Relevant bibliographies by topics / Public primary schools in Malawi

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Academic literature on the topic 'Public primary schools in Malawi'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Public primary schools in Malawi"

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Nyirenda, Mercy Khumbo. "Impact of Resource Distribution and Availability on Primary Schools Pupil Learning Outcomes: Case Study of Chintheche Education Zone, Nkhata Bay, Malawi." Journal of Development and Communication Studies 8, no. 1 (March 10, 2021): 239–60. http://dx.doi.org/10.4314/jdcs.v8i1.12.

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This study investigated the impact of resource distribution on learning outcomes on nine purposively selected primary schools in the Chintheche Education Zone (previously known as Chihame Zone 1), Nkhata Bay District. Criteria for eligibility were that a school should have administered primary school leaving examinations at least three (3) times and was easy to access by public transport. In addition to document analysis, the study collected data using a questionnaire administered to the head teachers of each school, the Primary Education Advisor (PEA), and District Education Manager (DEM). Descriptive statistical analysis was done to compare pupil performance between schools with optimal resource availability and those without. The study found that the distribution of resources in the Chintheche Education Zone is unequal even though the zone is under one Primary Education Advisor. Schools closest to the trading centre have more resources and perform better than schools located far away from the trading centre and lacking almost in everything. The findings suggest that the unequal distribution of resources affects selection of pupils to secondary schools. The study recommends that fair and equitable distribution of resources would go a long way to achieving equity in access to secondary education.
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Mafuta, Million, Peter Dauenhauer, and Timothy Chadza. "Small Scale Rollout of PV Systems in Chikwawa District, Malawi: Remote Monitoring System Effectiveness." Journal of Solar Energy 2017 (March 19, 2017): 1–21. http://dx.doi.org/10.1155/2017/9583860.

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Off-grid solar photovoltaic systems in Malawi are deployed increasingly as the primary option for rural public infrastructure such as primary schools and health centres. Overall, grid-connected electricity access has remained stagnant at around 9% with only 1% of rural population connected. To improve the technical sustainability of such systems, a novel remote monitoring technology utilising Wireless Sensor Networks was installed and the systems were monitored over roughly one year. This paper has described the technical design, performance, and benefits received from deployment of the technology. Furthermore, it has evaluated the cost implications for a larger scale rollout and potential benefits.
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Sunny, Bindu S., Bianca DeStavola, Albert Dube, Alison Price, Allan M. Kaonga, Scotch Kondowe, Amelia C. Crampin, and Judith R. Glynn. "Lusting, learning and lasting in school: sexual debut, school performance and dropout among adolescents in primary schools in Karonga district, northern Malawi." Journal of Biosocial Science 51, no. 5 (April 29, 2019): 720–36. http://dx.doi.org/10.1017/s0021932019000051.

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AbstractAge at sexual debut is known to have implications for future sexual behaviours and health outcomes, including HIV infection, early pregnancy and maternal mortality, but may also influence educational outcomes. Longitudinal data on schooling and sexual behaviour from a demographic surveillance site in Karonga district, northern Malawi, were analysed for 3153 respondents between the ages of 12 and 25 years to examine the association between sexual debut and primary school dropout, and the role of prior school performance. Time to dropout was modelled using the Fine and Gray survival model to account for the competing event of primary school completion. To deal with the time-varying nature of age at sexual debut and school performance, models were fitted using landmark analyses. Sexual debut was found to be associated with a five-fold increase in rate of subsequent dropout for girls and a two-fold increase in dropout rate for boys (adjusted hazard ratio [aHR] of 5.27, CI 4.22–6.57, and 2.19, CI 1.77–2.7, respectively). For girls who were sexually active by age 16, only 16% ultimately completed primary schooling, compared with 70% aged 18 or older at sexual debut. Prior to sexual debut, girls had primary completion levels similar to those of boys. The association between sexual debut and school dropout could not be explained by prior poor school performance: the effect of sexual debut on dropout was as strong among those who were not behind in school as among those who were overage for their school grade. Girls who were sexually active were more likely to repeat a grade, with no effect being seen for boys. Pathways to dropout are complex and may differ for boys and girls. Interventions are needed to improve school progression so children complete primary school before sexual debut, and to improve sex education and contraception provision.
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Machira, Kennedy, Beston Maonga, and Tobias Chirwa. "Determinants of Risky Sexual Behavioral Practices among Teen-girls in Malawi." Open Public Health Journal 13, no. 1 (December 31, 2020): 839–49. http://dx.doi.org/10.2174/1874944502013010839.

