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1
Kamau, Onesmus, Stephen Muathe, and Lawrence Wainaina. "Demographic factors and turnover intentions of teachers’ in public secondary schools in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (June 14, 2021): 363–74. http://dx.doi.org/10.20525/ijrbs.v10i4.984.
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This study aims to investigate the effect of demographic factors on the turnover intentions of teachers in public secondary schools in Murang’a county Kenya. The study was guided by the following specific objectives: To investigate the association between age and education and turnover intentions; to establish the association between gender and turnover intentions; to determine the association between tenure and turnover intentions and to establish the association between educational level and turnover intentions. The study was guided by the Social exchange and Organization equilibrium theories. This study was a cross-sectional study and adopted descriptive and explanatory research designs. The target population was 3752 Teachers Service Commission (TSC) teachers in 304 public secondary schools in Murang’a county Kenya. The study thus used multi-stage random to select a sample size of 400 teachers and 40 schools. A self-administered questionnaire was used to collect the demographic data. Data were analyzed using cross-tabulation and Pearson Chi-square statistics. The study findings indicated that age has a significant association with turnover intentions while employee tenure, gender, and educational level have no significant association with turnover intentions.
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Simiyu, R. S., E. Kirwok, and R. W. Thinguri. "An Investigation of Secondary Schools’ Readiness towards the Implementation of Life Skills Education: A Study of Trans-Nzoia County, Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (January 21, 2017): 9. http://dx.doi.org/10.21013/jems.v6.n1.p2.
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<div><p><em>Life skills education was introduced by the Kenya government to replace the HIV and AIDS education which was not positively perceived by its implementers. The purpose of this study was to investigate Secondary schools’ readiness towards the implementation of life skills education in Trans-Nzoia County. The main objectives were to determine teachers’ training on life skills education implementation in Trans-Nzoia County, to assess the availability of teaching and learning materials and infrastructure for the implementation of life skills education in Trans-Nzoia County, to evaluate teachers’ attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County, and to establish school management attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County. The study was guided by Work readiness theory by Catherine, Walker, Mathew and Cathy. This study employed concurrent triangulation study design with mixed methodology, where a target population of 2,234 teachers was studied. The study used concurrent sampling technique. Probability sampling with a simple random sample was used to sample thirty percent of schools. It further purposively sampled out thirty percent of secondary schools principals, deputy principals, guidance and counselling heads of department and teachers assigned to teach life skills who participated in the study. Instruments of data collection included interview schedule, observation guide and document analysis guide. A pilot study was carried out to establish the reliability of research instruments. Data was analyzed descriptively and thematically. The study was significant in contribution to the formulation of policies for life skills education in secondary schools, recognition of life skills education in the development of the nation by the stake holders, consideration of school management and teacher factors that are related to the teaching of life skills education by curriculum developers and also serve as a reference material to potential researchers in the related field of study. The findings of the study indicated inadequate training of teachers in life skills education, inadequate use of teaching learning materials, some element of unwillingness by teachers in the implementation of life skills education in secondary schools of Trans-Nzoia County. There was also inadequate supervision and support towards teachers by administrators towards the implementation of life skills education in Secondary schools of Trans-Nzoia County. The recommendations were that the government should put a policy in place as an affirmative action to train teachers in the implementation of life skills education. Kenya Institute of Curriculum Development should review the implementation programme in terms of time and curricular and nationally evaluate the subject. </em></p></div>
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Okoth, Ursulla A. "Transformational Leadership Practices in Curriculum Implementation (Environmental Education) in Secondary Schools in Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 320. http://dx.doi.org/10.19044/esj.2018.v14n10p320.
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Leadership practices promote accomplishment of goals in organizations. This paper focuses on the application of transformational leadership practices: Idealized influence, Inspirational motivation, Intellectual stimulation and Individualized consideration in curriculum implementation, Environmental Education (EE). The sample consisted of 183 teachers randomly selected from 30 secondary schools in Siaya County. A questionnaire was used in a descriptive survey research. The findings using the selected indicators were that head teachers: strived towards the collective goal of fulfilling a vision and were positive role models; had trust of teachers’ ability; made decisions all the time; encouraged students to work hard; and organized meetings with other schools to achieve subject objectives.
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LUKETERO, STEPHEN WANYONYI, and EDITH WAMBUI KANGANGI. "THE FACTORS INFLUENCING STUDENTS’ ACADEMIC PERFOMANCE IN KENYA CERTIFICATE OF SECONDARY EDUCATION IN KIRINYAGA CENTRAL SUB-COUNTY, KIRINYAGA COUNTY, KENYA." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 1–11. http://dx.doi.org/10.31686/ijier.vol7.iss4.1143.
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This paper is on factors students’ academic performance in Kenya Certificate of Secondary Education in Kirinyaga Central Sub-county of Kirinyaga County, Kenya. Literature review dwelt on global examination of academic performance, Africa review and regional including Kenya case. The study was guided by five objectives including but not limited to: factors that influence KCSE performance that include students-teachers ratio, peer pressure, school resources, student’s motivation and family background. The study used descriptive survey research design. The sample comprised of 136 respondents of whom 68 were Heads of department, 34 deans of studies and 34 school captains from all the 34 schools in Kirinyaga Central Sub-county. Results on teacher-students ratio was seen to be highly influencing students’ performance. All the respondents (100%) agreed that high teacher-student ratio influence KCSE performance by either leading to low physical contact between teachers and students hence poor understanding of concepts and poor individual attention to every students. Peer influence influences students’ academic performance. 67.6% of the respondents agreed that some learners might not be interested in academic excellence hence dragging others behind. Peers also influence each other on drug and substance abuse, premarital indecency, dressing indecently, coupling and laziness. It was observed that 94.1% of the respondents agreed that school resources influence students’ performance. These include enough teachers, textbooks, buildings, revision materials etc. on students motivation it was found that attitude of students influence academic performance by 73.3%. It was also noted that 86.7% of the respondents agreed that family background had influence on academic performance.
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Ongesa, Cosmas Masega. "The Critical Thinking Skill Gap in the Kenyan Education Curriculum." Journal of Interdisciplinary Studies in Education 9, SI (July 16, 2020): 178–91. http://dx.doi.org/10.32674/jise.v9isi.1860.
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Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.
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Ciubotaru, Mihai, and Florin Leuciuc. "The analysis of teaching physical education in secondary school." Annals of "Dunarea de Jos" University of Galati Fascicle XV Physical Education and Sport Management 1 (July 15, 2019): 13–19. http://dx.doi.org/10.35219/efms.2019.1.03.
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The educational system in Romania, a continually changing system, aims at innovation of the educational process through the necessity of applying a reform. The idea of reform is based on the fact of creating the objectives that lead to the development of the personality of the student specified in legal documents. The discipline of physical education and sport is an important area for secondary school students. The framework of the educational system in Romania includes physical education with two hours per week, included in the main plan of the curriculum, one additional hour taught as optional lesson, sports teams with additional lessons for training the representative teams of the school. Physical education subject gained an imposing status for the secondary school. In order to accomplish this work, I used the method of study of the specialized literature. Documenting is the activity of collecting, searching, sorting out all the information that can help us to reach the goal. The purpose of the paper is to verify a teaching strategy that is very useful during the physical education and sports lessons by using methods to achieve the objectives of physical education, school curricula and increasing the effectiveness of the lesson. The knowledge gathered from the specialized literature highlights the different opinions of the authors stating that we must carefully choose the contents that we use in the educational process in order to have a good efficiency in teaching physical education.
