Journal articles: 'Rural schools – Swaziland – Management'

1

Manyatsi, A. M., and M. M. Thwala. "Sanitation and Hygiene at Rural Schools in Swaziland: A Case Study of Ekhukhanyeni Constituency." Research Journal of Environmental and Earth Sciences 6, no. 5 (May 20, 2014): 278–83. http://dx.doi.org/10.19026/rjees.6.5770.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Thwala, S’lungile K. "Experiences and Coping Strategies of Children From Child-Headed Households in Swaziland." Journal of Education and Training Studies 6, no. 7 (June 27, 2018): 150. http://dx.doi.org/10.11114/jets.v6i7.3393.

Full text

Abstract:

This study investigated the experiences and coping strategies of adolescent girl learners from child-headed families in the Shiselweni region of Swaziland. Forty (40) girls whose ages ranged from 13-18 years were participants in the study and were selected through purposive sampling in five selected rural schools. Data were collected on the experiences and coping strategies of adolescent girl learners through focus group discussions and individual interviews. The data were thematically analysed. The findings suggest that these girls experience lack of food security, poverty and strained extended family relations. The girls have also shown resilience despite their adversities which they indicated have been achieved through family unity, prayer and church support as coping strategies.

APA, Harvard, Vancouver, ISO, and other styles

3

V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

Full text

Abstract:

The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.

APA, Harvard, Vancouver, ISO, and other styles

4

Allen, James A., David P. Pimentel, and James P. Lasoie. "Fuelwood production and use in rural Swaziland: A case-study of two communities." Forest Ecology and Management 25, no. 3-4 (November 1988): 239–54. http://dx.doi.org/10.1016/0378-1127(88)90090-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Baraki, Yemane A., and Alan C. Brent. "Technology transfer of hand pumps in rural communities of Swaziland: Towards sustainable project life cycle management." Technology in Society 35, no. 4 (November 2013): 258–66. http://dx.doi.org/10.1016/j.techsoc.2013.10.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Yue, Ai, Yaojiang Shi, Fang Chang, Chu Yang, Huan Wang, Hongmei YI, Renfu Luo, et al. "Dormitory management and boarding students in China's rural primary schools." China Agricultural Economic Review 6, no. 3 (August 26, 2014): 523–50. http://dx.doi.org/10.1108/caer-05-2012-0048.

Full text

Abstract:

Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance. Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper. Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results. Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.

APA, Harvard, Vancouver, ISO, and other styles

7

Newton, Earle, and Ruth Wright. "Forces affecting change in small rural schools." School Organisation 7, no. 3 (September 1987): 357–66. http://dx.doi.org/10.1080/0260136870070312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Saiti, Anna. "The staffing of small rural primary schools in Greece." Management in Education 19, no. 4 (September 2005): 32–36. http://dx.doi.org/10.1177/089202060501900407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Terry, Debbie, Anup D. Patel, Daniel M. Cohen, Daniel Scherzer, and Jennifer Kline. "Barriers to Seizure Management in Schools." Journal of Child Neurology 31, no. 14 (September 29, 2016): 1602–6. http://dx.doi.org/10.1177/0883073816666738.

Full text

Abstract:

The purpose of this study was to assess school nurses’ perceptions of barriers to optimal management of seizures in schools. Eighty-three school nurses completed an electronic survey. Most agreed they felt confident they could identify a seizure (97.6%), give rectal diazepam (83.8%), and handle cluster seizures (67.1%), but fewer were confident they could give intranasal midazolam (63.3%), had specific information about a student’s seizures (56.6%), or could swipe a vagus nerve stimulator magnet (47.4%). Nurses were more likely to be available at the time of a seizure in rural (17/20) (85%) versus suburban (21/34) (62%) or urban (8/25) (32%) schools ( P = .001). School nurses are comfortable managing seizures in the school setting. However, a specific seizure plan for each child and education on intranasal midazolam and vagus nerve stimulator magnet use are needed. A barrier in urban schools is decreased availability of a nurse to identify seizures and administer treatment.

APA, Harvard, Vancouver, ISO, and other styles

10

Carpenter, Daniel, and Paul Munshower. "Broadening borders to build better schools." International Journal of Educational Management 34, no. 2 (August 15, 2019): 296–314. http://dx.doi.org/10.1108/ijem-09-2018-0296.

Full text

Abstract:

Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).

APA, Harvard, Vancouver, ISO, and other styles

11

Xu, Jianzhong. "Family Help and Homework Management in Urban and Rural Secondary Schools." Teachers College Record 106, no. 9 (September 2004): 1786–803. http://dx.doi.org/10.1111/j.1467-9620.2004.00405.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Innes, Charles, Joan Hutson, and Jerry Howell. "The Dorchester Area Rural School Education Team." Management in Education 3, no. 2 (January 1989): 33–35. http://dx.doi.org/10.1177/089202068900300212.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

Full text

Abstract:

To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.

