scholarly journals Contextualizing the quality of primary education in urban and rural settings: The case of Iringa Region, Tanzania

2018 ◽  
Vol 72 (4) ◽  
pp. 234-247
Author(s):  
Karin Lindsjö
Keyword(s):  
Primary Education ◽  
Rural Settings

IN SEARCH OF EDUCATIONAL STRATEGY FOR UKRAINE

2016 ◽  
Author(s):  
Viсtor Ognevyuk
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
School Management ◽  
Education Quality ◽  
Quality Of Education ◽  
Global Competitiveness ◽  
The World ◽  
Management School ◽  
Global Competitiveness Report

The article deals with the world rating of Ukrainian educational sphere according to The Global Competitiveness Report and UNESCO Science Report. It shows comparative indices of Ukraine in contrast to the other countries of these world ratings according to the “Quality of primary education”, “Penetration of primary education”, “Penetration of secondary education”, “Quality of secondary education”, “Quality of education in Sciences”, “Quality of school management”, “School access to the internet” and others. The article also defines strategic directions of reforming Ukrainian education system to improve its position in the world international ratings.

Pedagogical Interaction of a Preschool Organization, Family and School in Preparing Children for Schooling

2021 ◽  
pp. 40-44
Author(s):  
A. Shakhmanova ◽  
E. Ponomareva
Keyword(s):  
Primary Education ◽  
Educational Process ◽  
Educational Organization ◽  
Readiness To Learn

The article examines an important and complex stage in the development of a child's personality during his transition from preschool childhood to school. The concept of "a child's readiness to learn at school" is characterized, the types of readiness and their content are highlighted, correlated with the new tasks of modern primary education. Particular attention is paid to the issues of well-functioning interaction of the preschool educational organization, family and school as a condition for improving the quality of preparing children for schooling. The essence of the concepts "interaction", "pedagogical interaction" is revealed, and the functions of all participants in the studied period of the educational process are determined.

scholarly journals Seroprevalence of hepatitis C virus infection in Cameroon: a systematic review and meta-analysis

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e015748 ◽  
Author(s):  
Jean Joel Bigna ◽  
Marie A Amougou ◽  
Serra Lem Asangbeh ◽  
Angeladine Malaha Kenne ◽  
Jobert Richie Nansseu
Keyword(s):  
Systematic Review ◽  
Hepatitis C ◽  
Methodological Quality ◽  
Meta Analysis ◽  
Hcv Infection ◽  
Representative Study ◽  
East Region ◽  
Pooled Prevalence ◽  
Rural Settings

ObjectiveBetter knowledge of hepatitis C virus (HCV) seroprevalence at the national level can help to implement pertinent strategies to address the HCV-related burden. The aim of this paper was to estimate the seroprevalence of HCV infection in Cameroon.DesignSystematic review and meta-analysis.ParticipantsPeople residing in Cameroon.Data sourcesElectronic databases including PubMed/MEDLINE, AJOL, WHO-Afro Library, Africa Index Medicus, National Institute of Statistics and National AIDS Control Committee, Cameroon from 1 January 2000 to 15 December 2016 were searched. English and French languages papers were considered. Two independent investigators selected studies. The methodological quality of the studies was assessed using the Newcastle–Ottawa scale.Results31 studies including 36 407 individuals were finally considered. There was no national representative study. The overall pooled prevalence was 6.5% (95% CI 4.5% to 8.8%; I²=98.3%). A sensitivity analysis of individuals at low risk of HCV infection showed a pooled prevalence of 3.6% (95% CI 2.3% to 5.2%, I²=97.7%, 18 studies) among 22 860 individuals (general population, blood donors and pregnant women), which was higher than for a high-risk population (healthcare workers and people with other identified comorbidities), 12.2% (95% CI 4.9% to 22.2%; I²=98.3%, 13 studies); p=0.018. The prevalence was higher in the East region, in rural settings, and when using an enzyme immunoassay technique for detecting HCV antibodies. Sex, sites, study period, sample size, timing of data collection and methodological quality of studies were not sources of heterogeneity.LimitationOne-third of studies (29.0%) had a low risk bias in their methodology and most were facility-based (87.1%).ConclusionThe seroprevalence of HCV infection in Cameroon indicates the need for comprehensive and effective strategies to interrupt HCV transmission in the Cameroonian population. Specific attention is needed for the East region of the country, rural settings and high-risk populations. A national representative study is needed to provide better estimates.

scholarly journals Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

2017 ◽  
Vol 13 (3) ◽  
pp. 145
Author(s):  
Viengdavong Luangsithideth ◽  
Muhammad Huda ◽  
Ahmad Supriyanto ◽  
Bambang B. Wiyono
Keyword(s):  
Policy Implementation ◽  
Primary Education ◽  
Implementation Process ◽  
Monitoring And Evaluation ◽  
Policy Formulation ◽  
Ministry Of Education ◽  
National Education ◽  
Policy Dissemination ◽  
Deep Meaning

The purpose of this research is to get deep meaning of policy implementation to improve quality of primary education teachers in Laos and Indonesia. Research locations are in the Ministry of Education in those both countries. This research used a qualitative approach with a multi-case study design. First, policy formulation consider the aspect of novelty and national education goals; second, policy dissemination of existing policies do after getting approval from parliament, as well as socialization is done to the department of education in each provinces and districts; third, policy implementation process is done by establishing a monitoring team to oversee that the policy can work well; fourth, monitoring and evaluation of the implementation is done periodically, at least every six months, and the results of the evaluation are reported to the Ministry; fifth, gaps in the policy implementation is because monitoring can not be run with maximum caused by geographical conditions and the weakness of the role of school supervisors; sixth, efforts to repair gaps in the implementation of policies to improve the quality primary school teachers is to make laws on the teacher, as well as to provide training to teachers and principals.

Discrete Primary Education Curriculum in Bangladesh

2022 ◽  
pp. 716-730
Author(s):  
Md Jahangir Alam ◽  
Sheikh Rashid Bin Islam ◽  
Keiichi Ogawa
Keyword(s):  
Primary Education ◽  
School Facilities ◽  
Education Curriculum ◽  
Primary Schooling ◽  
Educational Curriculum ◽  
Study Materials ◽  
The Government ◽  
Materials Used ◽  
Type Of School

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.

scholarly journals Fostering Critical Reflection in Primary Education through STEAM Approaches

2020 ◽  
Vol 10 (12) ◽  
pp. 384
Author(s):  
Marcel Bassachs ◽  
Dolors Cañabate ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
Remigijus Bubnys ◽  
...  
Keyword(s):  
Primary Education ◽  
Critical Reflection ◽  
Individual Responsibility ◽  
School Students ◽  
Educational Approach ◽  
Sense Of Competence ◽  
Instructional Activities ◽  
Science Technology ◽  
Group Processing

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.

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