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Background: In Malawi, having multiple sexual partners and engaging in sexual intercourse without using condoms remain a sexual and reproductive health challenge among women. This has consequently increased morbidity and low productivity among women, especially in young women of the country. This paper examined the determinants of risky sexual behavioral practices among teen women in Malawi. Methods: The study used 2015-16 Malawi Demographic Health Survey with a weighted sample of 5263 women under 20 years. Both Bivariate and multivariate statistical analyses were used to estimate factors influencing risky sexual behavioral practices among teen women. Results: The study found the existence of differential determinants to influence women’s conduct in having both multiple sexual partners and inability to use condom during subsequent sexual intercourses with partners other than spouses. For instance, education (complete primary, IRR=2.755, p<0.001 and complete secondary education, IRR=3.515, p< 0.001); teen motherhood status (IRR = 0.295, p< 0.001), unavailability of the health care services (IRR=1.043, p<0.05) among others positively determined having multiple sexual partners in Malawi among teen women. On the contrary, wealth status (medium, IRR=1.116, p<0.001; rich, IRR=1.194, p<0.001) reduced teen women’s behavior of not using a condom with partners other than spouses during sexual intercourse. Conclusion: The study asserts that in Malawi, there is an urgent need for advocacy programmes aimed at reducing sexual and reproductive health challenges among girls at primary school levels and upwards. Equipping the girls, at a community level, with basic knowledge and understanding about the dangers of practicing risky sexual behavior is fundamental for the enhancement of their socio-economic support.
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Grimason, Anthony Martin, Salule Joseph Masangwi, Tracy Dawn Morse, George Christopher Jabu, Tara Kate Beattie, Steven Elias Taulo, and Kingsley Lungu. "Knowledge, awareness and practice of the importance of hand-washing amongst children attending state run primary schools in rural Malawi." International Journal of Environmental Health Research 24, no. 1 (April 11, 2013): 31–43. http://dx.doi.org/10.1080/09603123.2013.782601.

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Witek-McManus, Stefan, James Simwanza, Alvin B. Chisambi, Stella Kepha, Zachariah Kamwendo, Alfred Mbwinja, Lyson Samikwa, et al. "Epidemiology of soil-transmitted helminths following sustained implementation of routine preventive chemotherapy: Demographics and baseline results of a cluster randomised trial in southern Malawi." PLOS Neglected Tropical Diseases 15, no. 5 (May 12, 2021): e0009292. http://dx.doi.org/10.1371/journal.pntd.0009292.