APA, Harvard, Vancouver, ISO, and other styles

14

Hardré, Patricia L. "Motivating Environments: A Systemic Analysis of Four Rural High Schools." Leadership and Policy in Schools 6, no. 3 (July 19, 2007): 231–65. http://dx.doi.org/10.1080/15700760701263824.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Nedzinskaite-Maciuniene, Rasa, Agne Brandisauskiene, Jurate Cesnaviciene, and Ramute Bruzgeleviciene. "Organizational consulting models and performance improvement." Management 25, no. 2 (December 21, 2020): 195–213. http://dx.doi.org/10.30924/mjcmi.25.2.11.

Full text

Abstract:

This study is concerned with a possible organizational consulting model of schools in rural areas with unfavorable social, economic and cultural (SEC) environments. Specifically, the study offers a case study analysis of five rural schools of one Lithuanian municipality. The results yield a conceptual framework for a model of rural school consultation. The proposed model is in line with the theoretical approaches of the dynamic and the ecological theories. The obtained research results offer suggestions and insights for organizational development theory and practice.

APA, Harvard, Vancouver, ISO, and other styles

16

Kashaev, Andrey A. "Rural school vs low learning outcomes." Pedagogy Of Rural School 1, no. 7 (2021): 59–70. http://dx.doi.org/10.20323/2686-8652-2021-1-7-59-70.

Full text

Abstract:

The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.

APA, Harvard, Vancouver, ISO, and other styles

17

Mihai, Maryke, and Jan Nieuwenhuis. "Management challenges in an information communication technology (ICT) network in rural schools." South African Journal of Education 35, no. 4 (November 30, 2015): 1–10. http://dx.doi.org/10.15700/saje.v35n4a1203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Mavimbela, Vusi, and Petro van Niekerk. "Factors influencing values management in rural secondary schools: the role of educators." Africa Education Review 12, no. 4 (October 2, 2015): 567–81. http://dx.doi.org/10.1080/18146627.2015.1112143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Zelko, A. S., and V. A. Muzipova. "METHODOLOGICAL SUPPORT IN A MODERN RURAL SCHOOL." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 4 (December 25, 2020): 470–75. http://dx.doi.org/10.35634/2412-9550-2020-30-4-470-475.

Full text

Abstract:

The article describes the experience of methodological support for teachers in a rural school in the Kaliningrad region on the basis of federal and regional projects - Schools for Effective Growth, support for rural schools by Moscow schools, the School for Effective Management, the Center for Digital and Humanitarian Education "Growth Point". The definition of methodological work is given, approaches to the concept of different scientists are considered, the main features of the methodological support of rural schools are listed. A methodological support program is proposed on the example of one of the rural schools of the Kaliningrad region, which includes the goal, objectives, principles, content, planned results. It is proposed to include five areas in the program content - organizational, informational, personnel, scientific-methodological, legal support. According to the results of the study, it is concluded that the effectiveness of the methodological support program in a rural school can be achieved through the following indicators: one hundred percent passing the state final certification by ninth graders for two years, an increase in the number of teachers who passed certification, receiving stimulating payments by young teachers, achievements in the competition of young teachers at the regional level.

APA, Harvard, Vancouver, ISO, and other styles

20

Morenike, Olaseni Vivian. "The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location." American International Journal of Social Science Research 4, no. 2 (July 14, 2019): 88–93. http://dx.doi.org/10.46281/aijssr.v4i2.352.

Full text

Abstract:

The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.

APA, Harvard, Vancouver, ISO, and other styles

21

Lenart, Regina. "The role of local authorities in the development relational capital: rural schools perspective." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 4 (November 3, 2014): 881–89. http://dx.doi.org/10.15544/mts.2014.083.

Full text

Abstract:

Since the late 90s of last century, a small primary schools, including rural schools are closed. Originally intended this effect: shortening of primary education (transformation of the eight schools in six school classes), demographic, and transfer of schools to local government units. This means that the management of schools should use management methods. The article states that the relational capital can be a factor for competitiveness and success of the school. The article presents the results of interviews with experts affiliated to the Silesian Cluster of Education. The aim of study was to identify ways to build competitive educational institutions. Each of the respondents in their statements drew attention to the importance of building relationships and cooperation with the environment. Studies show, however, the lack of preparedness of schools to build partnerships and relationships with the environment.

APA, Harvard, Vancouver, ISO, and other styles

22

Patronova, Irina A. "Designing additional professional education programs for rural school leaders." Pedagogy Of Rural School 1, no. 7 (2021): 142–52. http://dx.doi.org/10.20323/2686-8652-2021-1-7-142-152.

