scholarly journals Contribution of secondary education towards economic growth in Ngara District, Tanzania

2022 ◽  
Vol 9 (1) ◽  
pp. 14-26
Author(s):  
Catherine Heri ◽  
Demetria G. Mkulu
Keyword(s):  
Economic Growth ◽  
Secondary Education ◽  
Secondary School ◽  
School Education ◽  
Practical Implementation ◽  
Capital Theory ◽  
Secondary School Education ◽  
The Government ◽  
Mixed Approach ◽  
The Relationship

The purpose of this study was to examine the contribution of secondary education towards economic growth in Ngara District. The study was guided by three research objectives which are; to identify the contribution of the education achieved in secondary school graduates on economic growth, to assess the relationship between secondary school education and economic growth and the last one was to analyze the challenges that face secondary education leavers in the job market. The study was guided by Human Capital Theory which was developed by Schult and Becker .The research used mixed approach technique which entails qualitative and quantitative. In qualitative, the study analyzed the findings by looking at the physical trends while quantitative, the findings were analyzed using measurements in terms of inferential statistics. From the findings, the results reveal that there is a direct connectivity between school education and practical implementation of the knowledge gained in classrooms. Moreover, the findings established that there is low contribution in education achieved in secondary-by-secondary school leavers which cannot cater for their economic income. The study recommends that the government should device friendly curriculum which is environment friendly. This will help secondary school leavers to translate their education into economic growth activities. Moreover, the secondary school leavers are advised to link what they gained in their course of schooling in order to avoid depending much on their guardians and parents.

scholarly journals SUBSIDIZED FREE DAY SECONDARY SCHOOL EDUCATION PROGRAM AND ITS INFLUENCE ON GIRLS’ SCHOOL PARTICIPATION IN NANDI NORTH SUB-COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Grace Jepnyango ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Education Program ◽  
Qualitative Data ◽  
School Education ◽  
Head Teachers ◽  
Secondary School Education ◽  
School Participation ◽  
The Government ◽  
Girls School

<p>Despite the introduction of free primary education by the Government of Kenya in 2003 and subsequent subsidized secondary education in 2008, there are still challenges in access, retention and completion of girls in Nandi County. The purpose of this study was to investigate the influence of subsidized day secondary education program on girls’ school participation in Nandi North Sub-County, Kenya. The study adopted mixed method approach and descriptive survey research design. This study was guided by Education Production Function theory. The data were collected using questionnaires and interview schedules to obtain both quantitative and qualitative data from respective respondents. The target population comprised 20 head teachers, 60 class teachers and 1320 girls drawn from 20 public day secondary schools in the Nandi North Sub-County. From these populations, a sample of 20 head teachers, 60 class teachers and 396 girls were drawn using census method on head teachers and class teachers, and random sampling technique was used to select 30 percent of girls from one to form three. The study used questionnaires to collect data from the girls and class teachers and interviewed head teachers. The instruments were validated and a piloted questionnaire that obtained a reliable 0.78 Cronbach alpha test score used. Quantitative data obtained from the questionnaires have been analyzed to obtain frequencies and percentages. Qualitative data obtained from the interviewees have been analyzed thematically in accordance to the research questions. The study found out that inadequate funds allocated to girls and school infrastructural facilities affected girls’ participation in secondary school education to a great extent. However, in general, teaching and learning materials were adequate and enhanced instruction and students’ performance. The study therefore recommends that parents should complement government effort and that government should increase allocation of subsidy funds to students especially girls and disburse the funds in time to schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0809/a.php" alt="Hit counter" /></p>

The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania

2021 ◽  
pp. 65-71
Author(s):  
Neserian Lazaro Mollel ◽  
Daniel Oduor Onyango
Keyword(s):  
Adult Education ◽  
Secondary Education ◽  
Secondary School ◽  
Significant Contribution ◽  
Design Data ◽  
Secondary School Education ◽  
Descriptive Research ◽  
Key Stakeholders ◽  
Mixed Approach

This study aimed at establishing the contribution of adult education graduates to the improvement of secondary education in Nyamagana District, Tanzania. The study used the mixed approach and employed the descriptive research design. Data were collected by using the questionnaires. Out of 480 subjects, the study sampled 82 respondents including 25 heads of secondary schools, 40 adult education graduates, 12 heads of adult education centers and 5 adult education officials. Data was analyzed by using tables, frequencies and percentages. The findings revealed a significant contribution of adult education graduates in improving the secondary education. Therefore, adult education graduates are among important stakeholders toward the improvement of secondary education in Tanzania. The study recommends that adult education graduates should be taken as key stakeholders in decision-making regarding changes in education so as to bring a significant improvement in the secondary education system in Tanzania.

scholarly journals The 2016 National Matriculation and General Certificate of Secondary Education English Test: a Challenge to the Goal of Foreign Languages Education in Vietnamese Schools

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
School Education ◽  
Secondary School Education ◽  
General School ◽  
To Receive

Every year in Vietnam there are nearly a million Vietnamese 12 graders taking as compulsory the national general certificate of secondary education English testto be eligible to receive  general certificate of secondary school education. Since 2015, the English test has been used for students to achieve two goals: (1) to receive general certificate of secondary school education and (2) to gain entrance to Vietnamese universities and colleges. The test is referred to as “the national matriculation and general certificate of secondary education English test”. It has a clear format, clearly specified contents, a clear and detailed scoring scheme, and is made public in the Vietnamese mass media. However, looked at from both theoretical and practical levels, there are still problems with the test that need to be examined and discussed. This is the purpose of this paper. As a way of start, the paper will provide a description of the test. Then, it will examine some of its key qualities, and present its washback and impact on the Vietnamese general school foreign language education. In the conclusion, after summarizing the strengths and weaknesses of the test, the paper will conclude that due to its weaknesses in both content and format,and its long-term negative washback, the 2016 national matriculation and general certificate of secondary education English test presents a big challenge to the communication goal of the Vietnamese general foreign language education. The paper recommends that for the quality of foreign language teaching and learning in Vietnamese schools to be improved andfor the foreign language education in Vietnamese schools to meet the requirements of globalization in Vietnam, a radical renovation in both test format and test administration should be exercised.

scholarly journals Op-Ed: First Nations Elementary & Secondary School Education – A National Dilemma

2018 ◽  
Vol 19 (2) ◽  
pp. 111-123
Author(s):  
Harvey McCue
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
First Nations ◽  
School Education ◽  
Aboriginal Peoples ◽  
Education Policies ◽  
Education Outcomes ◽  
Secondary School Education ◽  
Education Act ◽  
First Nations Education

During the past five years, First Nations elementary-secondary education has been the focus of some useful recommendations in two major reports: The Senate Standing Committee on Aboriginal Peoples in 2011, “Reforming FN Education: From Crisis to Hope,” and the 2012 Report of the National Panel on First Nations Elementary-Secondary Education. In response, the Harper government introduced Bill C-33 in 2014, the first-ever federal First Nations Education Act. Both reports identified much-needed reforms and despite vociferous opposition by most First Nations leaders the First Nations Education Act was a serious effort to accommodate some of them. But neither the reports nor the eventually torpedoed Bill C-33 zeroed in on the three key components that serve as the foundation of any education program: teachers, principals, and the curriculum. If these three elements remain untouched in the new Liberal government’s First Nations education policies, First Nations education outcomes will continue to be a national humiliation. This conceptual paper offers a critique of the provincial and federal governments’ approaches to remedying the dire condition of elementary and secondary school education for First Nations youth, with a focus on teachers, principals, and curriculum.

scholarly journals Determinants of Adherence with Malaria Chemoprophylactic Drugs Used in a Traveler’s Health Clinic

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Ibrahim Shady
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Comparative Study ◽  
Multivariate Analyses ◽  
School Education ◽  
Health Clinic ◽  
Malaria Chemoprophylaxis ◽  
Secondary School Education ◽  
Prospective Comparative Study

Background. The WHO recommends mefloquine, atovaquone/proguanil, and doxycycline for malaria chemoprophylaxis. Adherence to a drug is determined by many factors.Objective. To detect the determinants of travelers’ adherence to malaria chemoprophylaxis.Methods. A prospective comparative study was conducted from January 2012 to July 2013 that included travelers (928 travelers) to malaria endemic countries who visited the THC. They were classified into 3 groups: the 1st is the mefloquine group (396 travelers), the 2nd is the doxycycline group (370 travelers), and finally those who did not receive any drugs (162 travelers). The participants from the 1st and 2nd groups enrolled in the study.Results. Univariate and multivariate analyses were performed. The predictors for adherence in the mefloquine group were travel to an African destination [OR = 51 (6.8–2385)], higher than a secondary school education [OR = 21 (4.1–144.2)], organized travel [OR = 4 (2.1–6.5)], traveling for leisure [OR = 2.1 (1.1–0.4)], and nationality [OR = 2 (1.11–4.00)]. In the doxycycline group, the predictors included higher than a secondary education [OR = 20.1 (4.5–125.1)], organized travel [OR = 11.4 (5.5–20.9)], travel for leisure [OR = 7 (2.3–22.9)], travel to an African destination [OR = 6.1 (0.41–417)], and nationality [OR = 4.5 (2.3–9.5)].Conclusion. Adherence with malaria chemoprophylaxis could be affected by many factors such as nationality, education, and organized travel.

scholarly journals Environmental Degradation-Education Nexus in Malaysia

2021 ◽  
pp. 113-128
Author(s):  
Wong Sing Yun
Keyword(s):  
Economic Growth ◽  
Secondary School ◽  
Co2 Emissions ◽  
Environmental Degradation ◽  
Negative Relationship ◽  
Positive Association ◽  
School Education ◽  
Secondary School Education ◽  
Long Run ◽  
Negative Effect

This study aims to examine the role of education on CO2 emissions in Malaysia from 1974 to 2014. The unit root tests indicated that the variables were integrated in the same order. As such, the Johansen Co-integration Approach can be employed in this empirical analysis to analyze the impacts of the selected variables. The long-run estimation revealed that economic growth (GDP) and energy consumption (ENERGY) has a negative effect on CO2 emissions. Meanwhile, secondary school education (EDU) demonstrated a significant positive relationship with environmental degradation in the long-run. This can be inferred that secondary school education has a negative effect on environmental quality. However, a negative relationship was found between CO2 emissions and economic growth in the long-run. Besides that, this study had highlighted a positive association between gross fixed capital (GFC) and CO2 emissions. The findings from this study shed light on the vital importance of education in affecting environmental degradation. Empirical evidence suggested that the current education system will need to be redesigned for the reduction of CO2 emissions in the future. This is supported by the result that indicated the secondary level education promotes higher consumption of technologies that emit pollutants rather than promoting environmental awareness.

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