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Malawi has successfully leveraged multiple delivery platforms to scale-up and sustain the implementation of preventive chemotherapy (PCT) for the control of morbidity caused by soil-transmitted helminths (STH). Sentinel monitoring demonstrates this strategy has been successful in reducing STH infection in school-age children, although our understanding of the contemporary epidemiological profile of STH across the broader community remains limited. As part of a multi-site trial evaluating the feasibility of interrupting STH transmission across three countries, this study aimed to describe the baseline demographics and the prevalence, intensity and associated risk factors of STH infection in Mangochi district, southern Malawi. Between October-December 2017, a community census was conducted across the catchment area of seven primary healthcare facilities, enumerating 131,074 individuals across 124 villages. A cross-sectional parasitological survey was then conducted between March-May 2018 in the censused area as a baseline for a cluster randomised trial. An age-stratified random sample of 6,102 individuals were assessed for helminthiasis by Kato-Katz and completed a detailed risk-factor questionnaire. The age-cluster weighted prevalence of any STH infection was 7.8% (95% C.I. 7.0%-8.6%) comprised predominantly of hookworm species and of entirely low-intensity infections. The presence and intensity of infection was significantly higher in men and in adults. Infection was negatively associated with risk factors that included increasing levels of relative household wealth, higher education levels of any adult household member, current school attendance, or recent deworming. In this setting of relatively high coverage of sanitation facilities, there was no association between hookworm and reported access to sanitation, handwashing facilities, or water facilities. These results describe a setting that has reduced the prevalence of STH to a very low level and confirms many previously recognised risk-factors for infection. Expanding the delivery of anthelmintics to groups where STH infection persist could enable Malawi to move past the objective of elimination of morbidity, and towards the elimination of STH. Trial registration: NCT03014167.
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Lester, Rebecca, Hendran Maheswaran, Christopher P. Jewell, David G. Lalloo, and Nicholas A. Feasey. "Estimating the burden of antimicrobial resistance in Malawi: protocol for a prospective observational study of the morbidity, mortality and economic cost of third-generation cephalosporin resistant bloodstream infection." Wellcome Open Research 5 (June 1, 2020): 29. http://dx.doi.org/10.12688/wellcomeopenres.15719.2.

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Introduction: Antimicrobial resistance (AMR) is a global public health concern, but the problems are context specific, with each county or setting facing differing challenges. In sub-Saharan Africa, third-generation cephalosporin resistant Enterobacterales (3GCR-E) are of particular concern, given the widespread reliance on ceftriaxone for treatment of severe infection in this setting. In Malawi, despite rising prevalence of 3GCR-E, the health-impact of these infections has not been described. This study is designed to estimate attributable mortality, morbidity and economic cost of 3GCR-E bloodstream infection (BSI) in a large, urban hospital. Methods: This study will investigate the burden of AMR by recruiting a a prospective longitudinal cohort of patients who have bloodstream infection with 3GCR-E, at Queen Elizabeth Central Hospital, Blantyre, Malawi. Patients whose blood culture is positive for either third-generation cephalosporin susceptible (3GC-S) or third-generation resistant (3GC-R) Enterobacterales will be enrolled and provide clinical and healthcare economic data. Patients will be followed throughout their hospital stay and to 6-months post discharge. The primary outcomes for the study are mortality and morbidity from 3GCR-E. Healthcare economic outcomes will be assessed by comparing healthcare provider costs, indirect patient costs and health-related quality of life outcomes in patients with 3GC-S and 3GC-R BSI. Based on our observation that some patients with clinical suspicion of sepsis and 3GC-R BSI are surviving without an effective antibiotic, we review each patient prospectively and classify what role the isolated bacteria is playing in the patient’s clinical presentation. Each BSI episode will be classified into the following categories: definite Gram-negative sepsis, probable Gram-negative sepsis, transient or occult bacteraemia, or contaminated blood culture. These classifications will be incorporated into our analysis. Ethics and dissemination: The study protocol has been approved by the Malawi College of Medicine Research Ethics Committee and by the Liverpool School of Tropical Medicine Research Ethics committee.
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Mosler, Gioia, Victoria Oyenuga, Emmanuel Addo-Yobo, Olayinka Olufunke Adeyeye, Refiloe Masekela, Hilda Angela Mujuru, Rebecca Nantanda, Sarah Rylance, Ismail Ticklay, and Jonathan Grigg. "Achieving Control of Asthma in Children in Africa (ACACIA): protocol of an observational study of children’s lung health in six sub-Saharan African countries." BMJ Open 10, no. 3 (March 2020): e035885. http://dx.doi.org/10.1136/bmjopen-2019-035885.

