The Practice of Formative Assessment in Ethiopian Secondary School Curriculum Implementation: The Case of West Arsi Zone Secondary Schools

As educational thought is now adjusting itself, it seems that the time is not far distant when the secondary school curriculum will be made to meet the needs of those who are to profit by it. The college now has less influence than formerly in shaping the curriculum of the secondary school. It will have still less influence in the future unless it studies the problem from the viewpoint of present conditions and makes many needed adjustments in its requirements. I verily believe that the mathematical study which prepares best for college will prove to be of great value to the student who does not go to college.

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Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i9.el02 ◽

2018 ◽

Vol 6 (09) ◽

Author(s):

Timothy Mandila Chikati

Keyword(s):

Environmental Education ◽

Secondary School ◽

Secondary Schools ◽

Environmental Degradation ◽

Environmental Attitudes ◽

Action Plan ◽

School Curriculum ◽

Teachers And Students ◽

Secondary School Curriculum ◽

Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students. Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

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Urban and place-based environmental education in the Ontario Secondary School curriculum

10.32920/ryerson.14663025.v1 ◽

2021 ◽

Author(s):

Laila Mnyusiwalla

Keyword(s):

Environmental Education ◽

Secondary School ◽

Secondary Schools ◽

School Curriculum ◽

Stakeholder Groups ◽

Secondary School Curriculum ◽

Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

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Benefits of Integration of Computer and Information Technology into Nigerian Secondary School Curriculum.

10.36265/ijired.2019.010117 ◽

2019 ◽

pp. 124-130

Author(s):

Lawrence C.O.

Keyword(s):

Information Technology ◽

Secondary School ◽

Secondary Schools ◽

Computer Technology ◽

Teaching And Learning ◽

School Curriculum ◽

Computer Hardware ◽

Wrong Side ◽

Secondary School Curriculum ◽

Human Skills

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

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Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia

Journal of Education and Research ◽

10.3126/jer.v9i1.28821 ◽

2019 ◽

Vol 9 (1) ◽

pp. 28-45

Author(s):

Dereje Mengistu Tuli ◽

Wudu Melese Tarekegne

Keyword(s):

Parental Involvement ◽

Secondary Schools ◽

Curriculum Implementation ◽

Good Governance ◽

School Facilities ◽

School Curriculum ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Parent Teacher Association ◽

Secondary School Curriculum

This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.

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Urban and place-based environmental education in the Ontario Secondary School curriculum

10.32920/ryerson.14663025 ◽

2021 ◽

Author(s):

Laila Mnyusiwalla

Keyword(s):

Environmental Education ◽

Secondary School ◽

Secondary Schools ◽

School Curriculum ◽

Stakeholder Groups ◽

Secondary School Curriculum ◽

Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

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SoundOFF: The Secondary School Curriculum— What Should It Include?

Mathematics Teacher ◽

10.5951/mt.77.3.0158 ◽

1984 ◽

Vol 77 (3) ◽

pp. 158-159

Author(s):

John D. Neff

Keyword(s):

Secondary School ◽

Secondary Schools ◽

School Curriculum ◽

Secondary School Curriculum

Much has been said in recent months about mathematics that is needed or neglected in the secondary schools. Although certain similarities exist in the various reports, there seems to be plenty of room for variations in stress and usefulness.

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The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya

Journal of Culture and Values in Education ◽

10.46303/jcve.01.01.2 ◽

2018 ◽

Vol 1 (1) ◽

pp. 9-25

Author(s):

Josphat Kagema

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Mixed Methods Research ◽

Teacher Motivation ◽

Curriculum Implementation ◽

School Teacher ◽

Empirical Studies ◽

School Curriculum ◽

Survey Study ◽

Research Approach

A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya’s Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga counties of Kenya. The findings of this study inform curriculum planners, education leadership and policy makers on the school curriculum as a core determinant of teacher motivation in secondary schools that influence curriculum implementation in Kenya. Key Words: School Curriculum; Teacher Motivation; Curriculum Implementation

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Teachers’ and Students’ Perceptions of Integrated Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

The International Journal of Social Sciences and Humanities Invention ◽

10.18535/ijsshi/v5i7.08 ◽

2018 ◽

Vol 5 (7) ◽

pp. 4881-4889

Author(s):

Timothy Mandila Chikati ◽

Evans Ogoti Okendo (Phd)

Keyword(s):

Environmental Education ◽

Secondary School ◽

Secondary Schools ◽

Environmental Degradation ◽

Survey Design ◽

Target Population ◽

School Curriculum ◽

Test Statistic ◽

Teachers And Students ◽

Secondary School Curriculum

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum. This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County. The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE. The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.

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Report of the Secondary School Curriculum Committee

Mathematics Teacher ◽

10.5951/mt.51.2.0146 ◽

1958 ◽

Vol 51 (2) ◽

pp. 146-148

Author(s):

Frank B. Allen

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Curriculum And Instruction ◽

School Curriculum ◽

Critical Study ◽

National Council ◽

Contemporary Society ◽

Secondary School Curriculum ◽

Curriculum Committee

The Secondary School Curriculum Committee of the National Council of Teachers of Mathematics proposes to accomplish its mission by means of a four-year comprehensive and critical study of the curriculum and instruction in mathematics in secondary schools with relation to the needs of contemporary society.

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