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George, Ouma, Odhiambo G. Duncan, Musyimi David, and Kwach Johnson. "Livelihood assessment of avocado growing in western Kenya and its socioeconomic implications using agricultural extension services." International Journal of Agricultural Extension 6, no. 2 (September 9, 2018): 71–79. http://dx.doi.org/10.33687/ijae.006.02.2286.
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Avocado (Persia americana) is an important world crop. In Kenya, it has become a very important crop but its production is limited by several factors. Studies were conducted in the Lake Victoria Basin counties of Bunyala in Busia, Kisumu, Muhoroni, Nyando and Rachuonyo in western Kenya to investigate the socioeconomic factors affecting Avocado production. Information were collected from focus group discussions, key informants, individual interviews and secondary sources. Statistical Package for Social Scientist was used to analyze data collected interpreted and reported. The objectives were to assess how Avocado growers in western Kenya using Agricultural extension services affects the Livelihood of farmers considering their level of education and extension services and the implication it has on their decisions making to invest in Avocado production. There was positive relationship within the participating farmers as relates their level of education, income and availability of extension services that led to high adoption of inputs, choice of rootstocks to grow the crop, varieties chosen, planting, cultural practices harvesting, storage and marketing.
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Njoka, Johannes Njagi, Perminus Githui, and Lucy Wanjira Ndegwa. "Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (January 28, 2020): 58–66. http://dx.doi.org/10.33258/birci.v3i1.721.
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The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.
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Mwanza, Rose, and Lucia Musyoka. "Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance." European Scientific Journal, ESJ 14, no. 28 (October 31, 2018): 128. http://dx.doi.org/10.19044/esj.2018.v14n28p128.
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This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.
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OJIJO, GRACE AUMA, and Lucy Kibera. "FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 109–17. http://dx.doi.org/10.31686/ijier.vol5.iss7.759.
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This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork. The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.
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Davis, Elise Catherine, Terri Menser, Alondra Cerda Juarez, Lesley E. Tomaszewski, and Bita A. Kash. "Examining healthcare systems: a market analysis for Kenya." European Journal of Training and Development 43, no. 1/2 (February 18, 2019): 2–20. http://dx.doi.org/10.1108/ejtd-06-2016-0041.
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Purpose This paper aims to present a literature review of the health workforce, hospital and clinic systems, infrastructure, primary care, regulatory climate, the pharmaceutical industry and community health behavior of the Kenyan health-care system with the purpose of providing a thorough background on the health-care environment in Kenya. Design/methodology/approach A systematic literature review was conducted using Pub Med, searching for “Kenya” in the title of articles published from January 1, 2015 to February 24, 2016; this provided a broad overview of the type of research being conducted in Kenya. Other data provided by governmental agencies and non-governmental agencies was also reviewed to describe the current state of population health in Kenya. Findings An initial review of 615 Pubmed articles included 455 relevant articles. A complete review of these studies was conducted, resulting in a final sample of 389 articles. These articles were categorized into three main subject areas with 14 secondary subject areas (Figure 1). Research limitations/implications The narrow scope of the search parameters set for the systematic review was a necessary limitation to focus on the most relevant literature. The findings of this study provide a thorough background on health care in Kenya to researchers and practitioners. Originality/value This compilation of data specific to Kenya provides a detailed summary of both the country’s health-care services and health status, focusing on potential means of realizing increased quality and length of life.
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Imbuye, Ruth, Risper Konzolo, Johyn Masinde, Patrick Barasa, Patrick Olutwati, Wanyama Mukubuyi, Japheth Barasa, David Loeseps, Susan Wandukusi, and Florence Chemayiek. "PARENTING STYLES INFLUENCE ON ACADEMIC ACHIEVEMENT OF YOUTH IN BORSTAL INSTITUTION IN KENYA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 818–27. http://dx.doi.org/10.21474/ijar01/12077.
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Parenting styles can influence youthful offenders on academic achievement, behaviours and truancy. The studys objectives were to identify parenting styles used by guardians on youthful offenders in borstal institutions in Kenya, to establish behavioral problems exhibited in students due to parenting styles in borstal institutions in Kenya and to analyze academic achievement of youthful offenders in borstal institutions in Kenya. Respondents to the research were selected using the simple random technique through the Krejcie and Morgan formular table. Since the purpose of the study was to identify parenting styles used by guardians on youthful offenders in borstal institutions in Kenya, stakeholders including students, parents, prison warders, counsellors, social workers and administrators constituted the sample population. Data was collected using questionnaires, interview schedules and focus group discussions before being presented in tables. The data was analyzed using Statistical Package for Social Statisticsversion 20. Primary and secondary sources were also used in the study. Findings indicated that more pupil responses showed that behaviours adopted by youthful offenders were a result of parenting styles. Neglectful parenting resulted in increase of bad behavior. Absentee parenting was the leading cause of poor academic achievement. Recommendations of this study include review of policy of the Education Act toaddress academic achievement problems in borstal institutions. Parenting styles should be discussed and taught in both primary and secondary school.Future research should focus on parents cultural beliefs and practice influence on youthful offenders academic achievement.
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Mulani, John Munyao, Prof Pamela Ochieng, and Dr Reuben K. Kenei. "The Influence of Gender Stereotyping Dynamics on Appointment of Female Teachers as Secondary School Principals in Makueni Sub-county, Makueni County, Kenya." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 304–14. http://dx.doi.org/10.31686/ijier.vol8.iss6.2419.
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Female teachers play an important role in school management. However, their number in positions of school headship is low. The purpose of this study was to assess the influence of gender dynamics on the appointment of female teachers as secondary school principals in Makueni Sub-county, Makueni County, Kenya. The objectives were: to assess the influence of female teachers’ gender roles, self-perception, stereotyping and management training on appointment as secondary school Principals. The study was guided by The Pearson’s Theory of Gender Relations and Feminism Theory. Mixed methodology was applied and thus concurrent triangulation design was adopted. Qualitative data were analyzed thematically along the objectives and presented narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the help of Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that gender stereotyping is a major hindrance to female teachers’ desire to seek to positions of headship. The study recommends that educational policy-makers to come up with policies that create positions for women to eliminate gender imbalance in education administration. Policy makers to come up with a curriculum that include gender issues for purpose of sensitizing the community on the social/cultural barriers which cause gender imbalance in education administration. The Ministry of Education should come up with a policy where attendance of workshops and seminars is a compulsory requirement for all teachers in order to build skills and knowledge on their careers and give women chances to compete favorably with men.
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Anakara, Hazem Riad Suleiman. "Assessment of Biological Literacy Levels Among Third-Grade Secondary School Students in Medina." International Education Studies 14, no. 7 (June 24, 2021): 47. http://dx.doi.org/10.5539/ies.v14n7p47.
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This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno & Bybee, 1994) to assess students’ ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students’ skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.
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Hansson, Per-Olof. "Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 77–91. http://dx.doi.org/10.22492/ije.9.2.05.
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The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
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Teslenko, V. A., and R. M. Mel'nikov. "Scaling the dual model of secondary vocational education as a factor of economic development of Russian regions." Regional Economics: Theory and Practice 18, no. 5 (May 15, 2020): 810–28. http://dx.doi.org/10.24891/re.18.5.810.
