To see the other types of publications on this topic, follow the link: School improvement programmes – Lesotho.
Journal articles on the topic 'School improvement programmes – Lesotho'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School improvement programmes – Lesotho.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Glasman, Naftaly S. "School management training programmes: status and improvement." International Journal of Educational Management 10, no. 4 (August 1996): 4–9. http://dx.doi.org/10.1108/09513549610122129.
Full text
2
Harris, Alma, and Jon Young. "Comparing School Improvement Programmes in England and Canada." School Leadership & Management 20, no. 1 (February 2000): 31–42. http://dx.doi.org/10.1080/13632430068860.
Full text
3
Makafane, Teboli David. "The Ramifications of Bullying in Lesotho Schools." Journal of Education, Teaching and Social Studies 1, no. 1 (June 1, 2019): p30. http://dx.doi.org/10.22158/jetss.v1n1p30.
Full textAbstract:
This paper is based on a bigger study undertaken in 2017. It focuses on the ramifications of bullying in Lesotho schools. A qualitative research design was adopted to probe for in-depth information about consequences of bullying in schools. The methodology employed was the case study approach in two high schools in the Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.The study found out that bullying has negative consequences to all parties; perpetrators, victims and bystanders. The finding of the study revealed that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.
4
Makafane, David, and Tankie Khalanyane. "The Micro-Politics of Schooling in Lesotho: Bullying." Journal of Education and Culture Studies 2, no. 3 (August 15, 2018): 191. http://dx.doi.org/10.22158/jecs.v2n3p191.
Full textAbstract:
<p><em>The paper is based on a study undertaken in 2015 to 2017 that explored the micro-politics of schooling in Lesotho, with specific focusing on bullying. A qualitative research design was adopted to probe for in-depth information about bullying in schools. The methodology employed was the case study approach in two high schools in Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.</em></p><p><em>The study found out that bullying exists not only during school activities, but even during after school activities that learners are involved in. It was also found that bullying has negative consequences to all parties; perpetrators, victims and bystanders. Findings further revealed that the minority members of the society like visually impaired people, physically challenged and students with poor background are more prone to bullying because most of them do not have power to counteract bullies. The study further found that newly arrived students are the ones who are mostly targeted by bullies under the pretext of being taught the culture of the school. The study also found that teachers view bullying as an act of power imbalance where a powerful person takes advantage of a less powerful or vulnerable person. The study also found that cyber bullying is the latest form of bullying which is more harmful than any other form of bullying. The study also found that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. </em></p><p><em>The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.</em></p>
5
Ogude, Nthabiseng Audrey, Kgadi Clarrie Mathabathe, Nosipho Mthethwa, and Regina White. "Mamelodi Pre-University Academy." Metropolitan Universities 31, no. 2 (July 20, 2020): 33–52. http://dx.doi.org/10.18060/23807.
Full textAbstract:
The University of Pretoria adopted an anchor institution strategy and designated the Mamelodi Campus as a Faculty with a focus on community engagement with the primary goal of broadening educational pathways to post-secondary school attainment. This paper provides an overview of how two strategic goals of the University namely, widening access and success and strengthening social responsiveness have manifested over a decade through designating STEM access programmes to a campus located in the impoverished township, Mamelodi. The anchor mission entails improvement of the access programmes through incorporating the student voice, as well the improvement of After-School Programmes (ASPs) by formalizing a Pre-University Academy (PUA). The PUA is a signature academic programme geared towards fostering articulation between the high school initiatives, access programmes and the mainstream programmes to ensure a seamless transition from secondary school to graduation. The paper provides lessons drawn from the provision of the programmes which resulted in “forward and backward” articulation to close the school-university gap while addressing systemic educational problems left by the legacy of apartheid. The paper further elaborates on the process followed to cement the anchor mission through the PUA as well as make recommendations to strengthen anchor institution strategy efforts in similar contexts.
6
Wikeley, Felicity, Louise Stoll, Javier Murillo, and Rob De Jong. "Evaluating effective school improvement: Case studies of programmes in eight european countries and their contribution to the effective school improvement model." School Effectiveness and School Improvement 16, no. 4 (December 2005): 387–405. http://dx.doi.org/10.1080/09243450500234617.
Full text
7
Goia Agoston, Simona Irina, Ramona Stefania Igret, and Cristian Virgil Marinas. "Internship programmes – bridge between school and professional life." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 418–26. http://dx.doi.org/10.1515/picbe-2017-0045.
Full textAbstract:
AbstractAll stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the factors that influence their quality from students’ perspective? What strategies and measures can be adopted in order to improve the quality of internship programs? The present paper aims at addressing the above questions by analysing the responses of over 450 students which were surveyed within a questionnaire based research conducted in the Bucharest University of Economic Studies in Romania. Various research methods – starting with the analysis of descriptive statistics and continuing with factor analysis and regression analysis- were used in order offer an overview – as comprehensible as possible- of the situation of internship programs in various sectors in the field of business, economics and administration. The outcomes of the study can be of interest for several groups of stakeholders and can be taken into consideration when formulating and proposing improvement recommendations of the policies, regulations and operational measures in this field.
8
Bush, Tony. "School improvement through government agencies: Loose or tight coupling?" Improving Schools 20, no. 1 (July 24, 2016): 35–47. http://dx.doi.org/10.1177/1365480216650949.
Full textAbstract:
In seeking to improve student outcomes, governments may choose to exercise direct control over schools, as in many centralised systems, or to provide frameworks for intermediate bodies to engage in improvement activities. One such body is the National College for School Leadership (NCSL), now the National College for Teaching and Leadership (NCTL) in England. The Department of Education of the South African province of Gauteng (GDE) has also chosen to implement its school improvement programmes partly through two specialist units, the Sci-Bono Discovery Centre, which focuses on maths, science and technology (MST), and the Matthew Goniwe School of Leadership and Governance (MGSLG), which specialises in school leadership, management, governance and teacher development. The purpose of this article is to report on an evaluation of the work of these two bodies, commissioned by the GDE as part of its 20th anniversary commemorations, through an analysis of relevant documents and interviews with 11 key actors in the operation of these specialist bodies. The article adopts loose coupling as its theoretical framework.
9
Achana, Morris, Dr Jacinta M. Adhiambo, and Dr Florentina Ndeke. "CONTRIBUTION OF IN-SERVICE TRAINING PROGRAMMES TO TEACHERS' PERFORMANCE IN A PRIVATE SECONDARY SCHOOL IN KYENJOJO DISTRICT, WESTERN UGANDA." Journal of Education and Practice 3, no. 1 (August 9, 2019): 36. http://dx.doi.org/10.47941/jep.313.
Full textAbstract:
Purpose: In-service training programmes in educational planning and administration are indispensable for enhancing teachers’ performance. In Uganda, the schools’ administrators and educational policy makers consider investing in in-service training of teachers. The study was purposed to develop workable recommendations, to address the continued poor performance of students in private secondary schools in Kyenjojo District in Western Uganda. The study was guided by four research objective; to find out the types of in-service training programmes provided at St. Joseph’s Hill Secondary School in Kyenjojo district; to determine the contributions of in-service training programmes to teachers’ performance at St. Joseph’s Hill Secondary School in Kyenjojo District; to gauge on how effective the in-service training programmes are promoting effective supervision of students by teachers at St. Joseph’s Hill Secondary School in Kyenjojo District and to find out how teachers’ service delivery affect students’ performance at St. Joseph’s Hill Secondary school in Kyenjojo District. Expectancy theory guided the study.Methodology: The study employed qualitative research method and it was guided by a case study design. The study employed a non-probability sampling procedure. A total of 8 administrators, 26 teachers, 30 students, 1 District Education Officer and 1 District Inspector of Schools were selected. In data collection, the study used Interview guide and Focused Group Discussions for the selected sample. Face to face Interviews were conducted. The data collected was analyzed qualitatively.Results: The findings revealed that in-service training programmes for teachers exist though not consistent but once or twice in a year. The in-service training programmes have contributed to the improvement of teachers’ welfare in regards to acquisition of skills that helped the teachers in teaching. There are different types of in-service programmes offered to teachers. These programmes have contributed to teachers’ performance in the areas of providing exposure to teachers, lesson planning, handling learners, building relations with learners, marking and setting of exams, improvement in time and classroom management, plus inspiring learners to achieve their academic potential and many others.Recommendations: Based on the research findings, the researcher recommends that in-service training providers and school administration put extra efforts on teachers’ supervision.
10
Higueras-Rodriguez, Lina, and Marta Medina-Garcia. "Active methodologies as a key element in teacher training for educational inclusion." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 13–19. http://dx.doi.org/10.18844/prosoc.v7i3.5227.
Full textAbstract:
The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.
Keywords: Active methodologies, teacher training, inclusion, school improvement.
11
Davis, Jaimie N., Mackenzie R. Spaniol, and Shawn Somerset. "Sustenance and sustainability: maximizing the impact of school gardens on health outcomes." Public Health Nutrition 18, no. 13 (February 23, 2015): 2358–67. http://dx.doi.org/10.1017/s1368980015000221.
Full textAbstract:
AbstractObjectiveSchool garden programmes have become popular action-oriented learning environments in many countries, often driven by converging priorities of environmental sustainability and healthful diets. Many of these programmes have assessed the impact on dietary intake, specifically fruit and vegetable intake, and related dietary behaviours, such as knowledge, preference, motivation, intention and self-efficacy to eat and prepare fruit and vegetables. The objective of the present study was twofold: (i) to review published garden-based programmes conducted in schools targeting dietary intake and/or determinants of dietary behaviour in children; and (ii) to identify similar strategies and components employed by these garden-based programmes.DesignThe review included thirteen studies that have examined the impact of garden-based programmes conducted in school, either during school hours or in after-school settings, on dietary behaviours in children (kindergarten through 8th grade students).ResultsThree of the reviewed studies did not have a comparison or control group and simply evaluated within-group changes after a garden intervention. None of the reviewed studies were randomized, but were assigned based on school’s interest and timing of new school gardens being built. Out of the eleven programmes that examined dietary intake, six found that the programme resulted in increased vegetable intake, whereas four showed no effect. Seven of the eight studies that measured preference found that the programmes resulted in increased preference for vegetables. Gardening programmes also resulted in improved attitudes towards, willingness to taste, identification of and self-efficacy to prepare/cook fruit and vegetables. Similar strategies/components employed by the majority of the programmes included: ‘hands on’ curriculum, incorporation of a cooking component, providing the instructors, parental and stakeholder support, food provision and using the garden as the focal point for media promotion.ConclusionsSome of the garden programmes resulted in increased vegetable intake, which has positive implications for both environment sustainability and health-related outcomes. Further, the majority resulted in some improvement in behaviour determinants more generally. However, more research is warranted to understand how to achieve long-term improvements in dietary behaviours and how to sustain the garden-based programmes in schools.
12
Zeiler, Michael, Stefanie Kuso, Martina Nitsch, Monika Simek, Tanja Adamcik, Rocio Herrero, Ernestina Etchemendy, et al. "Online interventions to prevent mental health problems implemented in school settings: the perspectives from key stakeholders in Austria and Spain." European Journal of Public Health 31, Supplement_1 (July 1, 2021): i71—i79. http://dx.doi.org/10.1093/eurpub/ckab039.
Full textAbstract:
Abstract Background Schools are key settings for delivering mental illness prevention in adolescents. Data on stakeholders’ attitudes and factors relevant for the implementation of Internet-based prevention programmes are scarce. Methods Stakeholders in the school setting from Austria and Spain were consulted. Potential facilitators (e.g. teachers and school psychologists) completed an online questionnaire (N=50), policy makers (e.g. representatives of the ministry of education and health professional associations) participated in semi-structured interviews (N=9) and pupils (N=29, 14–19 years) participated in focus groups. Thematic analysis was used to identify experiences with, attitudes and needs towards Internet-based prevention programmes, underserved groups, as well as barriers and facilitators for reach, adoption, implementation and maintenance. Results Experiences with Internet-based prevention programmes were low across all stakeholder groups. Better reach of the target groups was seen as main advantage whereas lack of personal contact, privacy concerns, risk for misuse and potential stigmatization when implemented during school hours were regarded as disadvantages. Relevant needs towards Internet-based programmes involved attributes of the development process, general requirements for safety and performance, presentation of content, media/tools and contact options of online programmes. Positive attitudes of school staff, low effort for schools and compatibility to schools’ curriculum were seen as key factors for successful adoption and implementation. A sound implementation of the programme in the school routine and continued improvement could facilitate maintenance of online prevention initiatives in schools. Conclusions Attitudes towards Internet-based mental illness prevention programmes in school settings are positive across all stakeholder groups. However, especially safety concerns have to be considered.
13
Nordholm, Daniel, and Mette Liljenberg. "Educational infrastructures and organisational memory: Observations from a Swedish perspective." Improving Schools 21, no. 3 (March 21, 2018): 255–68. http://dx.doi.org/10.1177/1365480218763669.
Full textAbstract:
This article focuses on the interplay between the concepts of ‘educational infrastructure’ and ‘organisational memory’. Using data from collaboration between a Swedish university and a local municipality, the article draws attention to the interplay between three nation-wide improvement programmes and their educational infrastructures, and the knowledge developed and stored in the local schools. The data analysis is supported by the theoretical concept of organisational memory built up by ‘soft’ and ‘hard’ forms of knowledge. The findings show that primarily soft types of knowledge were developed and stored in organisational memory in the local schools. The programmes, therefore, became highly dependent on leaders’ and teachers’ personal knowledge and commitment, in-job training, imitation and socialisation. Regarding hard types of knowledge, for example, clear guidelines, organisational routines, processes and roles for improvement work, the programmes and their infrastructures were, generally, less supportive. These findings illuminate the importance of an organisational learning perspective in successful school system improvement.
14
Nurlaili, Nurlaili, Warman Warman, and Raolah Raolah. "Improvement of principals’ supervision competence through accompaniment in principal working groups." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1704–20. http://dx.doi.org/10.18844/cjes.v16i4.6033.
Full textAbstract:
A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area.
Keywords: Elementary school, principal, supervision competence.
15
Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.
Full textAbstract:
This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
16
Nelson, Michael, and João Breda. "School food research: building the evidence base for policy." Public Health Nutrition 16, no. 6 (May 21, 2013): 958–67. http://dx.doi.org/10.1017/s1368980012005162.
Full textAbstract:
AbstractObjectiveFollowing an international workshop on developing the evidence base for policy relating to school food held in London, UK, in January 2012, the objectives of the present paper were (i) to outline a rationale for school food research, monitoring and evaluation in relation to policy and (ii) to identify ways forward for future working.DesignThe authors analysed presentations, summaries of evidence, and notes from discussions held at the international workshop in London in 2012 to distil common themes and make recommendations for the development of coherent research programmes relating to food and nutrition in schools.SettingInternational, with an emphasis on middle- and high-income countries.ResultsOverviews of existing school food and nutrition programmes from the UK, Hungary, Sweden, the USA, Australia, Brazil, China, Mexico and other countries were presented, along with information on monitoring, evaluation and other research to demonstrate the impact of school feeding on health, attainment, food sourcing, procurement and finances, in the context of interactions between the evidence base and policy decisions. This provided the material which, together with summaries and notes of discussions, was used to develop recommendations for the development and dissemination of robust approaches to sustainable and effective school food and nutrition programmes in middle- and high-income countries, including policy guidelines, standards, cost-effectiveness measures and the terms of political engagement.ConclusionsSchool food and nutrition can provide a cohesive core for health, education and agricultural improvement provided: (i) policy is appropriately framed and includes robust monitoring and evaluation; and (ii) all stakeholders are adequately engaged in the process. International exchange of information will be used to develop a comprehensive guide to the assessment of the impact of school food and nutrition policy and supporting infrastructure.
17
Shetty, Anil, Clair Mills, and Kyle Eggleton. "Primary care management of group A streptococcal pharyngitis in Northland." Journal of Primary Health Care 6, no. 3 (2014): 189. http://dx.doi.org/10.1071/hc14189.
Full textAbstract:
INTRODUCTION: Reducing the rate of acute rheumatic fever nationally by two-thirds by 2017 is a New Zealand Ministry of Health priority. Northland District Health Board (DHB) has high rates of rheumatic fever, disproportionately impacting on Maori children and young people. School-based programmes and general practice both contribute to rheumatic fever prevention in detecting and appropriately treating group A streptococcal (GAS) pharyngitis. AIM: The aim of this study was to assess adherence by general practitioners and school-based sore throat programmes to national guidelines for the management of GAS pharyngitis in Northland. METHODS: Laboratory and pharmaceutical data were obtained for children and young people aged 320 years who had GAS positive throat swabs in Northland laboratory services between 1 April and 31 July 2012. Data were analysed separately for general practice and the school programmes for rheumatic fever prevention. RESULTS: One in five of those children presenting to general practice with a positive throat swab and complete prescription data did not receive treatment according to national guidelines, while appropriate treatment was offered to more than 98% of children accessing school-based programmes. A significant proportion of those seen in general practice received antibiotics not recommended by guidelines, an inadequate length of treatment or no prescription. There were no significant differences in the management of Maori and non-Maori children. DISCUSSION: There is room for improvement in general practice management of GAS pharyngitis in Northland. School-based management of sore throat provides high-quality management for children at high risk of rheumatic fever. KEYWORDS: Pharyngitis; prevention and control; primary health care; rheumatic fever; school health services; Streptococcus pyogenes
18
Riiser, Kirsti, Sølvi Helseth, Hanna Ellingsen, Bjørg Fallang, and Knut Løndal. "Active Play in After-school Programmes: development of an intervention and description of a matched-pair cluster-randomised trial assessing physical activity play in after-school programmes." BMJ Open 7, no. 8 (August 2017): e016585. http://dx.doi.org/10.1136/bmjopen-2017-016585.
Full textAbstract:
IntroductionInterventions delivered in after-school programmes (ASPs) have the potential to become a means of ensuring adequate physical activity among schoolchildren. This requires a motivational climate, allowing for self-determined play. If trained, ASP staff may represent a valuable resource for supporting such play. Increasing knowledge and supportive skills among ASP staff may also potentially increase their motivation for work. The purpose of this article is to describe the development of the ‘Active Play in ASP’ intervention, which aims to promote physical activity among first graders attending ASP, and to present a protocol for a matched-pair cluster-randomised trial to evaluate the intervention.Methods and analysisInformed by experiences from practice, evidence-based knowledge and theory, the intervention was developed in a stepwise process including focus group meetings and a small-scale pilot test. The intervention contains a course programme for ASP staff to increase their skills in how to support physical activity through play. In a cluster randomised controlled trial, the ASPs will be matched and randomly allocated to receive the 7-month intervention or to a control group. Outcomes will be assessed at baseline, after 7 and 19 months. First graders attending the ASPs included are eligible. The primary outcome will be accelerometer-determined minutes in moderate to vigorous physical activity in the ASP. The study uses a mixed methods approach including observations and interviews to provide rich descriptions of the concept of children's physical activity in ASP. Moreover, the trial will assess whether the ASP staff benefits from participation in the intervention in terms of increased work motivation. Lastly, process evaluations of programme fidelity, satisfaction and suggestions on improvement will be performed.Ethics and disseminationThe study is approved by the Data Protection Official for Research (reference no 46008). Results will be presented in conferences and peer-reviewed journals.Trial registration numberClinical Trials (NCT02954614), pre-results.
19
Prerna Panwar, Nutan Singh, and Ramesh Chand. "Impact of Psychotherapy on School Performance in School Going Adolescent." Asian Journal of Clinical Pediatrics and Neonatology 8, no. 1 (April 25, 2020): 85–88. http://dx.doi.org/10.47009/ajcpn.2020.8.1.20.
Full textAbstract:
Background: Psychotherapy is the use of psychological methods particularly when based on interpersonal interaction to help a person to change behavior and overcome emotional problems like aggression, low self-esteem, anxiety .As a part of Psychotherapy,counseling is a learning oriented process which usually occurs in an interactive relationship with the aim of helping students to learn more about him or herself..Subjects and Methods:The study was conducted in department of Paediatrics Dr SushilaTiwari Hospital HaldwaniUttarakhand.It was a school based study and students of 9th and 10th class (13-17 years) with normal IQ were included.The result was analysed on the basis of a preformed questionnaire filled by children, teacher, parents before and after counseling and taking record of previous school performance.Result:150 students 39 female and 111 male participated in the study.84.7% agreed that counseling sessions were helpful to them.72% students have shown good improvement in academic performance and 64% have shown increment of 6 to 10% marks.Conclusion:Counseling programmes create a positive impact on the academic performances, career choices, course selection, college and career planning. This study shows that use of excessive social media and poor concentration in studies are among the major causes of poor performances.
20
Belton, Sarahjane, Úna Britton, Elaine Murtagh, Sarah Meegan, Christina Duff, and Jamie McGann. "Ten Years of ‘Flying the Flag’: An Overview and Retrospective Consideration of the Active School Flag Physical Activity Initiative for Children—Design, Development & Evaluation." Children 7, no. 12 (December 16, 2020): 300. http://dx.doi.org/10.3390/children7120300.
Full textAbstract:
Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
21
Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers." Msingi Journal 1, no. 1 (August 2, 2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.
Full textAbstract:
The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.
22
Buckley, Lynn, Shirley Martin, and Margaret Curtin. "A multidisciplinary community level approach to improving quality in early years’ settings." Journal of Early Childhood Research 18, no. 4 (September 14, 2020): 433–47. http://dx.doi.org/10.1177/1476718x20951239.
Full textAbstract:
This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science. The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement ( HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings.
23
Nawab, Ali, and Muhammad Mujtaba Asad. "Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan." International Journal of Public Leadership 16, no. 4 (November 3, 2020): 411–22. http://dx.doi.org/10.1108/ijpl-08-2020-0081.
Full textAbstract:
PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.
24
Franco, Clemente, Israel Mañas, Adolfo J. Cangas, and José Gallego. "Exploring the Effects of a Mindfulness Program for Students of Secondary School." International Journal of Knowledge Society Research 2, no. 1 (January 2011): 14–28. http://dx.doi.org/10.4018/jksr.2011010102.
Full textAbstract:
This study analyzes the effects of a mindfulness program on a group of students in the first year of Compulsory Secondary Education from three public schools. A total of 61 students participated. A group comparison design (randomized controlled trial) with pretest-posttest measurement was used on an experimental and a control group. The statistical analyses show a significant improvement of academic performance, as well as an increase in all self-concept dimensions and a significant decrease in anxiety states and traits. These results are in agreement with other studies that have found mindfulness programmes to be effective in the educative system. The importance of mindfulness techniques in the educative system is also discussed.
25
Zukovic, Sladjana, and Senka Slijepcevic. "Counselling competences from the perspective of school pedagogues." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 198–237. http://dx.doi.org/10.2298/zipi1901198z.
Full textAbstract:
The paper starts from the point of view on the necessity and importance of continuous improvement of the school counsellor competences for the effective counselling in schools. In this framework, a survey was conducted aimed at examining the opinions of school teachers on their own advisory competencies and resources for their improvement. By using the semi-structured interview, 81 elementary school pedagogues were examined, and the obtained results were analysed using a qualitative thematic analysis. It was found that respondents recognised the necessity and the importance of a continuous development of competences for the effective counselling. Competences that were recognised as sufficiently developed by the respondents were predominantly personal qualities and social-communication competences, and as underdeveloped they emphasised professional competences related to the application of modern methods and techniques of counselling. The respondents perceive the possibility of improving of the counselling competences through the prism of raising the quality of different aspects - from initial education to the conditions of school work and adequate professional development, with special emphasis on the quality of professional development programmes in this field. It was concluded that the development of counselling competences implies systematically based and continuous support, both in the process of improving professional competencies, as well as in the process of personal growth and the development of experts/counsellors.
26
Leont’eva, Maria, Tatiana Levchenkova, and Tamara Mikhailova. "Social and educational setting to prepare pre-school children for study through physical education." BIO Web of Conferences 26 (2020): 00077. http://dx.doi.org/10.1051/bioconf/20202600077.
Full textAbstract:
The challenge of preparing children for study in school has acquired particular significance in the present moment. The pre-school training programmes need to be comprehensive, involving tools and methods aimed at the development of motor, intellectual, psychological and emotional abilities. A physical education programme based primarily on play method and teaching kids to play badminton, is an effective means to get children ready for school studies. An 8-month trial of this programme, implemented as part of physical education for pre-school age children attending kindergarten or a fitness club, demonstrated an improvement in the kids’ psychological and emotional qualities (assessed via Lüscher colour test), as well as physical fitness (assessed via physical fitness tests), and confirmed the kids’ readiness for school studies (through Kern-Irasek test).
27
Zhang, Fan, Xiaoqi Hu, Zuyin Tian, Qian Zhang, and Guansheng Ma. "Literature research of the Nutrition Improvement Programme for Rural Compulsory Education Students in China." Public Health Nutrition 18, no. 5 (May 27, 2014): 936–43. http://dx.doi.org/10.1017/s1368980014001001.
Full textAbstract:
AbstractObjectiveTo describe the Nutrition Improvement Programme for Rural Compulsory Education Students (NIPRCES) in China and to share the experiences of developing and implementing nationwide school meal programmes with other countries.DesignThe article is based on a literature review of technical documents and reports of NIPRCES and relevant national legislation, technical reports and studies on school nutrition, minutes of meetings and national conferences, and official documents of the National Office of Student Nutrition and the Chinese Center for Disease Control and Prevention.SettingPeople’s Republic of China.SubjectsPublished papers, national policies, legislation and unpublished official documents.ResultsA total of 23 million rural compulsory education students were covered by NIPRCES. In the development and implementation process of NIPRCES, fifteen ministries and national committees were involved and an efficient collaborative mechanism was established. All NIPRCES-covered schools were required to serve meals on a daily basis. By the end of June 2012, the proportions of students choosing ‘school feeding’, ‘food package’ and ‘family feeding’ modes were respectively 64·0 %, 32·0 % and 4·0 %. The central government subsidized school meals annually by more than $US 2·5 billion and invested $US 4·8 billion on school kitchens to support this programme.ConclusionsThe NIPRCES is a significant movement of governmental nutritional intervention in China. Food safety, financial security, decentralization and other potential concerns should be considered and lessons can be learned from other countries. Further relevant research and a nationwide monitoring and evaluation programme are needed.
28
Floriš, Norbert, and Pavol Schwarcz. "Evaluation of Small and Medium-Sized Enterprises Operating in Short Supply Chains Within Slovak School Programmes." Acta Regionalia et Environmentalica 16, no. 1 (May 1, 2019): 1–4. http://dx.doi.org/10.2478/aree-2019-0001.
Full textAbstract:
Abstract Despite of reduction of its share on the gross domestic product, agriculture remains a branch generating job opportunities in rural areas. However, through more intensive farming procedures, it puts a pressure on environment and sustainability of agricultural production and prolongs the distance of distributed goods. Reduction of the mentioned impacts is possible through shortening the food supply chain subsequently resulting in increase of local sale, demand for local services and increase of labour market, putting an emphasis on support of small and medium – sized enterprises and their economic viability improvement. This paper evaluates the performance of small and medium enterprises and micro-enterprises which applied for the support and supplied and distributed fruits, vegetables, milk and milk products to kindergartens and primary schools within the School Fruits and Vegetables and the School Milk programme. We suppose that through supplying local schools they contributed to the food supply chain shortening.
29
Shah, Priyali, Anoop Misra, Nidhi Gupta, Daya Kishore Hazra, Rajeev Gupta, Payal Seth, Anand Agarwal, et al. "Improvement in nutrition-related knowledge and behaviour of urban Asian Indian school children: findings from the ‘Medical education for children/Adolescents for Realistic prevention of obesity and diabetes and for healthy aGeing’ (MARG) intervention study." British Journal of Nutrition 104, no. 3 (April 7, 2010): 427–36. http://dx.doi.org/10.1017/s0007114510000681.
Full textAbstract:
Increasing prevalence of childhood obesity calls for comprehensive and cost-effective educative measures in developing countries such as India. School-based educative programmes greatly influence children's behaviour towards healthy living. We aimed to evaluate the impact of a school-based health and nutritional education programme on knowledge and behaviour of urban Asian Indian school children. Benchmark assessment of parents and teachers was also done. We educated 40 196 children (aged 8–18 years), 25 000 parents and 1500 teachers about health, nutrition, physical activity, non-communicable diseases and healthy cooking practices in three cities of North India. A pre-tested questionnaire was used to assess randomly selected 3128 children, 2241 parents and 841 teachers before intervention and 2329 children after intervention. Low baseline knowledge and behaviour scores were reported in 75–94 % government and 48–78 % private school children, across all age groups. A small proportion of government school children gave correct answers about protein (14–17 %), carbohydrates (25–27 %) and saturated fats (18–32 %). Private school children, parents and teachers performed significantly better than government school subjects (P < 0·05). Following the intervention, scores improved in all children irrespective of the type of school (P < 0·001). A significantly higher improvement was observed in younger children (aged 8–11 years) as compared with those aged 12–18 years, in females compared with males and in government schools compared with private schools (P < 0·05 for all). Major gaps exist in health and nutrition-related knowledge and behaviour of urban Asian Indian children, parents and teachers. This successful and comprehensive educative intervention could be incorporated in future school-based health and nutritional education programmes.
30
Carroll, Annemaree, Stephen Houghton, Kylee Forrest, Molly McCarthy, and Emma Sanders-O’Connor. "Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties." School Psychology International 41, no. 3 (January 22, 2020): 197–217. http://dx.doi.org/10.1177/0143034319898741.
Full textAbstract:
School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
31
Simin, Dragana, Dragana Milutinovic, Branislava Brestovacki, Ilija Andrijevic, and Tomislav Cigic. "Improvement of teamwork in health care through interprofessional education." Srpski arhiv za celokupno lekarstvo 138, no. 7-8 (2010): 480–85. http://dx.doi.org/10.2298/sarh1008480s.
Full textAbstract:
Introduction. Collaboration, within and between healthcare teams, facilitates effective healthcare. Internationally, the development of interprofessional education, as a means to facilitate more effective teamwork in health care, has been recognized for over forty years. Objective. The aim of this paper is to evaluate students' attitudes toward the influence of interprofessional education on improvement of collaboration and teamwork. Methods. The research was conducted by interviewing students at the Medical Faculty in Novi Sad in the form of cross-sectional study. The study sample included students from two undergraduate programmes: School of Nursing (n=52) and Integrated Studies of Medicine (n=53). Students admitted to the research had to be exposed to clinical experience. The instrument used in this study was the Readiness for Interprofessional Learning Scale (RIPLS). Results. As many as 93.3% of students indicated that basics of teamwork skills should be obtained prior to graduation, whereas 96.2% considered that interprofessional education would enable them to improve mutual trust and respect. The majority of interviewees indicated that patients would ultimately benefit if healthcare students worked together to solve patient problems. Multivariate procedures MANOVA p<0.05 and discriminative analysis p<0.05 of students' attitudes toward teamwork and collaboration showed significant differences between the students of medicine and nursing. Conclusion. The students of the Integrated Studies of Medicine and School of Nursing had a positive attitude toward the influence of interprofessional education on the improvement of collaboration and teamwork.
32
Gelažauskienė, Kristina, Dalia Augienė, and Vincentas Lamanauskas. "STUDENTS’ CAREER EDUCATION IN GENERAL EDUCATION SCHOOLS: PRACTICAL IMPLEMENTATION, PROBLEMS AND IMPROVEMENT POSSIBILITIES." Baltic Journal of Career Education and Management 6, no. 1 (December 28, 2018): 15–29. http://dx.doi.org/10.33225/bjcem/18.6.15.
Full textAbstract:
School has to guarantee the effective development of career competencies, which are necessary to consciously and successfully create and manage your career and, respecting student’s inclinations, values and abilities, to help him cognise himself, the activity world, and to choose future career. It is important to make conditions for all students to develop their career competencies, to support them in the process of cognising, creating and realising themselves. Career education is a common team work, the success of which is possible if most of the school employees contribute to career competence development, various school activities, oriented to students’ personality maturity help students as well to acquire and develop the competencies necessary for successful career. In the research, it was referred to an attitude that career education is a systematic and purposeful process, by which it is helped the student to make a career choice and to acquire career competencies. The research object was - career education in general education schools. The research aim was – to ascertain teachers’ attitude to career education in general education schools. In the research, a survey strategy was applied. Descriptive statistics procedure was applied for calculation of frequencies and comparing of averages. It was a pilot research. The research took place in Klaipėda city municipality general education schools in 2017. In the research, the teachers from 100 general education schools took part. The survey was carried out online. Using “Google forms” device, the questionnaire was presented to school teachers. The research results revealed that education process was very intensive, there was a lack of time for carrying out career education activities, lack of consistency, financing, not in all schools career education programme was prepared, there was lack of efficiency, there were not enough career education programmes, methodological devices, there was lack of all school community involvement in career education organisation and social partner help for career education activity implementation outside the school. Research results showed that carrying out career education activities was problematic. Keywords: career education, career choice, career competencies, general education school.
33
Owen, Susanne M. "Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support." Journal of Adult and Continuing Education 26, no. 2 (December 4, 2019): 221–41. http://dx.doi.org/10.1177/1477971419892639.
Full textAbstract:
Using effective models for continuing teacher and school leader education in developing countries is essential for long-term improvement of the education system and student outcomes. Instructional leadership approaches have been used to capacity-build school leaders, improving leader skills in working with teachers on classroom practices and also focusing on ongoing monitoring of student academic progress. Foreign aid frequently supports such initiatives concerned with turning around school systems in developing countries, with local ownership and integration within national frameworks being essential to ensure sustainability. This paper outlines a leadership programme and processes for Kiribati. Early findings and challenges are outlined within the context of instructional leadership models, as well as strategies used to address issues. The programme has relevance for other continuing education programmes in developing countries, especially within foreign aid situations.
34
Manuel, Alzira, Oleg Popov, and Domingos Buque. "TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 61–71. http://dx.doi.org/10.33225/pec/15.67.61.
Full textAbstract:
The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society. Key words: empowerment, life skills, non-formal vocational education, social inclusion.
35
Samal, Janmejaya, and Ranjit Kumar Dehury. "Family Impact Analysis of Mid-day Meal (MDM) Scheme in India with Special Focus on Child Education and Nutrition." Journal of Development Policy and Practice 2, no. 2 (July 2017): 151–62. http://dx.doi.org/10.1177/2455133317703212.
Full textAbstract:
The school lunch programme in India was first implemented in 1925 by the Madras Municipal Corporation for disadvantaged children. At present, the school lunch programme in India is known as mid-day meal (MDM) scheme. It was started with an objective to enhance enrolment, retention and attendance rates, and simultaneously improve nutritional levels among children. MDM not only impacts the well-being of each child but also affects the overall prosperity of families. Hence, a family impact analysis of the MDM scheme of India would be instrumental in charting out the future directions of this programme. For this study, no primary research has been carried out, rather this paper is based on secondary literature pertaining to MDM with relation to child nutrition and education. The checklist developed by the Family Criteria (Ad Hoc) Task Force of the Consortium of Family Organizations (COFO) for assessing the intended and unintended impact of public policies, proposals and social programmes on families is used. This checklist, which was later revised by the Policy Institute for Family Impact Seminars, outlines six principles to guide analyses of the family supportiveness of policies and programmes: (1) family support and responsibilities, (2) family membership and stability, (3) family involvement and interdependence, (4) family partnership and empowerment, (5) family diversity and (6) support of vulnerable families. There are a good number of intended consequences of MDM scheme which include enrolment, retention, attendance, eradication of school hunger, family stability, improvement of malnutrition, employment to women of disadvantaged communities, improvement of girl child education, etc. However, it also has some unintended consequences, including food contamination or food poisoning. Social discrimination can also be seen as an intended or unintended consequence of MDM.
36
Bailey, Christopher J., Murray J. Drummond, and Paul R. Ward. "Food literacy programmes in secondary schools: a systematic literature review and narrative synthesis of quantitative and qualitative evidence." Public Health Nutrition 22, no. 15 (July 10, 2019): 2891–913. http://dx.doi.org/10.1017/s1368980019001666.
Full textAbstract:
AbstractObjective:The current review aimed to synthesise the literature on food literacy interventions among adolescents in secondary schools, the attitudes and perceptions of food literacy interventions in secondary schools, and their effects on dietary outcomes.Design:The systematic review searched five electronic databases from the earliest record to present.Setting:The studies selected for the review were from sixteen countries: Australia (n 10), Canada (n 1), China (n 1), France (n 1), Greece (n 2), Iran (n 1), South Africa (n 1), South India (n 1), Kenya (n 1), Norway (n 2), Portugal (n 1), Denmark (n 1), Northern Ireland (n 1), USA (n 17), UK (n 1) and Sweden (n 2).Participants:Adolescents aged 10–19 years.Results:Forty-four studies were eligible for inclusion. Adolescents with greater nutritional knowledge and food skills showed healthier dietary practices. Studies found a mixed association between food literacy and long-term healthy dietary behaviour. Two studies showed an improvement in adolescents’ cooking skills and food safety knowledge; six studies showed an improvement in overall food safety knowledge; six studies showed an improvement in overall food and nutritional knowledge; and two studies showed an improvement in short-term healthy dietary behaviour.Conclusions:Food literacy interventions conducted in a secondary-school setting have demonstrated a positive impact on healthy food and nutritional knowledge. However, there appears to be limited evidence supporting food literacy interventions and long-term dietary behaviours in adolescents. More evidence-based research is required to adequately measure all domains of food literacy and more age-specific food literacy interventions.
37
Brown, Elise C., Duncan S. Buchan, Julien S. Baker, Frank B. Wyatt, Danilo S. Bocalini, and Lon Kilgore. "A Systematised Review of Primary School Whole Class Child Obesity Interventions: Effectiveness, Characteristics, and Strategies." BioMed Research International 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/4902714.
Full textAbstract:
Background. A systematised review was conducted to examine the effectiveness of school-based interventions that focus on changing dietary intake and physical activity levels to reduce childhood obesity.Methods. Multiple databases were searched for randomised and nonrandomised interventions from 2007 to 2016 in full-time elementary schools, which were delivered to the whole class, included dietary and physical activity components, involved both sexes, were written in English, and used body mass index (BMI) as an outcome.Results. The database search produced 8,866 titles from which 78 were deemed relevant and assessed for inclusion resulting in 15 studies meeting all inclusion criteria. From these 15 studies, 9 yielded a reduction or stabilisation in BMI or BMIz-score in the entire intervention group and/or subgroups. Programmes lasting between 6 and 12 months that involve multiple environmental, educational, and physical strategies appear to be most likely to result in BMI or BMIz-score improvement. Moderators most likely influencing an improvement in BMI included increased physical activity, decreased sugar sweetened beverages intake, and increased fruit intake.Conclusions. School-based interventions may be an effective means for child obesity prevention. The identification of consistent elements used in school-based interventions that have demonstrated effectiveness may aid in preventing child obesity.
38
Chen, J. Q., M. P. Dunne, and D. C. Zhao. "HIV/AIDS Prevention : Knowledge, Attitudes and Education Practices of Secondary School Health Personnel in 14 Cities of China." Asia Pacific Journal of Public Health 16, no. 1 (January 2004): 9–14. http://dx.doi.org/10.1177/101053950401600103.
Full textAbstract:
This study assessed the preparedness of school health personnel to develop and deliver HIV/AIDS prevention education programmes for young people in China. A survey of 653 personnel working in secondary schools in 14 cities was conducted. More than 90% had basic knowledge of ways in which HIV can be transmitted, but knowledge of ways in which the virus is not transmitted needs improvement. Substantial numbers of teachers were not sure whether there was an effective preventive vaccine (42%) or did not know whether AIDS was a curable illness or not (32%). The great majority approved of AIDS prevention programmes in universities (98%) and secondary schools (91%), although fewer (58%) agreed that the topic was appropriate for primary schools. Currently, most classroom activities focuses on teaching facts about HIV/AIDS transmission, while less than half are taught about HIV/AIDS related discrimination and life skills to reduce peer pressure. Personnel with some prior training on HIV/ AIDS education (53%) had better factual knowledge, more tolerant attitudes and more confidence in teaching about HIV/AIDS than those without training. The majority of teachers indicated a need for more resource books, audiovisual products, expert guidance, school principal support and dissemination of national AIDS prevention education guidelines to schools. Asia Pac J Public Health 2004; 16(1): 9-14.
39
Stallard, Paul, Elena Skryabina, Gordon Taylor, Rob Anderson, Obioha C. Ukoumunne, Harry Daniels, Rhiannon Phillips, and Neil Simpson. "A cluster randomised controlled trial comparing the effectiveness and cost-effectiveness of a school-based cognitive–behavioural therapy programme (FRIENDS) in the reduction of anxiety and improvement in mood in children aged 9/10 years." Public Health Research 3, no. 14 (November 2015): 1–88. http://dx.doi.org/10.3310/phr03140.
Full textAbstract:
BackgroundAnxiety in children is common, impairs everyday functioning and increases the risk of severe mental health disorders in adulthood, yet few children with anxiety are identified and referred for treatment.ObjectiveTo investigate the clinical effectiveness and cost-effectiveness of a universal school-based preventative programme (FRIENDS) in reducing symptoms of anxiety and low mood.DesignCluster randomised controlled trial. Schools (n = 41) were randomly assigned after recruitment on a 1 : 1 : 1 basis to health-led FRIENDS, school-led FRIENDS and usual school provision.SettingPrimary schools in three local education authorities in the south-west of England.ParticipantsChildren (n = 1362) aged 9–10 years attending school and participating in personal, social and health education (PSHE).InterventionsThe FRIENDS programme is a cognitive–behavioural therapy programme that develops skills to counter the cognitive, emotional and behavioural aspects of anxiety. The FRIENDS programme was led by either a trained member of the school or a health leader external to the school and was delivered over 9 consecutive weeks. The comparison group received usual school PSHE lessons. Interventions were delivered in the academic year September 2011–July 2012.Main outcome measuresClinical effectiveness assessed by child report of symptoms of anxiety (Revised Child Anxiety and Depression Scale, RCADS); cost-effectiveness based on RCADS and quality-adjusted life-years (Child Health Utility 9 Dimensions, CHU-9D) between baseline and 6 months; process evaluation, evaluation of reach and attrition and qualitative feedback from children, school staff and parents.ResultsAt 12 months there was a difference in the adjusted mean RCADS scores for health-led FRIENDS compared with school-led FRIENDS [–3.91, 95% confidence interval (CI) –6.48 to –1.35] and for health-led FRIENDS compared with usual school provision (–2.66, 95% CI –5.22 to –0.09). At 24 months we were able to assess only 43.6% of our cohort. There were few differences in baseline characteristics between completers and non-completers. Child-reported anxiety in all three groups had reduced by 24 months and there were no longer any group effects. There were no between-group effects for any parent- or child-completed secondary outcomes at 12 or 24 months. The cost of the FRIENDS programme was £52–56 per child. We found no evidence that the FRIENDS programme was cost-effective over a 6-month period; however, our subgroup for the economic analysis differed significantly from our main trial cohort.ConclusionsAlthough greater reductions in anxiety were noted at 12 months when the FRIENDS programme was delivered by health leaders, these additional benefits were not maintained at 24 months. Children’s anxiety levels improved irrespective of the intervention that they received. Our economic evaluation and 24-month assessment had significant shortcomings. However, the universal delivery of specific anxiety prevention programmes will result in additional costs that may be beyond the finances available to most schools. Future work should identify the active ingredients and potential moderators of universal anxiety programmes to determine whether programme length can be reduced, short-term effectiveness maintained and cost-effectiveness improved. At present, our results find limited evidence to support the universal provision of specific anxiety prevention programmes in UK primary schools.Trial registrationCurrent Controlled Trials ISRCTN23563048.FundingThe National Institute for Health Research Public Health Research programme.
40
Kos, Marek, Agnieszka Parfin, Bartłomiej Drop, Jolanta Herda, Krystian Wdowiak, Aleksandr Witas, Justyna Drogoń, Witold Wojdan, and Marta Kuszneruk. "Lifestyle and eating habits of the high school students." Polish Journal of Public Health 130, no. 1 (January 1, 2020): 30–38. http://dx.doi.org/10.2478/pjph-2020-0008.
Full textAbstract:
Abstract Introduction. The youth is a group particularly prone to follow trends concerning nutrition and lifestyle. When studying the habits of this age group, it is possible to evaluate its members’ knowledge concerning health behaviours, determine possible deficiencies and suggest appropriate educational programmes resulting in improvement of eating habits and physical activity, and consequently, in longer life in good health. Aim. Lifestyle and eating habits of the high school students identification and analysis of those results in terms of future health condition and health education of the youth. Material and methods. Anonymous survey study was conducted in electronic form among the students attending high schools and technical high schools all over Poland. The study was conducted with an authors’ survey questionnaire (Google form) filled in via the Internet. The questionnaire mainly included closed questions verifying habits connected with eating, physical activity, using stimulants, and metrics (age, sex, voivodeship, size of the place of living, type of school). Statistical analysis was made with the use of Statistica software. Conclusions. The majority of youth has good habits concerning physical activity and beverages consumption, moreover, smoking is not a frequent habit in this group. What needs to be done, is to raise the youth’s awareness about appropriate carbohydrates consumption as well as about regularity and diversity of meals.
41
ASO, MICHITAKE. "Profits or People? Rubber plantations and everyday technology in rural Indochina." Modern Asian Studies 46, no. 1 (November 28, 2011): 19–45. http://dx.doi.org/10.1017/s0026749x11000552.
Full textAbstract:
AbstractThis paper examines the relationship between rubber plantations and changes in everyday technologies in rural Indochina. It also explores the effects that improvement projects had on the countryside in which those who were targeted by these programmes lived. Speeches given at the opening of the Bến Cát agricultural school in Thủ Dầu Một province in 1918, for example, show that this school was designed both to train Vietnamese assistants to work on large agricultural exploitations and to improve native agricultural practices. Officials used journals, such as the bilingual French-VietnameseCochinchine Agricole, which appeared between 1927 and 1930, to popularize latex-producing science and techniques. Though their motivations often differed from those of officials, the Vietnamese elite, ranging from those in the anti-colonialDuy Tân Hội(Modernisation Society) to French-trained physicians, scientists, and engineers, also often sought to address the problems of rural southern Vietnam through improvements in everyday agricultural technologies. This paper suggests that plantation agriculture, which structured the everyday meanings of rubber in Vietnam, along with the failures of native improvement, began to weaken the support of the Vietnamese elite for the colonial regime during the 1930s. Uneasy compromises and contradictions meant that neither economic profit nor social improvement alone existed in the rubber-producing industry.
42
Taware, Sachin Arun, and Harshad Thakur. "Effectiveness of water, sanitation and hygiene-based programme on toilet etiquette and sanitation targeted at primary school children of Mumbai." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 1826. http://dx.doi.org/10.18203/2394-6040.ijcmph20211241.
Full textAbstract:
Background: As per the WHO-UNICEF monitoring report 2012, around 626 million people, or half of the population of India defecate in the open; this explains the high burden of communicable diseases in developing countries like India. In this context present study attempts to assess the effectiveness of school-based awareness programme on toilette etiquettes and sanitation in primary school-going children (mean age 9.27 years.) of Mumbai city. Methods: This is a comparative, before and after study between the interventional group and the comparison group. The study was carried out between July 2016 to March 2017, end line survey was carried out approximate 3 months after programme intervention for both the groups. Stratified random sampling was used to select 3737 students in baseline and 3230 students in end line from 130 primary schools run by municipal corporation of greater Mumbai (MCGM).Results: Knowledge and attitude significantly improved in the end line than the baseline survey exorbitantly for the interventional group than the comparison group. Although the comparison group also exhibited some improvement but there was a marked difference as when compared to the interventional group.Conclusions: An innovative education cum entertainment intervention programmes on basic health and hygiene habits focused on toilette etiquettes and sanitation was conducted. This has influenced the KAP among primary school children of Mumbai city. Though individual behaviour is difficult to mould, short to medium term effects of innovative programmes like WASH are encouraging.
43
Gamero, María G., Juan M. García-Ceberino, Sergio J. Ibáñez, and Sebastián Feu. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball." Sustainability 13, no. 11 (May 26, 2021): 6012. http://dx.doi.org/10.3390/su13116012.
Full textAbstract:
Analysing declarative and procedural knowledge in sport makes it possible to evaluate the students’ acquisitions in the learning process. This study aimed to compare the acquisition of declarative and procedural knowledge after the implementation of several intervention programmes in school basketball, according to the methodology and prior experience of the students. A total of 55 students from the sixth year of primary education took part in the study, distributed into three groups. Each group participated in a different intervention programme: tactical games approach (TGA), direct instruction (DI) or service teacher’s basketball unit (STBU). The level of knowledge was measured using the Test of Declarative and Procedural Knowledge in Basketball (TDPKB). A descriptive analysis was performed to determine the participants’ characteristics. A factorial ANOVA was subsequently applied in two phases (pre-test and post-test) for independent samples to compare the level of knowledge among the different groups, and a t-test for related samples was performed to compare the pre–post knowledge level within each group. Then, a factorial ANOVA and a test of repeated measures were carried out to determine the effect of the methodology and experience on the students’ knowledge. The results indicate that the TGA, DI and STBU intervention programmes induced improvements in the levels of declarative and procedural knowledge in all the groups, with the students who participated in the TGA programme achieving higher levels of declarative knowledge. Finally, the effect of the absence of practical experience was identified as a determining factor for improvement. The students who had not previously practised basketball achieved higher levels of knowledge with the TGA intervention programme.
44
Faria, Ana Rita, Pedro Guilherme Rocha dos Reis, and Maria Helena Peralta. "The impact of graduate training on teachers and schools – two case studies: graduate teachers’ perceptions." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 94 (March 2017): 238–56. http://dx.doi.org/10.1590/s0104-40362017000100009.
Full textAbstract:
Abstract The main goal of this study is to research the impact of enrolment in Graduate Programmes (GPs) on a set of Basic Education2 and High School3 teachers in Portugal. We seek to understand whether teachers consider this training as an added value, and the extent to which this is reflected in the improvement of their professional performance, in the schools, and in their students’ learning. Preliminary research results show, among other aspects, that the reasons why teachers enrol in GPs are associated mainly with personal fulfilment issues. Moreover, despite the fact that both teachers and school leaders recognize the importance of GPs, they acknowledge that there are still few effects.
45
Liepa, Diāna, and Ausma Špona. "Teaching and Learning in Higher Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol1.740.
Full textAbstract:
<p>The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign language in various situations of life. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, analysis. The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.</p>
46
López-Hernández, Alfonso. "Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 132–50. http://dx.doi.org/10.26803/ijlter.20.3.9.
Full textAbstract:
The Madrid Autonomous Community (Spain) offers a significant case of extensive bilingual (English) education provision in primary and secondary school, with over 50% of students following a Content and Language Integrated Learning (CLIL) programme. However, there are doubts about the ability of the current pre-service teacher education provision to meet the demands of the rapid growth of bilingual education in the region. This study analyses the initial teacher education (ITE) of English as a Foreign Language (EFL) and CLIL teachers in the Madrid community, by providing a systematic comparison of the 14 Primary Education teacher training degrees offered and, specifically, their EFL specialist itineraries. In particular, it assesses the balance between the development of linguistic and pedagogical competences, the linguistic requirements to enter the EFL track, and the inclusion of dedicated CLIL modules as part of the training curriculum. Results show that there is a great heterogeneity in the design of such programmes, especially regarding the value given to a language improvement component. Furthermore, it was found that the training in CLIL is insufficient, both in the core programmes and in the EFL itinerary. Beyond the Spanish context, the questions raised in this study can offer insight into the effective design of initial teacher education programmes for educational systems that have committed to mainstream bilingual education as a tool for enhancing foreign language competence.
47
Semyonova, O. A., D. A. Koshelkov, and R. I. Machinskaya. "Age-Specific Changes of Activity Self-Regulation in Preschool-Age and Early School-Age Children." Cultural-Historical Psychology 3, no. 4 (2007): 39–49. http://dx.doi.org/10.17759/chp.2007030405.
Full textAbstract:
This research aimed to study age-specific changes of activity self-regulation in children entering school. Children involved in the research were healthy and didn't have any learning or behavioural difficulties; the research comprised three age groups: 6—7 year old, 7—8 year old and 9—10 year old children. Various components of such functions as activity programming, regulation and verification (i.e. planning functions) were assessed in a neuropsychological examination using a specially developed technique. According to this examination, planning functions formation undergoes progressive changes in preschool-age and early school-age children. A significant improvement in the child's ability to delay his/her spontaneous reactions, to maintain the acquired activity programme, to mediate the child's own actions, and to accept help from an adult can be seen at the age of 7—8 years. Progressive changes in acquiring programmes and developing activity strategies occur chiefly by the age of 9—10. Therefore, the data obtained in the research provide evidence for the heterogeneity in the development of various components of planning functions in children from 6 to 10 years old.
48
Oseifuah, Emmanuel K., George NovisiKwadzo ., and Vukor-Quarshie . "Bachelor of Commerce Programme and employability of University of Venda graduates, South Africa." Journal of Economics and Behavioral Studies 6, no. 4 (April 30, 2014): 291–301. http://dx.doi.org/10.22610/jebs.v6i4.492.
Full textAbstract:
Since its establishment two and half decades ago, the School of Management Sciences at the University of Venda (UNIVEN) has produced hundreds of Bachelor of Commerce (BCOM) graduates for the South African work force. Yet the School has had no formal feedback from its graduates regarding the relevance, usefulness, strengths and weakness of its BCOM programmes. The purpose of this study was to assess the impact of the BCOM (Accounting) programme on job prospects of UNIVEN graduates. A structured questionnaire was sent to a sample of 61 graduates of UNIVEN’s BCOMA programme through the Snowball technique of tracing survey respondents. The questionnaire sought the participating graduates’ opinions on several aspects of their educational experience at Univen including adequacy of the training and employability, among others. The study used the IBM SPSS version 21 to analyse the study data. The key findings of the study suggest that the components of the BCOMA programme that need major improvement to increase the employability of graduates are training in practical skills, using computers in Accounting training, as well as improvement in teaching and delivery methods. The study also found that modules offered in the BCOM programme were relevant to the graduate’s job needs.
49
Ahmed, Faruk. "Vitamin A deficiency in Bangladesh: a review and recommendations for improvement." Public Health Nutrition 2, no. 1 (January 1999): 1–14. http://dx.doi.org/10.1017/s1368980099000014.
Full textAbstract:
AbstractObjective:This article provides a comprehensive review of the change in vitamin A status and the extent of vitamin A deficiency among different population groups in Bangladesh up to the present time. The result of experience with different strategies and interventions designed to improve vitamin A status are then reviewed, leading to a discussion of key options for action, as well as important areas for research and evaluation.Design and setting:All the available data have been examined in detail, including data from nationally representative samples and nationwide surveys, as well as small studies in different population groups. Reports on the effectiveness of different intervention programmes have been used.Results:Over the past three decades a number of studies, which include national nutrition surveys, have been carried out to investigate the prevalence of vitamin A deficiency among different population groups in Bangladesh, and they have demonstrated a significant public health problem. Studies have shown that the prevalence of severe deficiency, based on the prevalence of night blindness in preschool children, decreased from 3.6% in 1982–83 to 1.78% in 1989 and 0.6% in 1996. However, there is still a high prevalence of subclinical vitamin A deficiency, based on the biochemical assessment of serum retinol levels in preschool children, estimated mainly from hospital-based groups. Night blindness and Bitot's spot are also found to exist among school-age children and adolescents. Recent reports indicate that night blindness among rural mothers is as high as 1.4%. Only a limited number of studies, with small sample sizes, are available where serum retinol has been reported for school-age children, adolescents and pregnant women. Nevertheless, these studies confirm the presence of low levels of serum retinol and hence, the existence of subclinical vitamin A deficiency. Furthermore, the dietary intake of vitamin A in each population group has been found to be less than the Recommended Daily Allowance (RDA), indicating a significant risk of deficient intakes of vitamin A.To address the problem of vitamin A deficiency, the government of Bangladesh started the Nutritional Blindness Programme in 1973. The main activities of the programme include vitamin A capsule (VAC) supplementation to children of 6 months to 6 years old, nutrition education to increase the production and consumption of vitamin A rich foods, and training of primary health-care workers on the clinical diagnosis and treatment of vitamin A deficiency, VAC distribution and nutrition education. Since 1988, as a long-term strategy, Helen Keller International has been implementing community home gardening promotion projects. To date, the possibility that foods may be fortified with vitamin A, has not been explored as a possible approach in Bangladesh.Conclusion:Although short- to long-term prevention and control programmes are to some extent in place, to improve the situation of vitamin A deficiency, Bangladesh needs a more appropriate mix of interventions for the entire population. More operational research and evaluation are needed if a fully effective programme to alleviate the problem of vitamin A deficiency is to be developed. Finally, to achieve the goal of virtual elimination of vitamin A deficiency will require an integrated approach which brings together appropriate actions at every level, within and across the many sectors of society.
50
Nawelwa, Joyce, Chanda Sichinsambwe, and Bupe Getrude Mwanza. "An analysis of total quality management (TQM) practices in Zambian secondary schools." TQM Journal 27, no. 6 (October 12, 2015): 716–31. http://dx.doi.org/10.1108/tqm-06-2015-0080.
Full textAbstract:
Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.