Full text

Abstract:

The article deals with the design of additional professional education programs based on the identification of professional and personal difficulties of rural schools heads, the results of evaluation procedures. The traditional leading role of rural schools in the performance of educational, up-bringing, general cultural and social functions is determined. Various approaches to the problem of identifying professional deficits of heads of educational organizations located in rural areas are considered: regulatory and scientific. The article describes the study results of the identified difficulties in the organization of procedures for certification of managers, implementation of additional professional education programs. A number of features of the support organization for heads of rural and small schools are highlighted: continuity of organizational and methodological assistance; accessibility; variability, relevance and differentiation; advanced support; focus on reflection, the results of evaluation procedures, professional and personal deficits and needs. A system for identifying professional deficits and difficulties using designed tests, case studies, and the «Virtual School» system is described. The normative andscientific-methodological approach to the problem under study allowed us to determine the list of relevant significant professional and personal competencies, combined in the following blocks: «Personnel management», «Resource management», «Process management», «Results management», «Information management». The article considers the methodological basis for the formation of the assessment of professional and personal competencies and the continuous support of their development in the process of educational and professional activities, the system of additional professional education. As a result of the analysis of evaluation procedures, the obtained data are described in relation to individual educational organizations and managers, which allow providing targeted support and support in the regional system of additional professional education. The article raises the issue of building individual educational routes, choosing various forms of additional professional education: formal, non-formal and informal. The article describes the most relevant forms of additional professional education in relation to the heads of rural schools: seminars, webinars, mutual training, internships, mentoring, activities of informal educational groups, associations, laboratories of «Rural schools»

APA, Harvard, Vancouver, ISO, and other styles

23

Myende, Phumlani Erasmus, and Selaelo Maifala. "Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices." International Journal of Rural Management 16, no. 2 (June 14, 2020): 225–53. http://dx.doi.org/10.1177/0973005220930382.

Full text

Abstract:

This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.

APA, Harvard, Vancouver, ISO, and other styles

24

Kim, Wuijeong, Haejin Chung, Seung Jun Kim, and Seung-Yun Lee. "A Study on Curriculum Management in Rural Schools: the Case of Gyeonggi Province." Institute For Kyeongki Cultural Studies 41, no. 2 (December 30, 2020): 3–35. http://dx.doi.org/10.26426/kcs.2020.41.2.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Thaman, Varidhi, Anjana Mittal, Ishika Chitkara, and Prerna Chahal. "Menstrual hygiene awareness, management and challenges among adolescent girls in rural areas in Ambala, India." International Journal Of Community Medicine And Public Health 8, no. 6 (May 25, 2021): 2916. http://dx.doi.org/10.18203/2394-6040.ijcmph20211994.

Full text

Abstract:

Background: The present study was undertaken to encourage articulation of needs and problems of adolescent school girls in rural areas in Ambala district, India, advancing good menstrual hygiene and generating evidence on menstrual hygiene awareness, management and challenges.Methods: This study was an observational cross-sectional study, conducted from July to September 2018, in two rural schools (school 1 and school 2) in Ambala, Haryana, India. A structured pre validated questionnaire was administered to the group of participating girl subjects of 11- 17 years; the questionnaire was explained to them, followed by a short animated film ‘Mythri’ in Hindi of 20 minutes imparting knowledge on MHM. The data was analyzed and the report was presented to the schools with recommendations.Results: We observed better MHM facilities in school 2 than school 1. Provision of good infrastructure and MHM facilities in schools, reduces the absenteeism of girls during menstruation. A statistically significant difference in girl students absenteeism for an average of 2.15 (66.66%) days/ month in school 1, and an average of 1.44 (21.05%) days/month in school 2 is reported. Sanitary pads usage of 50%-83% girls is reported; this may probably be because of percolation of information and knowledge about good hygienic ways. Disposal of absorbent material still poses a big issue. Social taboos were reported by 84.44% girls in school 1 and by only 32.89% girls in school 2.Conclusions: The insights from our study suggests a better MHM education in schools to create more awareness, judicious allocation of resources in schools, providing better infrastructure and basic support to manage menses effectively and with dignity.

APA, Harvard, Vancouver, ISO, and other styles

26

Chen, Jianhong. "Plan Scientific Design, Develop Research Curriculum, Highlight Value Orientation: Elements of Self-Redemption of Rural Schools." Science Insights Education Frontiers 10, S1 (September 13, 2021): 19. http://dx.doi.org/10.15354/sief.21.s1.ab049.

Full text

Abstract:

The basis of rural revitalization is education. How to keep up the pace of rural revitalization strategies, so as to promote qualified development is a significant question. This paper explored the elements to solve this question. Firstly, schools can realize the integral moving, redevelop campus culture through renaming, run school through chain management, focus on construction insufficient, foster collaborative development. By moving to a new area, schools will change their name to become a chain so that they can r and integrate with the schools in Hangzhou and Shanghai. Secondly, schools can set up a rural curriculum system by integrating resources, constructing proper research, and implementing theme research and development courses. Thirdly, schools need to highlight the orientation of center value through disseminating mainstream core values, shaping local culture characters, and setting pioneer stations of rural revitalization.