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Subject. This article deals with the issues of improving economic relations between different structures in the implementation of the dual model of secondary vocational education. Objectives. The article aims to develop recommendations for scaling the dual model of secondary vocational education in Russian regions. Methods. For the study, we used a regression analysis. Results. The article defines that the development of the dual model of secondary vocational education creates certain prerequisites for successful development of high-tech companies in the region. It justifies the need for federal financial support for the regional chambers of commerce and industry. Conclusions. At present, the spread of the dual model of secondary vocational education in Russia is local and limited to regions with a fairly high level of economic development. Further expansion of the model requires the implementation of a new target programme.
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Nyakoe, Jane Nyanchama. "INFLUENCE OF GOVERNMENT FUNDING ON ACADEMIC ACHIEVEMENT OF PUBLIC SECONDARY SCHOOLS IN NYAMAIYA DIVISION, NYAMIRA COUNTY, KENYA." International Journal for Innovation Education and Research 8, no. 1 (January 31, 2020): 01–08. http://dx.doi.org/10.31686/ijier.vol8.iss1.1227.
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Despite the critical objective of government funding in education, and guaranteeing that all school going children access quality education, recent literature indicates that a good number of them stay away from school. The purpose of this research was to examine the role of economic investments on academic achievement of public secondary schools in Nyamaiya Division, Nyamira County, Kenya. This research study was directed by the listed objective: to establish the influence of government funding on academic achievement of public secondary schools in Nyamaiya division, Nyamira County. The study employed the Human capital theory. The research employed a survey research design which adopted a mixed methodology since it had both quantitative and qualitative aspects. The research employed concurrent triangulation approach. The study targeted 18 principals, 153 class teachers, 3470 students and 1 education support officer. The sample size constituted of 4 principals, 30 class teachers, 347 students and one curriculum support officer a total of 382 respondents. Purposive sampling was used to sample principals and curriculum support officer while random sampling was used to sample class teachers and student. Questionnaires were used to obtain information from students and class teachers while interview guide were used on principals and curriculum support officer. Piloting was conducted in the neighboring Nyamira division on 10% of the sample size. Test-retest technique was used to test reliability. Qualitative data was analysed thematically along the objectives and quantitative data using Statistical Package of Social Sciences (SPSS 21). The quantitative findings of the study were presented using frequency tables, percentages and inferential statistics using correlation whereas qualitative findings were presented thematically and in narration forms. From the analysis, it was noted that; government and donor funds have enabled school infrastructures to be put in place together with some teaching and learning equipment. Agricultural and entrepreneurial activities have enabled parents to raise school fees and supplement on other learning equipments. Improved infrastructure, availability of teaching and learning materials impacts positively on learners’ academic achievement. The study recommends the government to support public secondary schools fully.
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Navykarn, Kanokrat, and Umaporn Muneenam. "Waste Management Education for Sustainable Islands." Applied Mechanics and Materials 804 (October 2015): 271–74. http://dx.doi.org/10.4028/www.scientific.net/amm.804.271.
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Waste pollution is environmental problem on an international level that is particularly important to an island which is limited area, as well as where is little management capacity to carry the number of future wastes. This article aims to present the reviewed relevant documents about waste management education; a kind of tool in which to reach the environmental education objectives. These are an increasing of knowledge, awareness, attitude, skills, and participation for all stakeholders in order to reduce the number of waste volume. Two keywords were used to search from the secondary data which are environmental education (EE.) and waste management. The waste management was mainly focused to the education process only on island. The results found that waste management education conducted in all educational systems promoted both children and adults in different processes and settings. For example; educational set, waste management program, learning activities, and waste training manual. Moreover, the designed contents were varieties; such as, waste issues, effects from wastes, waste management, waste disposal, and waste separation by practice. However; not all of them reached the EE objectives. Consequently, this information will be useful for the future research about waste management education in island context.
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Jakubowska, Małgorzata. "Main Objectives of Film Education in Poland: Institutional Context and Developmental Tendencies." Panoptikum, no. 18 (December 29, 2017): 28–43. http://dx.doi.org/10.26881/pan.2017.18.02.
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This paper is focused on problems concerning film education in Poland. It concentrates on the changes in and different ways of defining the goals of film education, the aims or recipients of this type of education. By presenting several definitions provided by Polish experts, it shows the direction of the changes; for example the inclusion of film knowledge into a wider context of essential competencies of each participant of contemporary audiovisual culture. The paper shows that in the 80’s and the 90’s of the 20th century academics identified the relationship and mutual interdependence between literature and the cinema as the most important part. Now, however, they mostly focus on the role of film in preserving national and European heritage. Moreover, contemporary concepts of film education mainly deal with workshops rather than with theoretical studies. What are the effects of the changes and new tendencies? Film education is present in the curriculums of primary and secondary schools (but constituting only limited elements and playing a marginal role). In Poland there are ministerial programmes, institutional projects, public offerings and also competitive commercial offers. Although we can see positive tendencies in this area, the system of film education in Poland stillneeds a coherent policy and institutional care.
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Nzuki, Nathan Mwaka, and Charity Njoka. "Ownership Structure and Financial Performance of Companies Listed at the Nairobi Securities Exchange, Kenya." International Journal of Current Aspects in Finance, Banking and Accounting 3, no. 1 (June 7, 2021): 1–9. http://dx.doi.org/10.35942/ijcfa.v3i1.168.
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Performance of firms is predominantly contingent on the deliberate decisions cautiously made and executed by the owners therefore a linkage exists between ownership structure and performance financially. Owners are part of a segment that makes decisions by the virtue of their relationship with the firm. Therefore, the question of what maybe the most efficient ownership structure is relevant. Through the period 2014 to 2018, there was an increase in the listed firms that issued profit warnings with others like Kenya Airways and Uchumi Supermarket running into huge financial losses. This research aims at determining the relationship between structure of ownership on company’s performance financially and are anchored on two explicit objectives: to ascertain whether institutional local ownership impact on performance and to evaluate whether managerial ownership impact on performance. This exploration is built on, stewardship, Agency and stakeholder theories which expound an association of structure of ownership and performance financially of all Kenyan listed firmsthrough2014 to 2018. The examination adopts a causal research design. A census of the 60 listed firms is drawn in this study. Secondary data relating to ownership structure and return on assets is collected using secondary data collection sheet. Panel regression model is utilised to ascertain the relationship between the predictor and dependent variables. The effect of Institutional local ownership on Return on assets is significant as shown by the p values of 0.007. Managerial ownership is found to have an insignificant impact on Return on assets as shown by the p values of 0. 611.The study is recommending that in pursuit for high Return on assets firm can come up with incentives to encourage institutions to invest more in the company to raise performance.
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Itegi, Florence M. "Implications of Enhancing Access to Higher Education for Quality Assurance: the Phenomenon of Study Centres of Kenyan Universities." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 117–32. http://dx.doi.org/10.4314/majohe.v7i2.8.
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This study sought to accomplish three objectives: to examine the expansion of access to university education in Kenya; to examine the implications of expansion of access for the quality of university education; and to develop a model showing interrelationships between the expansion of access and quality assurance, based on lessons learnt from study centres established by both public and private universities in the country. The study was based on literature review, which was augmented by key informant interviews, focus group discussions and observation. It revealed that the study centres marked a great stride in opening access to higher education, especially for the working class, and in increasing the number of graduates from secondary schools, provided facilities for face to face tuition and a range of benefits to their host communities. However, the centres also face difficulties in relation to physical structures, learning resources, staffing and retention of students.Keywords: Massification; Study centres; Quality assurance
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Kowalonek-Janczarek, Monika. "Englisch als Lingua franca versus andere Sprachen im Bildungswesen: Polen und Japan im Vergleich." Glottodidactica. An International Journal of Applied Linguistics 46, no. 1 (July 29, 2019): 23–38. http://dx.doi.org/10.14746/gl.2019.46.1.02.