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IntroductionLittle is known about asthma control in the rising number of African children who suffer from this condition. The Achieving Control of Asthma in Children in Africa (ACACIA) study is an observational study collecting evidence about paediatric asthma in urban areas of Ghana, Malawi, Nigeria, South Africa, Uganda and Zimbabwe. The primary objectives are: (1) to identify 3000 children aged between 12 years and 14 years with asthma symptoms; and (2) to assess their asthma control, current treatment, knowledge of and attitudes to asthma and barriers to achieving good control. Secondary objective is to develop interventions addressing identified barriers to good symptom control.Methods and analysisEach centre will undertake screening to identify 500 school children with asthma symptoms using questions from the Global Asthma Network’s questionnaire. Children identified to have asthma symptoms will fill in a digital survey, including: Asthma Control Test, questions on medication usage and adherence, medical care, the Brief-Illness Perception questionnaire and environmental factors. Exhaled nitric oxide testing and prebronchodilator and postbronchodilator spirometry will be performed. A subgroup of children will participate in focus group discussions. Results will be analysed using descriptive statistics and comparative analysis. Informed by these results, we will assess the feasibility of potential interventions, including the adaption of a UK-based theatre performance about asthma attitudes and digital solutions to improve asthma management.Ethics and disseminationThe ACACIA study has been reviewed by the Queen Mary University of London Ethics of Research Committee in the UK. All African centres have received local ethical approval for this study. Study results will be published in academic journals and at conferences. Study outputs will be communicated to the public via newsfeeds on the ACACIA website and Twitter, and through news media outlets and other local dissemination.Trial registration number269211.
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Barnett, Edward. "An analysis of community involvement in primary schools in Malawi." International Journal of Educational Development 33, no. 5 (September 2013): 497–509. http://dx.doi.org/10.1016/j.ijedudev.2012.06.007.

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Elder, Todd, and Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (March 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.

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Dissertations / Theses on the topic "Public primary schools in Malawi"

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Mjoni-Mwale, Hasten. "Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28001.

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This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist task force members to develop and conduct a self-study process for enhancing a safe learning environment for pupils. Twenty-eight primary school teachers from one public primary school in Malawi participated in the study. Data on teachersâ perceptions and behaviors were collected through a survey. Frequencies and percentages were used to analyze the survey data on teachersâ perceptions. The data from the self-study process generated the discussions in the task force meetings where teachers shared their perceptions of classroom practices that contributed to a safe learning environment. The task force conducted a four-step self-study process. The steps of the process were building awareness and community, developing a group focus, implementing the ideas of the group focus, and reflecting on the practice. The participating teachersâ experiences suggested that the process discouraged teachers from direct instruction and encouraged them to actively engage students more in their learning. As a result the teachers experienced fewer discipline problems in their classes. The perceptions of teachers in the survey indicated that the school environment was generally positive for teaching and learning. However, there were some elements that could adversely affect school safety. For example, there were problems in maintaining some of the school facilities such as books and childrenâ s latrines. The finding of the self-study process indicated that the school could develop elements of school safety. For example, the teachers in the study developed positive attitudes toward their teaching and learning. They reported for school activities on time and involved learners in their learning. The study had a number of implications for teaching and learning and teacher educators. The self-study process, for example, was able to change teachersâ attitudes about their learners, thereby enhancing the learner-teacher classroom relationship. Suggestions for further research are also given. For example, further studies could focus on the replication of the study in other schools in order to examine the self-study process in different school contexts. And such replication could assist further understanding and refinement of the self-study process for addressing school safety as well as other identified school problems.
Ph. D.
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Kokota, Demoubly. "An evaluation of mhGAP training for primary healthcare workers in Mulanje, Malawi." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16699.

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Includes bibliographical references
Introduction: There is a large treatment gap for people with mental disorders in Africa and other low resourced countries, estimated to be between 70% and 90%. The treatment gap is mainly due to the lack of trained mental health professionals and inadequate mental health service resources in Africa. There has been a growing global movement championed by the World Health Organisation (WHO) to integrate mental health into primary health care as the most effective way of reducing this treatment gap. This study aimed to investigate the impact of WHO Mental Health Gap Action Programme (mhGAP) training and supervision on primary health workers' knowledge, attitudes, confidence and detection rate of major mental disorders in the district of Mulanje, Malawi. Method: The study was a quantitative evaluation using a quasi-experimental method (single cohort pre- and post-measures) and an interrupted time-series design. Forty-three primary healthcare workers from Mulanje, Malawi completed pre- and post- training questionnaires assessing knowledge, attitudes and confidence regarding the assessment and management of major mental disorders. Rates of diagnosis of major mental disorders were obtained from clinic registers for 5 months prior to and 7 months following training. Results: The results showed a significant change on knowledge and confidence scores but not attitudes. The mean knowledge score showed a statistically significantly increase from 11.8 (standard deviation [SD]: 0.33) before training to 15.1 (SD: 0.38) immediately after training; t(42) = 7.79, p <.01. Mean knowledge score was also significantly higher six month post training (13.9, SD: 2.52) than before training; t(42) = 4.57, p < .01. Similarly, the mean confidence score increased significantly from 39.9 (SD): 7.68) before training to 49.6 (SD: 06.14) immediately after training; t(84) = 8.43, p <.01. Mean confidence score was also significantly higher six month post training (46.8, SD: 6.03) than before training; t(84) = 6.60, p <.01. There was no overall significant difference in mean CAMI scores before, immediately after and 6 months after training in all four of the CAMI components. The F-test statistic and P-value for Authoritarianism, Benevolence, Social Restrictiveness and Community Mental Health Ideology were: F2, 126, 0.05 = 2.5; p =.09, F2, 126, 0.05 = 0.1; p =.9, F2, 126, 0.05 = 0.03; p = 1.0 and F2, 126, 0.05 = 0.04; p = 1.0, respectively. In the months January to May 2014 (before training), median number of cases per month was 77 (inter quartile range [IQR]: 65-87) whereas after training (months June to December) median number of cases was 186 (IQR: 175-197) showing a significant increase in median number of cases before and after the training; p =0.001. Conclusion: The results show clear improvements in the knowledge, confidence and detection of severe mental illness in primary care in Mulanje and demonstrate the potential for narrowing the treatment gap by rolling out mhGAP training nationally in Malawi. The findings of this study add to the growing evidence for policy makers of the effectiveness of mental health training and supervision of primary care workers in a resource-constrained country. Further research is needed to evaluate factors that may lead to change in health worker attitudes, to evaluate training and supervision programmes using more robust evaluation designs, such as randomised controlled trials, and to assess the scale up of mhGAP programmes at larger population levels.
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Phiri, Fletcher Mngongonda. "The impact of an HIV/AIDS education intervention programme in primary schools in Malawi." Thesis, Keele University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602807.

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Background: AIDS is the leading cause of preventable death in Malawi. Increasingly young people of primary school age are becoming infected with HIV due to a lack of basic knowledge about the disease and its prevention, compounded by socio-historical factors such as cultural norms about sex and the social position of girls and women. Education is considered therefore a key prevention strategy. This study investigated whether a specially designed AIDS education, delivered by specifically trained teachers, with active involvement and participation of adults and peers, would improve pupils' understanding of AIDS and help them to adopt positive attitudes towards sex and sexual practices and behaviours. Methods: Two rural and two urban primary schools were selected to be control or intervention schools. Teachers were recruited and specially trained. Pupils from classes 6, 7 and 8 participated. Parents and the wider community of the intervention schools were involved. Knowledge, attitudes, and self-reports of adopting protective sexual behaviours were tested pre- and post-intervention. Additional data was collected in interviews. Attendances at HIV clinic were monitored, and data were collected on marriage and pregnancy rates. Results: 366 pupils completed the study. The mean scores for all study groups significantly improved in the course of the study (p
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Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.

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This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.
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Antonie, Lyson CHIGEDA. "Nurturing Deliberative Democracy in Public Secondary Schools in Malawi: School Governance and Pedagogies." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199429.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(地域研究)
甲第19105号
地博第179号
新制||地||61(附属図書館)
32056
京都大学大学院アジア・アフリカ地域研究研究科アフリカ地域研究専攻
(主査)教授 梶 茂樹, 教授 重田 眞義, 准教授 高田 明, 准教授 山名 淳
学位規則第4条第1項該当
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Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.

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After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews. Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Aina, Adebunmi Yetunde. "Financial management decision-making processes in public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65455.

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The South African Schools Act 84 of 1996 prescribes how schools should manage their finances and involve their stakeholders in financial management decision-making. The relevant literature reveals that principals in many schools situated in township and rural areas play a dominant role in the financial management of their schools which is contrary to the prescriptions of the South African Schools Act. This study aimed to identify financial management decision-making processes utilized in fee-paying public primary schools, the factors that influence financial management decision-making and the role and influence of individual stakeholders in financial management decision-making. The study followed a qualitative research approach with a multiple case study research design. Five fee-paying public primary schools were purposively selected. Participants included governing body chairpersons, principals and financial managers of the schools. Data was collected by means of semi-structured interviews and document analysis. The findings from the data suggest that financial management decision-making processes utilized in fee-paying public primary schools are: needs analysis, budget drafting and procurement processes. The study also reveals that members of school governing bodies (SGB) in fee-paying schools situated in affluence areas are educated professionals who, as required by the South African School Act, exert a strong influence in financial management decision-making in schools.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Moreano, Giovanna, Ursula Asmad, Gustavo Cruz, and Gisele Cuglievan. "Conceptions about mathematics teaching in teachers of primary public schools." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101723.

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This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.
Esta investigación forma parte de un estudio cualitativo, realizado en cinco escuelas estatales de Lima entre el 2005 y el 2007. El principal objetivo fue identificar las concepciones que los docentes sostenían sobre la enseñanza y aprendizaje de matemática para comprender su práctica pedagógica. La muestra estuvo conformada por nueve docentes de sexto grado de primaria. Los resultados muestran un fuerte arraigo de las concepciones pedagógicas tradicionales, que se encuentra reflejado en las prácticas pedagógicas de los docentes. La enseñanza de matemática se caracterizó por el seguimiento de reglas y procedimientos, la práctica rutinaria de ejercicios, el uso de palabras clave y la falta de un contexto significativo para su aprendizaje.
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Strydom, Willemien. "Leadership development of Heads of Department in public primary schools." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/80523.

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It is well known that leadership plays a key role in the overall success of school and learner achievement. Therefore, this multiple case study investigates what developmental programmes and training opportunities are in place to prepare HoDs to meet the demands of a formal leadership position. How these programmes are perceived by HoDs s also be outlined and analysed. The importance of the role that HoDs fulfil in schools is explored, as well as the importance of investing in their leadership development through formal and informal leadership developmental programmes. This qualitative study used interview data obtained from eight purposefully sampled recently appointed Heads of Department (HoDs) in public primary schools in Pretoria. This study outlined the importance of middle managers, such as HoDs and what measures need to be taken into account to ensure they are adequately prepared to meet expectations.
Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
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Kambale, Susan. "Assessment of the knowledge and perceptions about tuberculosis among primary school children in NTCHEU district, Malawi." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4052.

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Master of Public Health - MPH
Background: Case finding in Malawi is based on self-referral of symptomatic individuals who are suspected as tuberculosis (TB) cases in health institutions. Knowledge on TB and attitudes/perceptions about the disease can influence care seeking behaviour and adherence to treatment. Like in other countries, studies in Malawi have been conducted to assess knowledge and attitudes regarding TB in adults. Some studies have even assessed the association between knowledge, attitudes and other factors. In Malawi, prevalent health problems are included in the primary school curricula to create awareness and promote desired behaviour towards the diseases among children attending schools. It is, however, not known how much the school children know about TB. It is also not known what their attitudes or perceptions are regarding the disease.Methods: This study was conducted to assess the knowledge and perceptions regarding TB among learners in primary schools in Ntcheu District, Malawi. An analytical cross-sectional design was used to implement the study. A simple random sampling procedure was used to sample four schools from two Traditional Authorities of Makwangwala and Ganya in the targeted district. From each school,boys and girls aged 10-14 years were selected to participate in the study. A closeended questionnaire that was translated into the local language was administered to the learners. Epi info version 3.5.3 was used to capture and analyse the data.Results: The results showed that knowledge of learners regarding the cause of TB,how the disease is spread, factors that influence its spread and preventive measures was generally high. Almost 90% of the learners knew that TB is caused by a germ.However, there were knowledge gaps on specific aspects related to symptoms,cause, cure, as well as attitudes towards the disease. With regard to symptoms,knowledge was low in relation to fever with night sweats (49%) and enlargement of neck glands (40%). The study also revealed knowledge gaps regarding the real cause of the disease and the prescribed duration of anti-TB treatment with 68% of the learners not knowing the correct duration. The study, however, found no association between class (grade) or age of student and knowledge (p>0.05).Conclusion: The findings of this study have implications on the teaching of TB in schools as well as delivery of TB information, education and communication (IEC) messages. The knowledge gaps identified may have origins in the content of the curricula and/or the available IEC messages. Lack of association between knowledge and class could also mean that IEC may have an important role regarding what learners know. The study has also revealed that traditional beliefs are prevalent among the learners and that TB is stigmatising.Being the first study to be conducted on knowledge and perceptions among school children in Malawi, the results will inform the development of relevant IEC materials to enhance information about TB and control measures among school going children in these communities. The study also provides a basis for future studies.
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Books on the topic "Public primary schools in Malawi"

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Williams, Eddie. Report on reading in English in primary schools in Malawi. London: ODA, 1993.

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Kadzamira, Esme C. Financing primary education for all: Public expenditure and education outcomes in Malawi. Brighton, UK: Institute of Development Studies, University of Sussex, 2004.

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Susuwele, William J. Primary teachers' opinions on primary teacher training programmes and use of untrained teachers in primary schools in Malawi. [Domasi, Malawi]: Malawi Institute of Education, 1997.

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Rothschild, Mary. The Seattle Times school guide: Public & primary/kindergarten-high school. Edited by Seattle Times Company. [Seattle, Wash.]: Seattle Times Co., 2006.

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Rothschild, Mary. The Seattle Times school guide: Public & primary/kindergarten-high school. Edited by Seattle Times Company. [Seattle, Wash.]: Seattle Times Co., 2006.

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Bategeka, Lawrence Nkooto. Financing primary education for all: Public expenditure and primary education outcomes in Uganda. Brighton, UK: Institute of Development Studies, University of Sussex, 2004.

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Bill & Melinda Gates Foundation. Primary sources: America's teachers on America's schools. [New York]: Scholastic, 2010.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Book chapters on the topic "Public primary schools in Malawi"

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Kamwendo, Gregory. "11. Linguistic Citizenship in Post-Banda Malawi: A Focus on the Public Radio and Primary Education." In TheMultilingual Citizen, edited by Lisa Lim, Christopher Stroud, and Lionel Wee, 247–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099665-014.

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Habeck, Corinna, Judith Schwarz, Sabine Gruehn, and Thomas Koinzer. "Public and Private School Choice in the German Primary Education Sector: An Empirical Analysis of Parental Reasons." In Private Schools and School Choice in Compulsory Education, 201–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_12.

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Kasper, Tonia, and Ingrid Harrington. "Inclusion in Australian Public New South Wales Primary Schools: What Germany can learn from “Down Under”." In Inklusion in Deutschland und Australien, 23–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14463-0_2.

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Bonifacio, Luca. "National Public Primary Schools Strategic Planning: A Key Factor to Ensure Quality Education Enrollment in Developing Countries." In Sustainable Urban Development and Globalization, 189–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61988-0_14.

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Ramírez-Romero, José Luis, and Ernesto Vargas-Gil. "Mexico’s Politics, Policies and Practices for Bilingual Education and English as a Foreign Language in Primary Public Schools." In Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 9–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05496-0_2.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.
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Copeland, Ian R. "Making a Difference?" In The Art of Emergency, 90–116. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190692322.003.0005.

