A fair chance for acquiring literacy skills? Suggestions for primary school dropouts in rural Burkina Faso

Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes. Article visualizations:<img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" />

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Poverty, Gender and Primary Education: Experiences of Learners in Elandskop, KwaZulu Natal

Global Journal of Health Science ◽

10.5539/gjhs.v11n5p67 ◽

2019 ◽

Vol 11 (5) ◽

pp. 67

Author(s):

Misheck Dube

Keyword(s):

Primary School ◽

Psychosocial Interventions ◽

Psychosocial Health ◽

Negative Influence ◽

School Level ◽

School Dropouts ◽

Face To Face ◽

Kwazulu Natal ◽

And Gender ◽

Primary School Level

This article discusses the interconnectedness of poverty and gender and learning at primary school level in KwaZulu Natal Province of South Africa.  A qualitative study was conducted in two schools in the poverty stricken Elandskop area where data were collected using in-depth face-to-face interviews from purposely selected participants comprising of learners, educators and the headmasters. The aim was to analyse how male and female learners experience poverty, gender role socialisation and the effect on children’ bio-psychosocial health of both sexes.  While the findings of the study revealed that poverty and gender socialisation of boys and girls have bio-psychosocial negative influences on them, the gender dimension of poverty had the most negative influence on girls. It was found that primary school learners grapple with coping mechanisms when confronted with poverty coupled with limited family and professional support. Gendered family roles and oppressive religious beliefs have been found to have influence on early marriages and teenage pregnancies resulting in school dropouts. The findings of the study imply that school social work is vehemently lacking yet necessary in schools in the area to assist educators in addressing the psychosocial ill-health of learners which educators are less equipped to professionally handle. The study recommends appropriate bio-psychosocial interventions early in the lives of learners to curtail lifelong developmental predicaments.   

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Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i6.6494 ◽

2021 ◽

Vol 16 (6) ◽

pp. 3033-3047

Author(s):

Muhammad Erwinto Imran ◽

Wahyu Sopandi ◽

Bachruddin Mustafa ◽

Cepi Riyana

Keyword(s):

Primary School ◽

Training Programs ◽

Literacy Learning ◽

Training Programme ◽

Learning Model ◽

Female Students ◽

Literacy Skills ◽

School Teachers ◽

Primary School Teachers ◽

The Rasch Model

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy. Keywords: Multi-literacy, RADEC model, teachers’ competence

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Teacher Preparedness to Utilize Emergent Literacy for Teaching Initial Literacy in Selected Schools of Mansa District

Journal of Law and Social Sciences ◽

10.53974/unza.jlss.2.1.393 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-17

Author(s):

Samuel Imange ◽

John Simwinga

Keyword(s):

Primary School ◽

Emergent Literacy ◽

Literacy Development ◽

Teaching And Learning ◽

Writing Skills ◽

Literacy Skills ◽

Natural Setting ◽

Emergent Literacy Skills ◽

Literacy Knowledge ◽

Initial Literacy

Effective teaching of initial literacy in Grade 1 demands more of the teacher’s attention to pupils’ emergent literacy skills and consideration of how they learn. The emergent literacy skills children acquire lay a firm foundation for their learning to read and write in the conventional sense. Some of the skills that children develop under emergent literacy include phonological awareness and phonological sensitivity, which give children the ability to hear, recognize, manipulate and distinguish the sounds of the language they have acquired. These are key language skills which teachers will need to utilize in their teaching of reading and writing skills to Grade 1 learners in the classroom. A study was carried out whose purpose was to investigate whether primary school teachers in Mansa District utilized emergent literacy skills in their teaching of conventional reading and writing skills to the learners in Grade 1 considering the fact that emergent literacy lays a firm and solid foundation for continuous development of the literacy skills. The study was a descriptive survey and qualitative in nature since it required the researcher to describe the state of affairs as found and observed in their natural setting in the research sites. The qualitative methods of data collection and analysis were used. The sample for this study comprised 62 Grade 1 teachers and 3,594 Grade 1 primary school pupils. Only those schools teaching initial literacy in the local familiar language using the Breakthrough to Literacy (BTL) methodology were targeted for this research. The findings indicated that: (1) Teachers lacked knowledge about emergent literacy and did not know how useful it was for continuous literacy development among the children. (2) Most of the teachers ignored pupils’ prior literacy knowledge and considered their learners as complete illiterates who knew nothing about literacy skills. (3) Teachers never designed extra teaching and learning materials for teaching literacy. Rather, they relied on the New Breakthrough to Literacy (NBTL) kit materials. (4) The class sizes were large and meaningful scaffolding was lacking in most of the classes. This study concluded that the Ministry of Education in Zambia should consider emergent literacy as the foundation for conventional literacy development in Grade 1. One recommendation was that teachers should be equipped with knowledge of emergent literacy through deliberate training. They need to understand and appreciate emergent literacy as an essential body of knowledge to be utilized for successful conventional literacy development among Grade 1 learners.

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PENINGKATAN KEMAMPUAN LITERASI INFORMASI BERDASARKAN STANDAR ACRL MELALUI PEMANFAATAN MULTIMEDIA BAGI GURU SEKOLAH DASAR

Visipena Journal ◽

10.46244/visipena.v9i2.466 ◽

2018 ◽

Vol 9 (2) ◽

pp. 374-384 ◽

Cited By ~ 1

Author(s):

Dyoty Auliya Vilda Ghasya, ◽

Gio Mohamad Johan ◽

Lili Kasmini

Keyword(s):

Elementary School ◽

Primary School ◽

Elementary School Teachers ◽

Information Literacy ◽

Primary Schools ◽

Literacy Skills ◽

School Teachers ◽

Primary School Teachers ◽

Research Libraries ◽

Information Literacy Skills

Information literacy is a skill needed to search, analyze and utilize information. So that information literacy is a very important ability that is owned by a person, especially in the world of education, in this case elementary school teachers because at this time all people are faced with various types of information resources that are developing very rapidly, but not necessarily all the information that is available and created can be trusted and in accordance with the information needs of information seekers. Based on direct observations made by the team proposing the Community Partnership Program (PKM) in partner primary schools found data and information that the information literacy skills of elementary school teachers are still below the standards of the Association of College and Research Libraries (ACRL). This information literacy standard lists a number of abilities used in determining a person's ability to understandinformation. Seeing the problem of information literacy ability of partner elementary school teachers is still below the ACRL standard, the proposer team will utilize multimedia as one solution to improve information literacy skills of partner primary school teachers. The advantage of using multimedia the most prominent is interactivity which means that this media inherently forces users to interact with the material. This interaction varies from the simplest to the complex. This program will be implemented for elementary school teachers in Aceh Besar District. The objectives of this program are (1) through this mentoring activity it is believed that it can increase the repertoire of knowledge of primary school teachers regarding information literacy capacity building programs, (2) Through mentoring activities will improve elementary school teacher information literacy skills based on the standards of the Association of College and Research Libraries (ACRL) through multimedia utilization. (3) Develop the skills of elementary school teachers in designing simple information literacy media that are easy to make and applicable to the learning presented. Abstrak Literasi informasi merupakan suatu keterampilan yang diperlukan untuk mencari, menganalisis dan memanfaatkan informasi. Sehingga literasi informasi merupakan kemampuan yang sangat penting dimiliki seseorang terutama pada dunia pendidikan, dalam hal ini guru sekolah dasar karena pada saat ini semua orang dihadapkan dengan berbagai jenis sumber informasi yang berkembang sangat pesat, namun belum tentu semua informasi yang ada dan diciptakan tersebut dapat dipercaya dan sesuai dengan kebutuhan informasi para pencari informasi. Berdasarkan observasi secara langsung yang dilakukan oleh tim pengusul Program Kemitraan Masyarakat (PKM) pada sekolah dasar mitra ditemukan data dan informasi bahwa kemampuan literasi informasi guru sekolah dasar masih dibawah standar Association Of College and Research Libraries (ACRL). Standar literasi informasi ini berisi daftar sejumlah kemampuan yang digunakan dalam menentukan kemampuan seseorang dalam memahami informasi. Melihat permasalahan kemampuan literasi informasi guru sekolah dasar mitra masih dibawah standar ACRL tersebut, maka tim pengusul akan memanfaatkan multimedia sebagai salah satu solusi untuk meningkatkan kemampuan literasi informasi guru sekolah dasar mitra. Keunggulan dari pemanfaatan multimedia yang paling menonjol adalah interaktivitas yang artinya media ini secara inheren memaksa pengguna untuk berinteraksi dengan materi. Interaksi ini bervariasi dari yang paling sederhana hingga yang kompleks. Program ini akan dilaksanakan pada guru sekolah dasar di Kabupaten Aceh Besar. Adapun tujuan dari program ini adalah (1) Melalui kegiatan pendampingan ini diyakni dapat menambah khasanah pengetahuan guru sekolah dasar mengenai program peningkatan kemampuan literasi informasi, (2) Melalui kegiatan pendampingan akan meningkatkan kemampuan literasi informasi guru sekolah dasar berdasarkan standar Association of College and Research Libraries (ACRL) melalui pemanfaatan multimedia. (3) Mengembangkan keterampilan guru sekolah dasar dalam mendesain media literasi infromasi sederhana yang mudah dibuat dan aplikatif dengan pembelajaran yang disajikan. Kata Kunci: Literasi Informasi, Standar ACRL, Multimedia

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