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The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.
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Majimbo, Evelyn. "Influence of Attachment Styles on Academic Performance of Adolescents in High Cost Private Secondary Schools in Nairobi County, Kenya." European Scientific Journal, ESJ 13, no. 10 (April 30, 2017): 90. http://dx.doi.org/10.19044/esj.2017.v13n10p90.
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The purpose of the study was to determine the effect of adolescent attachment styles on academic performance in high-cost private secondary schools. The specific objectives were: to establish the attachment styles exhibited by the adolescents, to determine the relationship between attachment styles and academic performance of students in selected high cost secondary schools in Nairobi and to assess the role of parental bonding on adolescent attachment. Descriptive research design was used. The target population was students drawn from high cost private secondary schools in Dagoreti, Langata and Westlands constituencies in Nairobi County, Kenya. Data was collected by aid of a structured questionnaire with closed and openended questions. Data was analyzed using correlation technique and Mann- Whitney U test. The results showed that there was a weak positive correlation between academic performance and secure attachment style and a negative correlation between academic performance and insecure attachment style. In overall, securely attached adolescents performed better than their insecure attached counterparts. Parents placed too much expectation on their adolescents which increased their anxiety and stress during exams. The implication of this is that parents unknowingly cause psychological harm by pushing their adolescents too much to excel in their education. Counseling practitioners attached to high cost private secondary schools should adopt a tripartite framework of guidance and counseling that involves the participation of parents through mutual understanding and child-centered engagement. Parents of these children should also be realistic even when they set their well-intended bar high for their adolescent children.
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Esther Kibor, Jane Ingado Misigo; James Kay;. "The Relationship between Emerging Forms of Bullying and Self-Esteem among Secondary Schools Students in Bungoma County, Kenya." Editon Consortium Journal of Psychology, Guidance, and Counseling 1, no. 3 (September 30, 2019): 75–83. http://dx.doi.org/10.51317/ecjpgc.v1i3.90.
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The purpose of the study was to investigate the relationship between emerging issues of bullying and self-esteem among Secondary School Students in Bungoma County, Kenya. The Social-Ecological Theory and Psychosocial Theory guided the study. The research population was 29,040 Form 3 students, Deputy Principals and Guidance and Counseling teachers from 360 secondary schools participated in the study. A sample size of 399 students was drawn from boys, girls and co-education schools. Form Three Students were randomly selected from the sampled schools. The study adopted a cross-sectional research design using mixed-method approaches and correlational design. Both qualitative and quantitative data was collected concurrently. Stratified random sampling and simple random sampling was used to sample schools and students, respectively. A pilot study was conducted on the 30 Form Three students selected from three categories of secondary schools in Bungoma County. Data was collected using a self-response questionnaire and interview schedule guide. Descriptive statistics such as mean, standard deviation and percentages were used to analyse and describe data quantitative data. Inferential statistics such as Pearson Correlation statistics, ANOVA was used to test the significance of the stated hypothesis at the alpha level (α = 0.05). The qualitative data was thematically analysed based on the objectives and presented through texts. All analysis was done using the statistical package for social sciences (SPSS) version 21.0. The findings revealed that there was a relationship between emerging forms of bullying and self-esteem R2 =.388 (38.8%).
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Jesse, Samuel Nyaga, Joseph Murithi Jesse, and Alice Omariba. "EFFECT OF USER INTERFACE ON THE UTILIZATION AND EFFICACY OF EDUCATIONAL DIGITAL CONTENT AMONG SECONDARY SCHOOLS IN KENYA." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 244–60. http://dx.doi.org/10.31686/ijier.vol4.iss10.613.
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The quality of educational support materials utilized in schools contributes greatly to the quality of education that is delivered during an instructional process. In recent years, there has been rapid expansion in digital content development, dissemination and access in schools. Many initiatives geared towards development and provisions of digital content to schools in Kenya have been witnessed. However, little has been done to ensure that the educational digital content design aspect such as user interface is appropriate for the instructional process. This study therefore investigated the effect of the user interface on the utilization and efficacy of educational digital content among secondary schools in Kenya. The study was guided by three specific objectives including to: analyze the layout of the various components of educational digital content in secondary schools; examine the navigational tools in the educational digital content and assess the effect of user interfaces on the utilization of educational digital content in secondary school. A descriptive survey design was used for the study which involved fifteen Economic Stimulus Programme phase 1 secondary schools in Nairobi County. Three research instruments, that is, teacher questionnaire, learners’ focus group discussion guide and digital content analysis sheet were used to collect the required data. The collected data was analyzed through descriptive statistics and presented in form of notes, tables, and figures. The study established that there were issues with interface and navigational tools in educational digital content user interface which affected content utilisation and consequently its efficacy. To address the design issues of the content, the study recommended that developers design appropriate user interfaces with adequate and standard navigational tools that will make educational digital content navigation and utilization easy for users.
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Wasil Hassan M. A. Elaagip, Wasil Hassan M. A. Elaagip,. "Use and Misuse of Prepositions among EFL Secondary School Students." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5961–68. http://dx.doi.org/10.17762/pae.v58i1.2010.
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This research aims at focusing on use and misuse of prepositions among the secondary school students who learn English as a foreign language. Students need balanced efforts and conditions to familiarize themselves with using prepositions properly. This research includes an experimental survey to reveal the causes of this problem as it affects hugely on the general knowledge of the students and their use of the language in writing or comprehension. The paper consists of four parts: the first part discusses the objectives, significance of the study, background questions and the methods used in building up this research. In part two, there is a review of the literature and many other ideas about definition, types and uses of prepositions and its roles in the field of language knowledge. Part three includes the survey findings, discussion, results as well as analysis of the test. In part four, there is conclusions and recommendations.
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Majiwa, Charles Ogembo, Benson Njoroge, and Nancy Cheseto. "Influence of Constructivism Instructional Approach on Students’ Achievement in Mathematics in Secondary Schools in Mandera Central Sub County, Kenya." East African Journal of Education Studies 2, no. 1 (October 11, 2020): 115–28. http://dx.doi.org/10.37284/eajes.2.1.221.
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Student’s performance in Mathematics in national examinations has continued to be low. Efforts have been made to reverse this trend, but the low student performance persists. The situation is dire in Mandera Central Sub-County. Perhaps it is imperative to investigate the influence of the constructivism instructional approach on student’s achievement in mathematics in secondary schools, which is the main thrust of the current study. The objectives of the study were to examine the influence of explanation and elaboration on students' achievement in Mathematics in secondary schools in Mandera Central Sub-county, Kenya. The study was based on the concepts of individual constructivist theory, social constructivist theory and Jerome Brumer constructivist theory. The study used a mixed research methodology. The study adopted the experimental research design. The target population was a total of 2,573 respondents comprising of 120 teachers and 2,453 students from 3 boys’ schools, 3 girls’ schools and 3 mixed schools within Mandera Central Sub-county in Kenya. The sample of students to be used in the study was selected using random sampling procedures. The study sample size was 222 respondents. The validity of the instrument was ascertained by a panel of experts in Mathematics education from the Department of Education, Psychology and Technology, School of Education, Mount Kenya University. The data collected quantitatively was analysed by the use of descriptive statistics applying the use of SPSS (version 24) and its presentation was done by use of percentages, means, standard deviations and frequencies. The findings were displayed using bars, graphs, charts and in prose form. Content analysis was applied in testing the data that was qualitative in nature or aspect of the data that was gathered using open-ended questions. The findings showed that learners that were educated using the technique of constructivist had a higher achievement in Mathematics this is because there was a score in their achievement in Mathematics as compared to the students who were taught using the traditional approach. Additionally, those learners who were taught in a constructivist- learning environment had a significant improvement in their understanding and their abilities in comparison to the rest of the abilities such as knowledge and skills by 30%. The study concluded that the constructivist method of teaching is suitable in bettering the achievement of learners in Mathematics and therefore needs to be embraced for practice for schools to realize improved performance in Mathematics.
