Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana

2021 ◽  
pp. 1-18
Author(s):  
Kieran Daly ◽  
Emma Carter ◽  
Ricardo Sabates
Keyword(s):  
Government Schools ◽  
Complementary Education

A COMPARATIVE STUDY ON THE PERFORMANCE OF STUDENTS OF PRIVATE SCHOOLS, GOVERNMENT SCHOOLS SITUATED IN URBAN & RURAL AREAS OF HARYANA IN THE SECONDARY EXAMINATIONS CONDUCTED BY THE BOARD OF SCHOOL EDUCATION HARYANA IN 2020.

2020 ◽  
pp. 38-43
Author(s):  
Balkar Singh
Keyword(s):  
Private Schools ◽  
Rural Areas ◽  
School Education ◽  
Government Schools ◽  
Poor Students ◽  
Exam Preparation ◽  
Urban City ◽  
Urban Rural ◽  
The Government ◽  
Exam Result

The capability or calibre cannot be judged based on Results, as it depends on the student to student & also the examination is testing of knowledge of a student, for the whole year in two or three hours. In July 2020 the exam result of the secondary standard was declared by the Board of School Education Haryana, Bhiwani and there is a discussion about topper & the schools in which these toppers were studying & strategy of these toppers regarding exam preparation, their interviews & photos were published in the Newspapers, why not? It must be but in this spark light, there is some darkness behind this. Everyone is congratulating these students, as they are studied from the Private Schools of the Urban City areas of the Haryana, a few are from the most educated families, whose parents their selves are teachers or professors. Through this, we are ignoring a bitter truth of the poor students of the Government Schools, who despite lack of all the big & small facilities, as compare of these Private schools’ performed equal to these toppers. KEYWORDS: Testing of knowledge, Education in Private Schools, Toppers and Calibre.

Risk Assessment of Sulphite Exposure through Foods Among Adolescents of Delhi (India)

2019 ◽  
Vol 15 (7) ◽  
pp. 685-693
Author(s):  
Arushi Jain ◽  
Pulkit Mathur
Keyword(s):  
Risk Assessment ◽  
Food Intake ◽  
Daily Intake ◽  
Food Sources ◽  
Acceptable Daily Intake ◽  
Food Record ◽  
Government Schools ◽  
Adverse Health Effects ◽  
Food Items ◽  
Permissible Levels

Background: Sulphites added as preservatives in food have been associated with adverse health effects in humans. Objective: The present study was designed with an objective of assessing the risk of sulphite exposure through food in adolescents (12-16 years old) of Delhi, India. Methods: A total of 1030 adolescents selected from four private and four government schools of Delhi, were asked to record their food intake using a 24 hour food record, repeated on three days, for assessing exposure to sulphites. The risk was assessed using six different scenarios of exposure. Results: The actual intake for sulphites for average consumers was 0.15 ± 0.13 mg / kg b.w. / day which was 21.4% of acceptable daily intake (ADI). For high consumers (P95), it was 65% of the ADI. However, for 2 respondents, the actual intake exceeded the ADI. The major food contributors to sulphite intake were beverage concentrates (46%), ready to serve beverages (22%) followed by miscellaneous food items (16%), mainly ice creams and snowballs. Estimation of sulphite intake using different exposure scenarios revealed that for certain scenarios where the highest reported sulphite level or maximum permissible levels were considered for calculation, the high consumers exceeded the ADI, though, for average consumers, intake was well below the ADI. Conclusion: Actual intake of sulphite for average consumers was well below the ADI but for high consumers was approaching the ADI. People with sulphite sensitivity need to be aware of hidden food sources of sulphites.

scholarly journals Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

2021 ◽  
Author(s):  
Jill M Aldridge ◽  
Kate Rowntree
Keyword(s):  
Learning Environment ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Science Classroom ◽  
Self Regulation ◽  
Female Students ◽  
Abu Dhabi ◽  
Government Schools ◽  
Psychosocial Learning Environment ◽  
And Gender

AbstractThe global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

Preparing African students with refugee backgrounds for transition: School practices

2021 ◽  
pp. 000494412199746
Author(s):  
Tebeje Molla
Keyword(s):  
Career Planning ◽  
Life Course Perspective ◽  
Student Agency ◽  
Government Schools ◽  
Institutional Practices ◽  
African Students ◽  
Career Support ◽  
School Practices ◽  
Alternative Pathways ◽  
Career Trajectories

For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.

scholarly journals Knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal

2020 ◽  
Vol 13 (1) ◽  
pp. 19-22
Author(s):  
Sarita Tuladhar ◽  
Jamuna Gurung
Keyword(s):  
High School ◽  
High School Students ◽  
Health Education ◽  
Demographic Data ◽  
Cross Sectional Study ◽  
Study Data ◽  
School Students ◽  
Government Schools ◽  
Cross Sectional ◽  
Pokhara Valley

Introduction: Conjunctivitis is a common health problem in Nepal. It is inflammation of conjunctiva presenting as red eye. It is a communicable eye disease. Health education to the students and proper management can help spread of the disease. Knowledge of conjunctivitis among school students will help in prevention of the disease. So the study was carried out to assess the knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal. Materials/ Methods: A school based cross sectional study was performed among six government schools in western Nepal from May 2019 to June 2019. Students from grade eight, nine and ten were included in the study. Data was collected using structured questionnaire including demographic data, knowledge regarding sign symptoms of conjunctivitis, treatment, prevention, complication of conjunctivitis. Data was analysed using SPSS version 11.6. Result: A total of 523 students were included in the study. The mean age of the students was 14.7 ± 1.2 years with majority of females (53%). Nearly 2/3rd of the students (61.6%) had heard of conjunctivitis. Majority of the students (87.4%) of the students mentioned that it is communicable while 80.3% of the students correctly mentioned its etiology. Majority of the students (97.9%) mentioned that it is curable with treatment as first option (97.5%). Majority of the students (98.3%) correctly responded to the preventive measures but majority of the students (83.2%) wrongly mentioned mode of transmission. Conclusion: Secondary school students in Western Nepal have poor knowledge of conjunctivitis. Appropriate eye health education should be given to school students to prevent rapid spread of infective conjunctivitis.  

Public Accountability or Fiscal Control? Benchmarks of Performance in Australian Schooling

1996 ◽  
Vol 40 (1) ◽  
pp. 104-123 ◽  
Author(s):  
Louise Watson
Keyword(s):  
Performance Indicators ◽  
Service Provision ◽  
School Effectiveness ◽  
Measuring System ◽  
Government Schools ◽  
Public Resources ◽  
Government Education ◽  
Efficiency And Effectiveness ◽  
Performance Benchmarks

The Industry Commission review of service provision in school education aims to define performance benchmarks for Australia's eight government education systems, by providing comparative measures of efficiency in education provision. Such benchmarks are likely to lead to a reduction in the level of public resources for government schools unless it is possible to demonstrate the link between expenditure on schooling and school effectiveness. If efficiency audits like the Industry Commission review are to deal with issues of school effectiveness adequately, they should avoid the tendency of previous public sector audits to focus on financial data on schools expenditure to the exclusion of data on student achievement. This paper suggests an approach to measuring system performance which would establish benchmarks that reflected both the efficiency and effectiveness of Australian school systems, and warns against the misuse of performance indicators as an instrument in the determination of funding levels for schools.

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