and dance teacher that she can put up a better performance.

    It turns out that the next day, she messes up and the crowds are not impressed.

    Why would she criticize Zinabu, when she herself cannot dance?

    Indeed, those who live in glass houses should not throw stones.

    The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.

    Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.

  • A Friend In Need Is A Friend Indeed

    Age Range: 10 – 13 years

    Fiifi and his two friends, Kakra and Panyin are neighbours. In an Art and Craft class, Fiifi cannot mold his clay pot. He asks Panyin to help him complete his art work over the weekend, but Panyin gives a thousand and one reasons why he cannot help.

    With Kakra’s guide, Fiifi is able to mold a beautiful pot. This pot turns out to be the best among the lot. Fiifi is pleased with himself and thankful to Kakra who helped him. Mr. Kumah awards him the highest marks.

    Where is Panyin? He cannot share in Fiifi’s joy because he did not help when he was needed most. He sits under the tree all by himself, and away from the fun and cheers.

    Fiifi now knows who can indeed be called a friend.

    The stories in this series Idioms in Expression aim at giving children a better understanding of idiomatic expressions. Since these idioms form the main theme for the story, it becomes easy for the reader to understand the contexts within which such expressions should be used.

    Coupled with this learning experience are the exciting story lines which do not only portray the familiar African culture, but also provide a wide vocabulary for readers’ use.

  • A Dream I Had

    Age Range: 6 – 10 years

    Samira wakes up one morning to find an empty house. Where is everyone? She wonders.

    Where have they all gone? How would she get to school early enough to write her exams?

    There comes her transport: a beautiful horse and its rider.

    Find out how she gets to school and all that ensues thereafter.

     

    A Dream I Had

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  • Nissi Publications Book Set (8 books)

    For children between 6 and 11 years.

    Books in this set are:

    A Friend in Need Is A Friend Indeed

    A Dream I Had

    Red Hot Pepper

    Lost in the Forest

    One High School Adventure

    Make Hay While the Sun Shines

    Those Who Live in Glass Houses Should Not Throw Stones

  • A History of Indigenous Slavery in Ghana: From the 15th to the 19th Century

    Academic research and publication on indigenous slavery in Ghana and in Africa more widely have not received attention commensurate with the importance of the phenomenon: the history of indigenous slavery, which existed long before the trans-Atlantic slave trade, has been a marginal topic in documented historical studies on Ghana. Yet its weighty historical, and contemporary relevance inside and outside Africa is undisputed.
    This book begins to redress this neglect. Drawing on sources including oral data from so-called slave descendants, cultural sites and trade routes, court records and colonial government reports, it presents historical and cultural analysis which aims to enhance historical knowledge and understanding of indigenous slavery. The author further intends to provide a holistic view of the indigenous institution of slavery as a formative factor in the social, political and economic development of pre- colonial Ghana.
  • A Danish Jew in West Africa: Wulff Joseph Wulff Biography And Letters (1836-1842)

    Wulff’s life history is of considerable interest in itself. In her biographical essay (Part I) Selena Axelrod Winsnes portrays him as a ‘marginal man’: being a Jew in Denmark at the beginning of the 19th century was to some extent an uphill struggle for those who sought public recognition, and Wulff did not escape discrimination in his administrative career at Christiansborg either, although special circumstances allowed him to hold important positions, and yet, only for the short term.

    Paradoxically, on his arrival to the Gold Coast Wulff — as a Jew — was placed in a middle position in the racial hierarchy dominating the mind-set of his superiors in Copenhagen — between Africans and Europeans. In many respects he shared the fate of Euro-Africans, straddling two worlds and being ‘sealed off’ from the top echelons of the European establishments on the Coast.

    This book comprises two parts. The first is a biographical presentation of Wulff Joseph Wulff , a Danish Jew. It is an essay concerning the last six years of his life, spent on the Gold Coast of West Africa, based on letters he wrote to his family in Denmark. Those letters were published in 1917 as Da Guinea var Dansk [When Guinea was Danish], by Carl Behrens, a member of his family in Denmark. The second part of the book is an edited translation of the letters from Danish into English.

  • Closing the Books: Governor Edward Carstensen on Danish Guinea (1842-50)

    Sitting on the terrace of the royal plantation Frederiksgave, his favourite retreat, Governor Edward Carstensen came to see the inevitable: Denmark had to give up her “possessions” in Africa. As fate would have it, he came to be the instrument by which two centuries of Danish involvement on the Gold Coast was terminated, thereby making way for the emergence of the colonial system that developed there.

    After the abolition of the slave trade, Denmark had struggled to find ways and means to legitimate her continued stay at the Coast. At an early stage the Danes initiated a number of attempts to establish experimental plantations to cultivate export crops such as cotton, coffee and sugar. But a transition from slave trade to “legitimate” products required stability and peace, and a need for control, which the rather limited Danish presence was not able to maintain.

    Closing the Books comprises a compilation of the official reports that the last Danish Governor sent home during his term of office at the Gold Coast. The reports reflect his personal views regarding the economic and political situations there, as well as his ideas on the “civilization of Africa”.

  • African Visionaries

    In over forty portraits, African writers present extraordinary people from their continent: portraits of the women and men whom they admire, people who have changed and enriched life in Africa. The portraits include inventor, founders of universities, resistance fighters, musicians, environmental activists or writers. African Visionaries is a multi-faceted book, seen through African eyes, on the most impactful people of Africa.

    Some of the writers contributing to the collection are: Helon Habila, Virginia Phiri, Ellen Banda-Aaku, Véronique Tadjo, Tendai Huchu, Solomon Tsehaye, Patrice Nganang and Sami Tchak.

  • Selected Speeches of Dr. K. A. Busia: Prime Minister of Ghana (1969-1972)

    This is a compendium of speeches by Dr. K.A. Busia, a world-renowned politician and scholar, Africa’s first Leader of Parliamentary Opposition in an independent country south of the Sahara and Prime Minister of Ghana (1969-1972).

    His commitment to multiparty democracy is demonstrated throughout the pages. For example, he objected strongly to the decision to turn Ghana  into a one-party state in the First Republic, saying, “One-party rule for Ghana, in the light of our traditions, is a step backward from the accumulated wisdom we inherited from our ancestors.”

    Today, one-party rule is a taboo to the Ghanaian constitution and Busia’s preferred economic and governance modules have become the bedrock for governance, demonstrating the continuing relevance of his ideas to contemporary politics.

  • Proceedings of the Ghana Academy of Arts and Sciences (2013 – Education for National Development)

    Proceedings, Founder’s Week Celebrations, 2013

    Contents

    Foreword — Professor Takyiwaa Manuh

    Presidential Address: Education in the Age of Rapid Technological Advancement — Professor Francis K.A. Allotey

    Basic Education in a Changing World: Rethinking the Role of Stakeholders in Ghana — Dr. Christiana Amoako-Nuama

    The Quality and Inclusivity of Basic Education across Ghana’s three Northern Regions: Assessing Learning Effectiveness and Efficiency towards the Post 2015 Era — Dr. Leslie Casely-Hayford

    Reviewing Secondary, Technical Education and Skills Training in Ghana — Dr. George Afeti

    Skills Diversification to meet Current and Future Labour Market Opportunities in Ghana — Professor G.K.S. Aflakpui

    Higher Education beyond the Labour Market — Professor Helen Lauer

    Kwame Nkrumah Memorial Lecture: Knowledge and Innovation for Agricultural Development — Professor Kwadwo Asenso-Okyere

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