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Kirikua, Honjen Thiharu Maingi, Dr Paul Maithya, and Dr Alexander Ronoh. "To Establish the Effects of Principals’ Support to Teachers Through Mathematics Seminars/Workshop on Student’ Performance in Mathematics in Kcse Examination in Meru County, Kenya." International Journal for Innovation Education and Research 8, no. 10 (October 1, 2020): 145–63. http://dx.doi.org/10.31686/ijier.vol8.iss10.2497.
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Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate principal’s support to teachers through Mathematics seminars/workshops and student’s performance in Mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. The findings revealed that principals were not sponsoring Mathematics teachers to attend workshops and seminars.. The principals cited a lack of resources and budgetary allocation to the low number of Mathematics teachers attending seminars and workshops. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector.
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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 3, 2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.
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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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Dacko-Pikiewicz, Zdzisława. "Supporting Students in Choosing a Field of Further Education as an Element of Pedagogical and Psychological Activities in Secondary Education in Poland." Acta Technologica Dubnicae 4, no. 1 (June 1, 2014): 51–63. http://dx.doi.org/10.1515/atd-2015-0013.
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AbstractFor an adolescent, as well as for the environment and society, a decision to choose the correct field of education is vitally important. Nowadays, new choices of education, training and retraining have to be made as a result of the fast pace of life, constant changes in the labour market, the progress of knowledge and technology, cultural and social change. Therefore, it is necessary to ask a question how to prepare young people for the future. There is a need for people that think and act creatively, and are able to adapt to the continuous and unexpected changes. The paper aims to present the tasks, objectives, rules and methods of career counselling as a system of multi-stage pedagogical and psychological activities that accompany an individual during his/her career and that help him/her to make education-related choices. Moreover, the paper presents the main tasks and role of a career counsellor, as well as examples of good practice in the area of career counselling in Poland.
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Ndiritu, Anne Wairimu, Willy Kimani Gichimu, and Caroline Njoki Ndiritu. "Transformational School principals: the missing piece of puzzle in ICT integration in teaching and learning." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 26–35. http://dx.doi.org/10.31686/ijier.vol6.iss4.988.
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ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy. This vision aims at shifting the current industrial development path towards innovation where creation, adoption, adaptation and use of knowledge remain the key source of economic growth. Research has shown that countries which have invested a lot in their human capital are far ahead of others in development. This development is likely to be an illusion unless Kenya is able to achieve its educational goals. Education and training has been isolated in the vision 2030 as the only mechanism that will translate Kenya into a middle-income economy. This is because education is fundamental to development of human resource capacities for sustainable economic growth and development.
Through impartation of new skills and knowledge in people, education is able to improve human capabilities and labour productivity. It is in this regard that the Kenyan government has invested a lot of funds in ICT infrastructure including digitization of educational materials through Kenya Institute of curriculum Development. Kenya’s vision of education service provision is to have a globally competitive quality education, training and research for Kenya’s sustainable development. This study focused on the influence of secondary school managers on integration of ICT in teaching and learning in Githunguri subcounty, Kiambu County in Kenya. The study targeted 40 schools with a total population of 245 male teachers and 282 female teachers. teachers. A researcher developed questionnaire was issued to all the 40 school managers and to 100 teachers for triangulation purposes. Data analysis was done using statistical package for social sciences (SPSS).The study sort to establish if there is a relationship between management support and ICT integration in teaching and learning. Pearson correlation coefficient was used in the analysis. A positive correlation coefficient of 0.560 was obtained between the level of school management support and the use of ICT in teaching and learning. The findings indicated that school managers influenced integration of ICT in teaching and learning. The study therefore suggested that effort should be made by all stakeholders to ensure that school managers come up with policies on ICT integration in their schools which should be in line with the National ICT policy.
KEY word: ICT integration, Teaching and learning, school managers, transformational leadership, challenging the process, secondary schools
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Ulmeanu, Mihaela-Elena, Cristian-Vasile Doicin, and Paulina Spânu. "Comparative Evaluation of Sustainable Framework in STEM Intensive Programs for Secondary and Tertiary Education." Sustainability 13, no. 2 (January 19, 2021): 978. http://dx.doi.org/10.3390/su13020978.
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Sustainability of learning environments is a key pillar of all societal development frameworks. A variety of research address the development of education as a fine balanced relation between flexibility, adaptability, innovation, and efficient resource allocation. The main limitation of current approaches is the lack of correlation between various efficiency analyses and budget expenditure of learning environments. The current research aims at undertaking a comparative evaluation of a sustainable framework in STEM intensive programs for secondary and tertiary education. This was done using several established methods like the Plan, Do, Check, Act cycle for the development main framework, the Analytic Hierarchy Process for efficiency evaluation and Value Analysis for budget expenditure allocations and improvement identification. The main framework is based on learning objectives defined in accordance with Blooms’ revised taxonomy and student feedback was collected through surveys and group feedback. The main results of the study show that the framework had overall efficiencies over the 80% threshold in both secondary and tertiary education, whilst some of the components scored under 65%, identifying immediate improvement features. Further research involves the transition to an online and mixed teaching environment, by adapting the content and framework structure with the aid of smart learning environments.
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Mbogori, Teresia. "Disparities in the Nutritional Status of Children (0–23 Months) in Kenya." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 867. http://dx.doi.org/10.1093/cdn/nzaa053_072.
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Abstract Objectives To determine the social economic and rural/urban disparities in the nutritional status of children aged 0–23 months in Kenya. Methods This study utilized data from the most current Kenya Demographic and Health Survey (KDHS), a nationally representative cross-sectional study conducted in 2014. Data from children 0–23 months with complete information on weight, height, age and sex were used for analysis. Height for Age Z scores (HAZ), Weight for Age Z scores (WAZ), Weight for Height Z scores (WHZ), and BMI for Age Z scores (BAZ) were computed using WHO Anthroplus program to determine the nutritional status of the children. Chi square statistics were used to determine the relationship between wealth index, education status of mother, rural/urban residence, gender, and the nutritional status of the children. Significance was set at P < 0.05. Results Among all participating children aged 0–23 months (n = 7578), 22.7% were stunted (HAZ < −2), 10.7% were underweight (WAZ < −2), 6.2% were wasted (WHZ < −2), and 6.1% were either overweight or obese (BAZ > 2). Wasting, stunting, and underweight were significantly higher in children from rural areas, poorer wealth index and from mothers with no education. In contrast, children from urban areas, from richest wealth index category and from mothers with secondary or higher education were significantly more likely to be either overweight or obese. There were no gender differences in all the indicators of malnutrition. Stunting, wasting and underweight were also significantly higher in older children (6–23 months) as compared to the younger children (0–5 months). Conclusions Disparities exist in childhood malnutrition in Kenya with children from low social economic status and those living in rural areas experiencing higher rates of under-nutrition whereas those living in urban areas and those from higher social economic status experiencing higher rates of overweight and obesity. Current and new policies need to address these disparities to ensure that childhood malnutrition continues to improve in all sectors of the society. Funding Sources No funding source.