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In Malawi as elsewhere, several NGOs recruit fee-paying “volun-tourists” drawn to a seductive fusion of service and adventure. This chapter considers one such organization—World Camp, Incorporated—and its use of musical strategies during residencies that take place in primary schools and conclude with student-led performances. The efficacy of World Camp’s public health interventions is a matter of considerable ambivalence. In wedding biomedical lyrical content to locally legible musical forms, students enact a hybridized genre with the potential to subvert autochthonous models of knowledge circulation. Volunteers, meanwhile, perceive their students’ performative capabilities through a romantic prism of endemic musicality, an interpretive move that elides the complexity of local praxis and rehashes racial tropes. Ultimately, this chapter argues that volunteers’ reception of their students’ performances completes a circuit of semiotic validation, reifying outsiders’ sense of altruism and perpetuating a model of humanitarian intervention with compromised regard for local impact.
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"Primary Prevention Public Schools." In The National Mental Health Association, 117–28. Routledge, 2014. http://dx.doi.org/10.4324/9781315826004-6.

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Kabay, Sarah. "Private Primary Schools." In Access, Quality, and the Global Learning Crisis, 75–102. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896865.003.0006.

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Over the past two decades, private primary schools have become one of the most contentious topics of research in the field of international education. In particular, “low-cost” or “low-fee” private primary schools has received a lot of attention. The crux of the issue can be described in terms of access and quality. The promise of the private sector is that it could provide a higher-quality alternative to public education, and one that might be more cost-effective. The threat of the private sector is that it might deepen educational inequality, providing access to quality education for only some children and potentially making education worse for others. This chapter reviews some of the research on the subject and then analyzes transfer to private primary schools, comparing the educational experience of children in these schools with that of children in the government schools from which they transferred. Analysis accordingly aligns with questions of access (what predicts transfer to private school) and quality (what differences (or similarities) exist between government and private primary schools).
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"Public Services: Police and Fire." In Breaking Barriers to Learning in Primary Schools, 249–59. David Fulton Publishers, 2009. http://dx.doi.org/10.4324/9780203865446-20.

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Conference papers on the topic "Public primary schools in Malawi"

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Kuchta, Radek, Jaroslav Kadlec, and Radimír Vrba. "Public Internet Portal for Primary and High Schools." In 2010 Fourth International Conference on the Digital Society (ICDS). IEEE, 2010. http://dx.doi.org/10.1109/icds.2010.32.

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Nurdin, Diding. "The Effectiveness of Spiritual Leadership in Public Primary Schools." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.91.

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Jiménez Pérez, Laura, Marcelo Careaga Butter, and María Graciela Badilla Quintana. "ICT SKILLS' PERCEPTION OF PRIMARY TEACHERS FROM PUBLIC SCHOOLS IN CHILE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2127.

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Komalyna, I. Nengah Tanu, AAG Anom Aswin, and Tasya Adinda Agustina. "Energy and Protein Consumption, Infectious Disease History, and Academic Achievement, in Stunted and Non-Stunted Primary School Students in Malang, East Java." In The 6th International Conference on Public Health 2019. Masters Program in Public Health, Graduate School, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/the6thicph.03.30.

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Hank, Carolyn, Vandana Singh, and Simone Hamak. "Social media policy analysis for primary and secondary public schools and districts." In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103315.

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OHTA, HIDEKI, THIRAPONG PIPATPONGSA, and TORU OMORI. "PUBLIC EDUCATION OF TSUNAMI DISASTER MITIGATION AND REHABILITATION PERFORMED IN JAPANESE PRIMARY SCHOOLS." In Proceedings of the International Conference. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701602_0011.

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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain, and Rafia Hossain. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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Siahaan, Jonni, Rif'iy Qomarrullah, and I. Putu Putra. "Effectiveness of Digital Learning in Primary Schools at COVID-19." In Proceedings of the 5th International Seminar of Public Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.22-7-2020.2300286.

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Kah, Anoual El, and Abdelhak Lakhouaja. "Arabic learning disabilities in public primary schools: The case of east side of Morocco." In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA). IEEE, 2015. http://dx.doi.org/10.1109/icta.2015.7426906.

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Reports on the topic "Public primary schools in Malawi"

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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