APA, Harvard, Vancouver, ISO, and other styles

27

Bickel, Robert, Terry Tomasek, and Teresa Hardman Eagle. "Top-Down, Routinized Reform in Low-Income, Rural Schools." education policy analysis archives 8 (February 21, 2000): 12. http://dx.doi.org/10.14507/epaa.v8n12.2000.

Full text

Abstract:

Since 1991, the National Science Foundation has funded fifty-nine state, urban, and rural systemic initiatives. The purpose of the initiatives is to promote achievement in math, science, and technology among all students, and to encourage schools and communities to secure the resources needed to maintain such outcomes. The Appalachian Rural Systemic Initiative (ARSI) is a six-state consortium which focuses these efforts on low-income, rural schools. The primary means of accomplishing ARSI's aims is a one-day-one-school site visit, called a Program Improvement Review, done by an ARSI math or science expert. The centrally important Program Improvement Reviews, however, seem to be premised on unsubstantiated assumptions as to the static, easy-to-understand, easy-to-evaluate nature of educational achievement in rural Appalachian schools. As a result, the Reviews resemble exercises in early-twentieth century scientific management, and are unlikely to enhance achievement in science or math. Consequently, even if there is merit to the commonsense human capital approach to economic growth and development on which systemic initiatives are tacitly premised, this first- person account makes a case that desired payoffs are unlikely to follow from the work of ARSI.

APA, Harvard, Vancouver, ISO, and other styles

28

Ndlela, William N. "Mainstreaming Hiv/Aids in Housing Developments and Planning in Swaziland." Open House International 33, no. 4 (December 1, 2008): 34–42. http://dx.doi.org/10.1108/ohi-04-2008-b0005.

Full text

Abstract:

Swaziland is one of the countries with the highest Human Immune-deficiency Virus (HIV) rates in the world. Consequently, the increased need for care and support for people living with Acquired Immune-deficiency Syndrome (AIDS), as well as orphaned and vulnerable children, is unprecedented. The response to combat the HIV epidemic has been evident in many areas as the country continues its fight against the HIV epidemic. However, efforts to provide care and support - including Anti-Retroviral Therapy (ART), management of opportunistic infections, and community home-based care - have, so far, largely stemmed from the health sector. Housing care and other non-medical support is continuing to lag behind. Lack of proper housing is one of the deprivations suffered by orphaned children and people living with AIDS, which predisposes them to attacks by opportunistic infections and other vulnerabilities and disrupts the continuum of care, whilst at times denying occupants the required privacy. This paper focuses on creating an understanding of why housing care and support for HIV and AIDS affected is lagging behind in Swaziland. It suggests cultural, economic, political and policy issues as the underlying reasons for this, and, therefore, concludes that there is need for bold policy reforms in these areas. In order to create a proper framework for such reforms, the paper reviews the following: 1. The national housing policy's implications on the care and support for people living with HIV and AIDS and the orphaned and vulnerable children; and 2. The current human settlements related responses to HIV and AIDS in Swaziland's rural, peri-urban and urban areas. In this context, urban development planning paradigms and the extent to which HIV and AIDS is being integrated into the development plans are discussed.

APA, Harvard, Vancouver, ISO, and other styles

29

Anees-ul-Husnain Shah, M., Asghar Ali, and M. Adnan Maqbool. "Evaluation of Financial Management Competencies of School Principals and their Impact on Institutional Development at KP, Pakistan." Global Economics Review II, no. I (June 30, 2017): 85–102. http://dx.doi.org/10.31703/ger.2017(ii-i).10.

Full text

Abstract:

The study aimed at finding the impacts of secondary school principals financial management competency on the institutional development. All male and female principals of secondary and higher secondary schools of Khyber Pakhtunkhwa were the population of the study and among them a sample of 200 head teachers including 100 male (40 urban & 60 rural) and 100 females (40 urban & 60 rural) from two conveniently selected districts were selected. Two research instruments; one questionnaire for Principals and a checklist was developed. The data were analyzed through frequencies, percentages, mean and standard deviation and t-test. Major findings of the study were; majority of the Principals were competent in planning, organizing, and controlling financial matters of their schools except in the tasks of fund raising, and internal audit. Urban Principals were better in planning than rural Principals. It is recommended that rural Principals may be provided training especially about planning financial matters

APA, Harvard, Vancouver, ISO, and other styles

30

Shah, M. Anees-ul-Husnain, Asghar Ali, and M. Adnan Maqbool. "Evaluation of Financial Management Competencies of School Principals and their Impact on Institutional Development at KP, Pakistan." Global Regional Review III, no. I (December 30, 2018): 518–37. http://dx.doi.org/10.31703/grr.2018(iii-i).38.

Full text

Abstract:

The study aimed at finding the impacts of secondary school principals’ financial management competency on the institutional development. All male and female principals of secondary and higher secondary schools of Khyber Pakhtunkhwa were the population of the study and among them a sample of 200 head teachers including 100 male (40 urban & 60 rural) and 100 females (40 urban & 60 rural) from two conveniently selected districts were selected. Two research instruments; one questionnaire for Principals and a checklist was developed. The data were analyzed through frequencies, percentages, mean and standard deviation and t-test. Major findings of the study were; majority of the Principals were competent in planning, organizing, and controlling financial matters of their schools except in the tasks of fund raising, and internal audit. . Urban Principals were better in planning than rural Principals. It is recommended that rural Principals may be provided training especially about planning financial matters.

APA, Harvard, Vancouver, ISO, and other styles

31

Prakash, Chinmaya, and Shubha Chandra Shubha Chandra. "School Management’s Perception of Corporate Social Responsibility (CSR): An Exploratory Study." Issues and Ideas in Education 8, no. 2 (October 21, 2020): 67–76. http://dx.doi.org/10.15415/iie.2020.82007.

Full text

Abstract:

Background: In recent years, the importance of school as a stake-holder in CSR activities is gaining recognition. Companies channel financial and human resources into developing schools. School Development and Monitoring Committee (SDMC) plays an important part in the management of Primary schools in Karnataka and as such should have a role in CSR activities. Purpose: This exploratory study attempted to answer the following questions- (1) How aware are SDMC members of CSR and its role in schools (2) what is their perception of CSR in their schools? (3) Do rural and urban SDMC members differ in their perception of CSR Methods: Sample consisted of SDMC members from 50 rural and 50 urban Government run primary schools in Bangalore Educational districts. 100 SDMC members, one from each school, were interviewed using a semi structured information schedule developed for this study. Results: Management is not very clear about the nature of CSR support . However, 75% of them perceive CSR as beneficial to their schools. Rural subjects have a more favourable perception of CSR impact and they differ significantly from urban counterparts in rating ‘ how CSR has benefited students’ (t = 2.052).Conclusions: SDMC members do not clearly distinguish between support provided under CSR and support received from other sources. Overall, CSR is seen as beneficial to school by supplementing government support and helping the management. Rural schools seem to benefit more from CSR support. Though SDMC is supposed to monitor the developmental activities of the school, they are not often consulted by companies about the requirements for the school. Involving SDMC in planning, executing and monitoring would enhance the efficacy of CSR programmes.

APA, Harvard, Vancouver, ISO, and other styles

32

González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.

Full text

Abstract:

Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.

APA, Harvard, Vancouver, ISO, and other styles

33

Musah, Mohammed Borhandden, and Lokman Mohd Tahir. "Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback." International Journal of Management in Education 14, no. 4 (2020): 422. http://dx.doi.org/10.1504/ijmie.2020.10028176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Tahir, Lokman Mohd, and Mohammed Borhandden Musah. "Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback." International Journal of Management in Education 14, no. 4 (2020): 422. http://dx.doi.org/10.1504/ijmie.2020.108007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Chen, Shi, Huaruo Chen, Hairong Ling, and Xueying Gu. "How Do Students Become Good Workers? Investigating the Impact of Gender and School on the Relationship between Career Decision-Making Self-Efficacy and Career Exploration." Sustainability 13, no. 14 (July 14, 2021): 7876. http://dx.doi.org/10.3390/su13147876.

Full text

Abstract:

In the field of vocational psychology, career decision-making self-efficacy (CDMSE) and career exploration (CE) are considered the crucial factors for developing a sustainable career. This study investigated the relationship between CDMSE and CE among Chinese high-school students, as well as the moderating effects of gender and school. From 2019 to 2021, 24,273 students from 13 different high schools were recruited in the study (male = 15,050, female = 9223; urban schools = 12,327, rural schools = 11,946). The results showed that (i) male students scored significantly higher than female students in both CDMSE and CE, (ii) students from urban schools scored significantly higher than students from rural schools in both CDMSE and CE, (iii) CDMSE positively predicted CE, and (iv) school moderated the relationship between CDMSE and CE, with the effect of CDMSE on CE stronger among rural school students; a moderating effect of gender was not found. These findings indicate that promoting CDMSE can lead high-school students, especially rural school students, to engage more in CE to ensure sustainable career development under the protean and boundaryless career orientation.

APA, Harvard, Vancouver, ISO, and other styles

36

Fred, Andy, and Gurcharan Singh Bishen Singh. "Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak." Asian Journal of University Education 17, no. 1 (March 8, 2021): 165. http://dx.doi.org/10.24191/ajue.v17i1.12694.

Full text

Abstract:

This study focuses on teachers’ perceptions of their headmasters’ instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using ‘The Principal Instructional Management Rating Scale (PIMRS) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with SPSS IBM Version 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters’ instructional leadership in the three dimensions as “medium high” (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers’ perceptions regarding their headmasters’ instructional leadership practices. This study also revealed the headmasters’ instructional leadership practices as “medium high” level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities. Keywords: Instructional Leadership, Under-enrolled Schools, Rural Schools

APA, Harvard, Vancouver, ISO, and other styles

37

Meena, D. K., R. Tripathi, and S. Agrawal. "GIS BASED MULTI-PARAMETER OPTIMAL PATH ANALYSIS FOR RURAL SCHOOLS." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences IV-5/W2 (December 5, 2019): 67–74. http://dx.doi.org/10.5194/isprs-annals-iv-5-w2-67-2019.