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Kimani, Gitonga P., James E. Otiende, and Augustine M. Karugu. "The Ideology of the German Neukirchen Mission and Its Implication on Education in Tana River County, Kenya 1887-1986." International Journal of Learning and Development 10, no. 3 (September 18, 2020): 43. http://dx.doi.org/10.5296/ijld.v10i3.17715.
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This paper examines the ideology of the German Neukirchen Mission and its implication on education in Tana River County, Kenya 1887 to 1986. Western education and Christianity in Africa were introduced by Christian missionaries from Europe as early as the 16th century but took root in around the mid-nineteenth century. In Tana River, several missionary organizations ventured in the area notably the Methodist Missionary Society (MMS), the German Neukirchen Mission (GNM), the Holy Ghost Fathers (HGF) and the Swedish Mission. They all gave up in the area due to a multiplicity of hardships save for the GNM which hang on and continued with evangelization and education. Consequently, there is need to look at the ideology of the GNM that influenced its resolve to persist in an area shunned by its contemporaries. An understanding of GNM’s ideology would come in handy in helping to improve education standards in the area bearing in mind that the same problems that bedeviled the region have to a large extent remained to date The study had three objectives which were: to identify the educational institutions opened by the GNM in Tana River County 1887-1986; to establish the hardships experienced by the GNM in Tana River County in the period 1887-1986 and to examine the ideology which influenced GNM’s activities in Tana River County in the period 1887-1986. The time frame was 1887 to 1986. This period covers the time the GNM arrived in Tana River to the year the first secondary school was established at Ngao i.e 1986. Ngao served as GNM’s mission base or station since the arrival of the missionaries in the region. The study was historical in nature and utilized a historical research design. Sources of data were both primary and secondary sources. Primary sources were mainly drawn from the Kenya National Archives (KNA) and schools and churches in Tana River. Document analysis was also utilized as a data collection method. The research instruments were interview schedules and Focus Group Discussions (FGDs). Respondents to these research instruments were retired educationists, civil servants and politicians, church leaders and village elders selected through purposive and snowball sampling techniques; all totaling 33. Collected data was analyzed through qualitative and quantitative methods while documents were analyzed through external and internal criticism. The study found out that the GNM established 31 primary schools 28 of which are still operational. The GNM missionaries experienced several challenges among them deportation during the two World Wars, frequent Somali attacks, floods, poor transport network, malaria infections and inadequate finances. The ideology was examined under five perspectives namely The Great Commission, Faith Mission, Reformed Theology, Social Darwinism and Socio-Political and Economic view point. The study recommends improvement of road and school infrastructure, investing more on Technical and Vocational Education and Training (TVET) institutions, opening of a secondary school wing in every primary school, delocalization of teachers and establishment of an institution of higher learning in the area.
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Kop, Yasar. "One of the Countries That Turkey Models: Finland Secondary Education Social Studies Curriculum." International Education Studies 10, no. 2 (January 30, 2017): 15. http://dx.doi.org/10.5539/ies.v10n2p15.
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Teaching of social studies has basis of education dynamism that governments maintain to raise qualified and efficient citizens. That’s why; being examined programs in question has importance for the global citizen concept which comes up with globalization. Therefore, how to be raised efficient citizens who build both governments’ and world’s future is going to be determined. Turkey has chosen some countries as guides in education to keep up with globalization world standards. One of these countries is Finland. “Core Program” which is in force in the country is has been taken as basis in this study in which secondary education Social Studies curriculum occupying an important place in Finland education system is reviewed. Geographical and historical features and education system of the country are described (have been depicted shortly so as to ensure to be understood better the program in question. When we look at Finland education system in general, it can be said the tradition of sublimating the common objectives in Finland culture slows down the reflection of liability to bring individuality forward on implementation. School programs aims to equip the youth with knowledge and skills they will need in the social life naturally as well as aiming to transmit the basic values of Finland culture to the students. Equality of entire community is taken into consideration while doing this. Concerning available general program, it has been confirmed that general goals of “secondary education Social Studies curriculum” are to equip learners with talent to analyze current events efficiently and critically and prepare them to join social activities.
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Sarışan-Tungaç, Aslı, Süleyman Yaman, and Belgin Bal-Incebacak. "STUDENTS’ VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 367–80. http://dx.doi.org/10.33225/jbse/18.17.367.
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One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students’ views -who have creative drama & conventional education- about scientific inquiry, (2) and whether the experimental and control group students’ views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process. Keywords: creative drama, views of scientific inquiry (VOSI), science curriculum.
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Malachi, Zillah, and Richard Seme Onkware. "Determinants of skilled care during delivery among mothers in Bomachoge Chache, Kisii county, Kenya." African Journal of Midwifery and Women's Health 14, no. 3 (July 2, 2020): 1–8. http://dx.doi.org/10.12968/ajmw.2018.0023.
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Background/Aims Utilisation of skilled care delivery remains low in developing countries, including Kenya. Literature shows that predictors of skilled birth attendance differ from region to region. This study aimed to identify predictors of skilled birth attendance for delivery among women in Bomachoge Chache, Kenya. Methods This was a case control study conducted in 2015, in Bomachoge Chache Sub County, Kisii County, Kenya. The study targeted postnatal mothers who brought their children for immunisation. A total of 322 postnatal mothers (n=161 delivered at home; n=161 delivered in a health facility) answered questions about sociodemographic characteristics on a pretested researcher-administered questionnaire. Association of characteristics with skilled birth attendance was analysed using the chi square test. Multivariate logistic regression was used to determine the strength of the associations and to control for confounders, with significance assumed at P<0.05. Results The likelihood of mothers delivering at home was higher in mothers who had two or more children (adjusted odds ratio=28.4, P=0.0005) and in mothers whose spouses were casual labourers (adjusted odds ratio=16.9, P=0.0048). However, the likelihood of delivering at home was lower in mothers who had at least secondary level education (adjusted odds ratio=0.33, P=0.03) and in mothers who were farmers (adjusted odds ratio=0.32, P=0.03). Conclusions Sociodemographic characteristics including parity, occupation, spousal occupation and education impact the use of skilled care at birth and should be evaluated to inform policy for maternal and neonatal care. Further studies at a household level are recommended to fully understand disparities in skilled attendance at birth.
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Kamarullah, Kamarullah. "PENDIDIKAN MATEMATIKA DI SEKOLAH KITA." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (June 1, 2017): 21. http://dx.doi.org/10.22373/jppm.v1i1.1729.
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Mathematics is constantly evolving in accordance with the human need for technology. Therefore, mathematics is a subject that is taught at each level of education, according to the needs of all levels of education. In Indonesia, mathematics is one of the major subjects in primary up to secondary school. It aims to provide learners the ability of higher order thinking skills (HOTS). In order to measure the achievement of the objectives of mathematics learning, the government annually conducts the national examination for mathematics courses. It causes mathematics became one of subjects that is feared by most students and consequently make some teachers and students changed mathematics course “learning objectives†from reaching HOTS to just passing the national examinations. So, many unreliable quick ways emerge to solve the math problems. Some of the ways sometimes led to misconceptions in mathematics, which would obstruct the ability of the students’ HOTS. This article aims to show some of the misconceptions that are often encountered in solving mathematics problems. By recognizing the misconceptions, teachers are expected to avoid them and optimally anticipate the achievement of the “true†objectives of learning mathematics.
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Zaskaleta, Svitlana. "HIGHER EDUCATION QUALITY ASSURANCE: FINLAND’S EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 2 (2020): 114–19. http://dx.doi.org/10.28925/1609-8595.2020.2.15.
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The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.
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Álvarez-Otero, Javier, and María de Lázaro y Torres. "Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model." Education Sciences 8, no. 4 (October 16, 2018): 171. http://dx.doi.org/10.3390/educsci8040171.
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Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.
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Saihu and Ahmad Zain Sarnoto. "Deradicalization of religion through pluralism education methods in Islamic religious education in Bali, Indonesia." Technium Social Sciences Journal 9 (June 22, 2020): 79–94. http://dx.doi.org/10.47577/tssj.v9i1.1047.
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This paper discusses Islamic religious education activities with the color of pluralism in two formal institutions in Jembrana-Bali. Writing that focuses on methods of tracing learning used in learning Islamic Religious Education subjects as a learning tool to facilitate interaction between students who are Hindu and Muslim, making it a focus on peaceful practices in the educational environment. Data sources were obtained through unstructured observations and interviews during November 2018 to March 2019. The writing used the theory of peace education proposed by John Dewey (1859-1952). Writing that discusses the learning process of Islam with the color of pluralism can shape the character of students, both Hinduism and Islam to be humanist, tolerant, and inclusive. This paper also refutes to shape the character and character of students in Jembrana and also to foster-develop understanding, develop methods of contribution, enrichment, and decision-making and social action proposed by Allison Cumming-McCann. Thus, the construct of individual character is built so that the interaction models of Hindu and Islamic students interaction in Public Secondary School No. 4 Negara and Public Senior High School No. 1 Negara are all in the Jembrana Regency, the process of finding results, complementation, and sublimation. Through the Contribution learning method, which aims to invite students to deepen the beliefs (religions) they embrace and can participate in understanding and appreciating different cultures and religions from them, Through the Enrichment Learning method, which aims to Enrich the curriculum with literature from or different communities culture, ethnicity, and religion, are the directions and objectives of the enrichment method, and through learning methods of decision making and social action aimed at not only requiring students to understand social issues, but also doing something important related to the issues This, can minimize conflicts in the name of ethnicity, religion, race, and between groups, in the two educational institutions.
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Nguyen Phuong, Mai. "Proposing a process of organizing teaching activities to improve the effectiveness of aesthetic reading of lyric poetry in upper secondery schools." Journal of Science Educational Science 65, no. 9 (September 2020): 22–33. http://dx.doi.org/10.18173/2354-1075.2020-0089.
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The New Literature Curriculum in General Education (2018) aims to develop learners' qualities and competencies. This is an important step to innovate teaching and meet the requirements of international integration. Therefore, teachers and students are required to change their entire ways of teaching and learning previously to meet the aforementioned objectives. Aesthetic reading is a reading that focuses on readers’ emotions, attitudes, and ideas that appear throughout the reading process. Aesthetic reading in teaching lyric poetry in upper secondary schools is considered an effective and appropriate way of teaching, meeting part of the teaching requirements under the New Literature Curriculum. Based on the analysis of some theoretical issues on aesthetic reading and the teaching of aesthetic reading in upper secondary schools, the paper proposes a process of organizing teaching activities towards aesthetic reading in lyric poetry to improve the effectiveness of teaching Literature in upper secondary schools.
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Abdulloh, Muhammad. "PEMBAHARUAN PEMIKIRAN MAHMUD YUNUS TENTANG PENDIDIKAN ISLAM DAN RELEVANSINYA DENGAN PENDIDIKAN MODERN." AL MURABBI 5, no. 2 (June 27, 2020): 22–33. http://dx.doi.org/10.35891/amb.v5i2.2109.
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This article aims to examine and explain about the movement of the thinking of Mahmud Yunus thoughts on Islamic education. Mahmud Yunus is a figure of the renewal of Islamic education derived from Minagkabau. The idea of Mahmud Yunus in the field of Islamic education is generally strategic and is a pioneering work, in the sense that it has not been done by the Islamic education figures before. This type of research is literature research and data is derived from several secondary and tertiary literature related to the thought of Mahmud Yunus and its relevance to modern education. This study focused more on the attention and commitment of Mahmud Yunus to the development, improvement and development of Islamic education that can be seen further in some aspects of Islamic education thinking among others in terms of Islamic education, objectives, curriculum, teaching methods educators and institutional Islamic education.
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Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.
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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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Romero-Chouza, Óscar, Joaquín Lago-Ballesteros, Belén Toja-Reboredo, and Miguel González-Valeiro. "Propósitos de la Educación Física en Educación Secundaria: revisión bibliográfica (Purposes of Physical Education in Secondary Education: a bibliographic review)." Retos, no. 40 (November 11, 2020): 305–16. http://dx.doi.org/10.47197/retos.v1i40.80843.
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El principal objetivo de este trabajo fue llevar a cabo una revisión de la literatura para conocer cuáles son los objetivos y finalidades de la asignatura de Educación Física (EF) en el currículo escolar de Educación Secundaria. Se llevó a cabo una revisión sistemática a través del proceso PRISMA desde el año 2014 hasta mayo del 2020 (inclusive) en las bases de datos Web of Science, Scopus, ERIC y SPORTDiscus, empleando los términos “physical education”, “purpose OR role” y “high school”. Se seleccionaron un total de 38 artículos que cumplen todos los requisitos requeridos para su inclusión. Los artículos para la revisión fueron seleccionados bajo los criterios: (a) escritos en español, inglés o portugués; (b) publicados en una peer-reviewed journal; (c) que incluyesen como participantes a alumnado entre 12 y 16 años, profesorado o progenitores. Los resultados mostraron que en la mayoría de los estudios el principal objetivo de la EF era la categoría referida a la promoción de estilos de vida saludable (20); también se encontraron un buen número de estudios relacionados con la promoción del gusto por las actividades físicas (10) y del aprendizaje relacionado con la salud y el deporte (9). Las categorías con menos presencia fueron la promoción de la aptitud física (5), fines educativos generales (5) y promover la catarsis (3). La aplicación de los conocimientos actuales en la formación inicial y continua de los docentes, además de los currículos educativos, permitiría alinear la práctica con los modelos ecológicos que promueven estilos de vida saludables y activos.
Abstract. This paper aimed to carry out a literature review about the objectives and purposes of physical education (PE) in the school curricula of secondary educationIt was conducted a systematic review process using the PRISMA protocol from 2014 to May 2020 (included) in the databases Web of Science, Scopus, ERIC and SPORTDiscus, using the terms “physical education”, “purpose OR role” and “high school”. As a result, a total of 38 items were selected that met all the requirements for inclusion. The articles for the review were selected under the criteria: (a) written in Spanish, English, or Portuguese (b) published in a peer-reviewed journal (c) to include students between 12 and 16 years old, teachers or parents as participants. The results showed how most of the studies propose the category referred to the promotion of healthy lifestyles as the main objective of PE (20); there were also several studies related to the promotion of the like for physical activities (10) and promotion of health and sport-related learning (9). as well as the integral formation of the individual through PE, inside the general education aims category. The categories with less presence were the promotion of physical fitness (5), the general education aims (5) and category of promoting catharsis (3). The application of current knowledge in the initial and in-service training of teachers, in addition to educational curricula, would make it possible to align practice with ecological models that promote healthy and active lifestyles.
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Metobo, Evans. "EFFECTS OF SLUM UPGRADING ON SECURITY MANAGMENT IN SOWETO SLUMS, ROYSAMBU SUB-COUNTY IN NAIROBI, KENYA." Advances in Social Sciences Research Journal 8, no. 1 (February 2, 2021): 479–530. http://dx.doi.org/10.14738/assrj.81.9648.
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This paper uses data collected for an MA Thesis to explore the effects of slum upgrading on security management in Soweto slums, Roysambu sub-county in Nairobi, Kenya. The study was guided by three objectives to establish social effect of slum upgrading on security management in Kahawa Soweto slums; to examine the economic effect of slum upgrading on security management in Kahawa Soweto slums; and to establish the challenges of security management in the slum upgrading programme for Kahawa Soweto Slums. The study adopted a descriptive research design and random sampling to select 318 respondents (main respondents) and 10 Key informants (K.I). Questionnaire was the main method of data collection while interview was used to collect data from K.I. Data collected was organized, and systematically interpreted thematically by use of graphs, frequency tables, and percentages.
This study established the relationship between slum setting and rise of crime and insecurity in Kahawa Soweto slums in Roysambu sub-county in Nairobi, Kenya with 69.2% of respondents agreeing to this count. According to this study, poor roads, high poverty levels, low education levels, poor spatial designs/environmental design of slum area and housing, absence of police station and poor lighting predisposed the slum dwellers to crime and insecurity. According to this study slum upgrade will reduce crime and insecurity, given that special aspects such as improvement in spatial designs/environmental design of urban areas and housing with enhanced modern lighting will significantly reduce crime in slums by eliminating criminogenic and insecurity risk factors. Additionally, improved economic effects of slum upgrading on slum dwellers would build resilience to crime and insecurity. This includes; Job creation, provision of educational facilities such as vocational training institutes (polytechnics), basic education institutions (primary and secondary schools) as well as other skills enhancement institutions. Community empowerment aimed at income generating activities, construction of police station to provide security to the slum dwellers (77%), and construction of better roads (55.3%) were recommended to reduce crime and improved security management in Kahawa Soweto slums in Roysambu sub-county in Nairobi, Kenya.
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Gatitu, Edward Gichobi, and Wilson Muna. "Determinants of Implementation of County Bursary Regulations in Kirinyaga County, Kenya." International Journal of Current Aspects 5, no. 1 (February 22, 2021): 1–19. http://dx.doi.org/10.35942/ijcab.v5i1.154.
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Kirinyaga County bursary scheme was introduced in the 2013/14 financial year. Bursary for secondary schools and higher level institutions being a National government function, the county sought advice from the then cabinet to offer state support to enhance access, ensure retention and reduce corruption in the provision of school education. Poor vetting criterion and compliance of guidelines have resulted in cronyism and nepotism which have plagued the bursary award process for decades. Poor monitoring & evaluation has piled up grievances with no follow up system. Lack of clear regulations on funding allocation has allowed political interference on budget cycles. The County bursary targets were students from poor households and the vulnerable. This study sought to examine the determinants of implementation of county bursary regulations in Kirinyaga County, Kenya. The study was guided by the following objectives; To establish the extent to which compliance of guidelines determines the implementation of County Bursary in Kirinyaga County, to explore the extent to which vetting criteria determines the implementation of County Bursary in Kirinyaga County, to examine the extent to which funding allocation determines the implementation of County Bursary in Kirinyaga County and to examine the extent to which monitoring of utilization of the bursary fund determines the implementation of County Bursary in Kirinyaga County. The new public administration theory that captures the concept of equity and fairness was adopted to explore the gaps during implementation of county bursary regulations in Kirinyaga County. The study sourced requisite data from 70 parents whose students benefited from bursary and 31 principals, both samples having been picked from the PTAs membership. The respondents were drawn using a combination of random and purposive sampling procedures. The study adopted descriptive design which was used to analyze primary data. Data was presented, interpreted and analyzed using frequency & percentage distributions, cross tabulations with STATA. Qualitative data in form of first hand experiences, informed opinions and suggestions, were analyzed using qualitative procedures and were used to strengthen quantitative findings. The results of the study indicated that majority of beneficiaries allocation by need were from poor households 51% followed by bright students at 29%. Similarly, orphans and special needs students both received 9.7%.
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Sahasranamam, Sreevas, and Sumit Mitra. "Faizal & Shabana Foundation: a venture philanthropic approach to education." Emerald Emerging Markets Case Studies 9, no. 1 (February 6, 2019): 1–21. http://dx.doi.org/10.1108/eemcs-04-2018-0052.
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Learning outcomes Learning outcomes are as follows: understand venture philanthropy in India; discuss in what ways venture philanthropy is different from charity; identify the aims of venture philanthropy and the strategy adopted to achieve those objectives; analyze the role of the unique structuring of a venture philanthropy working in tandem with the government to achieve its objectives; identify the nature and source of dilemmas of disengagement from a project by the venture philanthropist; and understand the role of antecedents and outcomes on how a firm views its social impact initiative (in the Indian context). Case overview/synopsis The Faizal and Shabana Foundation (F&SF) made one of the largest philanthropic investments in Kerala, India for the redevelopment of Government Vocational Higher Secondary School for Girls, Nadakkavu. The foundation applied a strategic approach to their philanthropic investment making it a unique case of venture philanthropy. The uniqueness of this case lies in the fact that, this is one among those rare cases where venture philanthropy has been successfully implemented within a government educational context. This case highlights how a private philanthropic organization went about executing a project and faced several challenges of scaling up the redevelopment model to other government schools. The other salient aspect is that this case delves into the dilemma faced by a philanthropist of either using the existing model for scaling up or adopting a totally different model. Complexity academic level Undergraduate and postgraduate business management courses. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS: 11: Strategy.
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HA, Amy Sau Ching, and David P. JOHNS. "Quality Education Fund Project - Quality Assessment of Hong Kong Secondary School Physical Education: The Use of Self-Evaluation and Performance Indicators." Asian Journal of Physical Education & Recreation 6, no. 2 (December 1, 2000): 58–60. http://dx.doi.org/10.24112/ajper.61244.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.Physical Education is devoted to the physical development of the student and like other school subjects is evaluated to ensure that it produces defined outcomes efficiently and effectively. In order to reassure the government and the public of their achievement, physical educators must maintain high standards with regard to planning, delivery and evaluation of their program. To accomplish these aims, teachers in physical education must possess the necessary knowledge and techniques that can be applied to teaching, learning and overall program effectiveness. Therefore, the primary objectives of this project are threefold: (1) To provide in-service physical education teachers with training and support to conduct a self-examination of their programs in accordance with professional standards of practice to determine areas of effectiveness and those requiring improvement. (2) To provide in-service teachers with current educational theory and practice before investing resources to improve program quality and evaluation effectiveness, and (3) To provide a framework for the development of performance indicators to evaluate the Hong Kong physical education program.本研究計劃目的為：(1)透過自我評估方法，讓體育敎師有系統及全面地瞭解本身在敎學、課程設計及學生學習表現的情況：(2)提供不同階段的工作坊，以協助敎師認識如何應用自我評估方法及表現指標；(3)透過不同的工作坊，敎師將會以科學化的方法檢討本身在體育科所面對的問題。完成是項計劃，參加者可獲得一套「自我評估及表現指標敎材套」作為日後參考及應用。
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Macauda, Anita. "Augmented reality environments for teaching innovation." Research on Education and Media 10, no. 2 (December 1, 2018): 17–25. http://dx.doi.org/10.1515/rem-2018-0011.
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AbstractThis contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education.Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable.