scholarly journals An investigation into the relationship between the 1997 Universal Primary Education (UPE) policy and regional poverty and educational inequalities in Uganda (1997–2007)

2012 ◽  
Vol 42 (1) ◽  
pp. 171-172 ◽  
Author(s):  
John Ekaju
Keyword(s):  
Primary Education ◽  
Universal Primary Education ◽  
Educational Inequalities ◽  
The Relationship

Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

2020 ◽  
Author(s):  
Richard Rose ◽  
Ratika Malkani
Keyword(s):  
Primary Education ◽  
Policy Development ◽  
International Agreements ◽  
Education For All ◽  
Universal Primary Education ◽  
Significant Progress ◽  
Equity In Education ◽  
The World ◽  
School Progress ◽  
The Relationship

International agreements that aim to achieve universal primary education for all children, regardless of need or ability, have ensured that governments around the world have considered policy development to support greater equity in education. Many of the world’s more economically advantaged countries have made significant progress to ensure that all children have opportunities to attend school. Progress has also been evident in countries which are less advantaged, though often this has been inhibited because of a lack of resources and expertise. The relationship between policy, provision, and practice in education is complex, and in responding to international agreements, governments have needed to take account of their own cultural and socio-economic circumstances. While many administrations have adopted models developed in other countries, the need to take account of existing practices and to build upon local expertise is apparent.

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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