Full text

Abstract:

Abstract. Using the Geographic Information System (GIS) technology, transportation and network analysis has become a straightforward application. An underlying problem in transportation and network analysis is to find optimal paths between different locations from sources to destination on a network. Sometimes this optimal path between source to destination has to be done in real-time. Several optimal path algorithms have been proposed by the researchers based on single parameter problem. In this paper, a multi-parameters based optimal path solution is proposed using GIS software for the travelling of children to schools. For these rural schools of Bara tehsil of Prayagraj district in India is selected. Three different parameters are taken to find the optimal path which is population density-based, travelling distance-based and travelling time-based optimal path. The developed optimum path is the least cost and satisfied by the other technical, environmental, economic and social criteria. This paper provides a solution if the government need to apply any policy that needs to visit each school. This paper will help the government in land management. On the basis of this paper, government can find schools which are not connected with road and can plan a new road to connect each school by road.

APA, Harvard, Vancouver, ISO, and other styles

38

Ali, Abid, and Kamal Haider. "Role of Management in Teaching Practices Private Schools of District Central Karachi." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 16–23. http://dx.doi.org/10.48112/jemss.v1i1.6.

Full text

Abstract:

The situation of public schools in rural and urban areas is not much good, that’s why parents are giving preference to private schools for their children’s education. This study focused on the role of school management team in improving teaching practices. Apart from the reviewed literature, an empirical investigation based on a quantitative research was used to collect data from 100 private schools of district Central Karachi. The results of the study revealed that the role of school management for enhance quality teaching practice in private secondary schools of central district Karachi. From this perspective, work climate plays vital role in teacher performance. Furthermore, it is very necessary to value the teaching learning process by helping teachers regard teaching matters. Providing job related resources and facilities are the responsibility of school management. Positive relationship among teaching staff and management staff plays important role in teaching learning process.

APA, Harvard, Vancouver, ISO, and other styles

39

Rafiq, Mona, and Naveed Sultana. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review V, no. IV (December 30, 2020): 32–41. http://dx.doi.org/10.31703/gesr.2020(v-iv).04.

Full text

Abstract:

Primary schools in rural areas of Pakistan have been opened at very short distance firstly due to small geographical boundaries of the villages and secondly to improve the enrollment of students. The small population in villages resulted in low enrollment of the students. According to rationalization policy of Government of Pakistan, the student-teacher ratio is 35:1; therefore, student strength of schools in rural areas hardly reaches 40; hence, a single teacher is allocated, and students in a school from Zero grade to 5th grade sit together in either one room or two and are taught by mostly one or two teachers concurrently This qualitative study was conducted in rural primary schools for girls and boys to explore lived experiences of male and female teachers in One Teacher Schools/multi-grade and to find out differences in teaching on the gender-disaggregated basis. The management of multi grades single-handedly is the toughest job.

APA, Harvard, Vancouver, ISO, and other styles

40

Feu Gelis, Jordi, and Albert Torrent Font. "The Ideal Type of Innovative School That Promotes Sustainability: The Case of Rural Communities in Catalonia." Sustainability 13, no. 11 (May 24, 2021): 5875. http://dx.doi.org/10.3390/su13115875.

Full text

Abstract:

In Spain, the evolution of rural areas has followed very different paths depending on the area. While some areas have experienced a continuous demographic decline, others, like Catalonia, have followed the opposite trend thanks to internal and, to a lesser extent external, immigration. This article presents a detailed and original study of the evolution of the population in rural areas during the period 1979–2005, explaining the main reasons for this migration process and later establishing that schools act as an important pole of attraction for young couples with a high degree of cultural diversity. It presents an innovative and inclusive school model that ensures educational success of all the children and respects the cultural idiosyncrasy of the students and families. The three objectives mentioned correspond to three consecutive research projects, each of which provides complementary information to the previous one and all of which shed light on the relationship between demographic revival, cultural diversity and inclusive rural schools. They also pay special attention to factors that make this revival possible. The first objective, approached from a qualitative perspective, shows that, in contrast to the most alarmist theses, there was demographic growth between 1975 and 2005, which was especially notable between 2000 and 2005. The second objective, approached from a qualitative perspective, explains that while young couples emigrate to rural areas for diverse reasons, these reasons can be organized into subjective and structural factors, the school being one of the most important. The third objective, based on a case study of six “alternative” rural schools, proposes an ideal type of school based on the most radical innovative and inclusive principles. This article provides a detailed analysis of demographic evolution in rural Catalonia during a period in which we lacked data, and it expands the sociological factors explained until now regarding contemporary emigration to rural areas. Finally, from a socio-educational perspective, it provides complementary knowledge with regards to rural schools, analyzing the characteristics of “alternative” rural schools and presenting a school prototype that aims to be radically innovative and inclusive.

APA, Harvard, Vancouver, ISO, and other styles

41

Mustari, Mohammad. "THE MANAGEMENT OF COMMUNITY EDUCATION IN RURAL AREA BY RELIGIOUS EDUCATION INSTITUTIONS." TEMALI : Jurnal Pembangunan Sosial 3, no. 1 (March 11, 2020): 188–235. http://dx.doi.org/10.15575/jt.v3i1.7573.

Full text

Abstract:

This article discusses how public education institutions such as boarding schools face the social changes brought about by modernity. The assumption is that as agents of change, of course pesantren must follow what and how modernity itself can only provide answers to society. What is mainly brought about by modernity itself is development. Therefore, social change that must be answered primarily by pesantren is a matter of development. This study found that operationally, the relationship between pesantren and rural community development, which aspires to improve the quality of human resources in the pesantren, has been carried out through the following activities: consolidation and cooperation, business links and education, and insights into the pesantren's struggle, community, and the government.

APA, Harvard, Vancouver, ISO, and other styles

42

Hartijasti, Yanki, and Safia Afzal. "LEADERSHIP COMPETENCIES OF SCHOOL PRINCIPALS: THE CASE OF URBAN AND RURAL PRIVATE SCHOOLS IN PAKISTAN." Polish Journal of Management Studies 14, no. 2 (June 2016): 71–81. http://dx.doi.org/10.17512/pjms.2016.14.2.07.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Monadjem, Ara, Themb'a A. Mahlaba, Nomfundo Dlamini, Seth J. Eiseb, Steven R. Belmain, Loth S. Mulungu, Apia W. Massawe, Rhodes H. Makundi, Katrine Mohr, and Peter J. Taylor. "Impact of crop cycle on movement patterns of pest rodent species between fields and houses in Africa." Wildlife Research 38, no. 7 (2011): 603. http://dx.doi.org/10.1071/wr10130.

Full text

Abstract:

Context Rodent pests can have severe impacts on crop production in sub-Saharan Africa. In particular, the multimammate mouse Mastomys natalensis severely damages agricultural crops in southern and eastern Africa, leading to significant losses. Both its population ecology and breeding biology have been studied in agricultural and natural habitats. Population numbers erupt depending on the timing and amount of rainfall and may reach plague proportions, especially in agricultural settings, where it may become a serious pest. However, the ecology of this species, in particular its interactions with other species within the context of human settlement, is poorly understood. It may occasionally enter houses, but the degree to which it does so and the factors influencing this movement are not known. Aims We investigated the relationship between Rattus spp. and M. natalensis entering buildings in an agro-ecological setting. We predicted that M. natalensis would enter houses more readily when food availability was lowest in the surrounding fields, and when the larger Rattus spp. were absent. Methods We followed 40 individuals of M. natalensis in Swaziland and Namibia by radio-telemetry. Mice were captured in maize fields within 50 m of a homestead and fitted with radio-transmitters at three different times corresponding to different stages of crop development: pre-harvest, post-harvest and pre-planting. To corroborate the findings of the telemetry study, a non-toxic marker, rhodamine B, was mixed with standard bait and left at bait stations inside houses in 10 homesteads in Swaziland and Tanzania. Key results Mice remained in the fields during the entire period of study in Swaziland, but entered buildings in Namibia during the post-harvest stage, which may represent a period of food shortage for these mice in the field. Rodents captured after baiting with rhodamine B demonstrated that Rattus spp. predominated within the houses. A small number of rhodamine B-marked M. natalensis were captured outside the houses, the proportion declining with distance away from the houses. Conclusions These results suggest that in a typical rural African setting dominated by subsistence agriculture, Rattus spp. (when present) competitively exclude the smaller M. natalensis from entering houses. Implications Interactions between rodent pest species may be important in determining which rodent species enter houses in rural African landscapes. Consideration of such interactions may play an important role when developing pest management strategies.

APA, Harvard, Vancouver, ISO, and other styles

44

Staci M. Zolkoski, Samantha Estrada Aguilera, Erin M. West, Gary J. Miller, Jessica M. Holm, Sarah M. Sass, and Eric L. Stocks. "Teacher Perceptions of Skills, Knowledge, and Resources Needed to Promote Social and Emotional Learning in Rural Classrooms." Rural Educator 41, no. 3 (January 18, 2021): 1–11. http://dx.doi.org/10.35608/ruraled.v41i3.1098.

Full text

Abstract:

The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers’ intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one’s ability to teach diverse students, and one’s ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.

APA, Harvard, Vancouver, ISO, and other styles

45

Gyawali, Yadu Prasad. "Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic." Journal of School Administration Research and Development 5, S2 (December 21, 2020): 100–104. http://dx.doi.org/10.32674/jsard.v5is2.2737.

Full text

Abstract:

This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.

APA, Harvard, Vancouver, ISO, and other styles

46

Zolotariova, Angelina V., and Dariya S. Budanova. "RESULTS OF ASSESSING THE FORMATION OF METASUBJECT COMPETENCES OF TEACHERS IN URBAN AND RURAL SCHOOLS." Pedagogy of Rural School 6, no. 4 (2020): 95–108. http://dx.doi.org/10.20323/2686-8652-2020-4-6-95-108.

Full text

Abstract:

The article presents the results of assessing the formation of metasubject competencies of teachers; the features of the activity of a teacher in rural school are described; substantiation of the complex of modern professional competencies of a teacher is given; an emphasis is placed on a cluster of metasubject competencies, a complex of assessment tools for their assessment is presented – competency passports, a system of test tasks, a computer program for testing; shows the results of a study of metasubject competencies of 770 teachers from 68 schools in the Yaroslavl region within the framework of the project «Improving the quality of education in schools with low learning outcomes (SHNOR) and in schools operating in unfavorable social conditions (SHSU)»; the general test results are described, a comparative analysis of the test results of metasubject competences of teachers in urban and rural schools is provided; recommendations were given to management teams of schools to eliminate professional deficiencies of teachers in the field of meta-subject competencies.

APA, Harvard, Vancouver, ISO, and other styles

47

Asiyai, Romina Ifeoma. "Deviant Behaviour in Secondary School and its Impact on Students’ Learning." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 170–77. http://dx.doi.org/10.2478/jesr-2019-0034.

Full text

Abstract:

Abstract Students come to school to acquire knowledge, skills, positive behaviour and values for good citizenship. Students learning become more effective and meaningful when the classroom and school environment is calm and devoid of distractions. This study examined deviant behaviour in schools and how it impacts on students’ learning The study drew its sample from a population of public secondary schools in Edo State, Nigeria. The sample comprised 500 teachers selected through random sampling techniques from twenty secondary schools in the state. The questionnaire was the instrument for data collection from the respondents. Descriptive statistics were employed in the analysis of data. The findings revealed that deviant behaviour was prevalent in urban and rural schools but was more prevalent in urban schools than in rural schools. The findings further revealed that the extent of prevalent of deviant behaviour in large schools was more than in small schools. Deviant behaviour severely impacted on students’ learning. The study concluded by recommending the adoption of appointing two principals to head large schools. Principals of large schools should employ collaboration with school management team to effectively combat deviant behaviours.

APA, Harvard, Vancouver, ISO, and other styles

48

Pansiri, Nkobi Owen. "Performativity in School Management and Leadership in Botswana." Educational Management Administration & Leadership 39, no. 6 (November 2011): 751–66. http://dx.doi.org/10.1177/1741143211416386.

Full text

Abstract:

The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance.

APA, Harvard, Vancouver, ISO, and other styles

49

Ha, Kyoo-Man. "The Role of Community-Based Organization in Emergency Management in Rural Korea." Lex localis - Journal of Local Self-Government 10, no. 2 (April 26, 2012): 187–202. http://dx.doi.org/10.4335/10.2.187-202.

Full text

Abstract:

The purpose of this paper is to suggest strengthening of the current role of community-based organization (CBO) in rural Korea, such as its all-events approach, by adopting the guerilla approach for the ultimate goal of effective local emergency management. In so doing, the paper first analyzes the real picture of CBO’s all-events approach and the alternatives available to CBO’s guerilla approach via four components: (1) local government, (2) local schools, (3) neighboring industry, and (4) local residents. The major tenet of this paper is that CBO should focus more, like a guerilla or an irregular soldier, on managing local emergency, besides all other events in rural Korea, with the support of the four components. Keywords: community-based organization • voluntary organization • emergency management • local Korea

APA, Harvard, Vancouver, ISO, and other styles

50

Brown, Martin, Gerry McNamara, Joe O’Hara, Stafford Hood, Denise Burns, and Gül Kurum. "Evaluating the impact of distributed culturally responsive leadership in a disadvantaged rural primary school in Ireland." Educational Management Administration & Leadership 47, no. 3 (November 8, 2017): 457–74. http://dx.doi.org/10.1177/1741143217739360.

Full text

Abstract:

This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does not necessarily imply a commitment to a particular stance on issues of social justice, such as equality, but rather that this can only flow from leaders becoming culturally responsive to the diverse traditions and needs of the changing populations of their schools. We define this combination as ‘distributed culturally responsive leadership’. The second part of the paper attempts to illustrate this argument by closely examining the philosophy and actions of a particular principal who is regarded as an exemplar of good practice. The methodology used in the school case study is described and, finally, we provide a presentation and analysis of the data followed by a discussion of the research findings.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Rural schools – Swaziland – Management'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles