scholarly journals A Comparative Study of Primary Education System in India and Bhutan (Focus on Indian Rural Primary Schools)

2019 ◽  
Author(s):  
Kinzang Dem ◽  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
Education System ◽  
Primary Schools

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Community Profile of Primary Education in Madras Presidency in the Nineteenth and Early Twentieth Centuries: Part I: 1825–85

2018 ◽  
Vol 45 (2) ◽  
pp. 189-212
Author(s):  
Probal Roy Chowdhury
Keyword(s):  
Twentieth Century ◽  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
District Level ◽  
Annual Reports ◽  
Level Data ◽  
Education Commission ◽  
Community Profile ◽  
Public Instruction

In this article, we trace in two parts the changing community profile of boys studying in primary schools in Madras Presidency during the nineteenth and the first half of the twentieth century. We first present a summary of the community profile of boys studying in the indigenous schools in the different linguistic regions of the Presidency as recorded in a detailed survey conducted by the Presidency government during 1822–25. We then discuss the growth of primary education in the Presidency under the new governmental education system during the period 1835–85. Our study is based on the annual Reports of the Department of Public Instruction (RDPI), which are available from the year 1855, the Census reports of 1871 and 1881, and the Report of the Education Commission of 1881. During 1883–90, the RDPI also give detailed district-level data that enables us to compile the community profile of boys studying in the primary schools in different linguistic regions of the Presidency for the year 1884–85 and compare it with the profile of boys studying in the indigenous schools in ca. 1825.

scholarly journals ORGANIZATION OF PRIMARY EDUCATION IN THE REPUBLIC OF INDONESIA

2020 ◽  
pp. 183-189
Author(s):  
Маргарита Викторовна Курышева ◽  
Мерри Йовита Тариган
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Content ◽  
Educational Models ◽  
The Republic ◽  
The Government

Описана организация системы образования в Республике Индонезия. Особое внимание обращается на учебный процесс в индонезийской начальной школе. Актуальность темы обусловлена неоднозначным отношением общества к реформам российской системы образования, к роли учителя, предметному содержанию учебного процесса, в том числе в начальной школе. В соответствии со стандартами компетенции выпускников и стандартами содержания обучения Республики Индонезия, рассмотрены основные принципы обучения, на основе которых происходит развитие трех областей компетенций: отношения, знания и навыки. Проанализировано влияние базовых возрастных характеристик детей начальной школы на образовательные модели, разрабатываемые и используемые в практической деятельности учителями в Индонезии. Описаны задачи развития детей младшего школьного возраста согласно Дж. Хейвигхерсту и основанные на этих задачах направления деятельности учителей начальной школы в Республике Индонезия. The article is devoted to the description of the organization of the education system in the Republic of Indonesia. The authors pay special attention to the educational process in the Indonesian primary school. The relevance of this topic is due to the ambiguous attitude of society to the reforms of the Russian education system, to the role of teachers, to the subject content of the educational process, including in primary schools. We believe that the experience of foreign teachers will be useful in developing primary education programs. The law on education and the decree of the government of the Republic of Indonesia introduce standards of competence of graduates and standards of educational content for primary, secondary and senior secondary schools. In accordance with the standards of competence of graduates and the standards of educational content of the Republic of Indonesia, the article describes the basic principles of training, on the basis of which the development of three areas of competence takes place: relationships, knowledge and skills. Relevant competencies are formed through various activities related to the psychological, moral and social spheres of a child’s life. The authors consider the influence of basic age characteristics of primary school children on educational models developed and used in practice by teachers in Indonesia. The article describes the development tasks of children of primary school age in accordance with the concept of J. Haywighurst and the directions of activities of primary school teachers in the Republic of Indonesia, based on these tasks.

scholarly journals Impact of School Enrolment Size on Student’s Achievements

2020 ◽  
Vol 3 (1) ◽  
pp. 26-30
Author(s):  
Muhammad Hafeez ◽  
Qaiser Abbas Kazmi ◽  
Fatima Tahira ◽  
Muhammad Zahid ◽  
Hussain Sajad ◽  
...  
Keyword(s):  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
School Enrolment ◽  
Basic Need ◽  
Day By Day

Education is a basic need of humanity and key element for the development of a nation. The population is increasing day by day and the main problem of education particularly in primary education is the increasing of number of students in the schools. So, the enrolment size of schools is increasing consistently. The effect of school enrolment size on the student’s achievement has been a major factor for the failure of the education system especially primary education. The purpose of this research is to discover the possible relations between the school enrolment size and student’s achievements. The data of four primary schools namely GPS Gaggu, GPS Samina, GPS Tagiani and GPS Yaroo has been selected to check the effect of school enrolment size on the student’s achievements. The results of the study indicate that as the enrolment size increased in the school, the achievements of the student’s decreased and vice versa.

scholarly journals Community Profile of Primary Education in Madras Presidency in the Nineteenth and Early Twentieth Centuries: Part II: 1885–1935

2019 ◽  
Vol 46 (1) ◽  
pp. 150-166
Author(s):  
Probal Roy Chowdhury
Keyword(s):  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
Census Data ◽  
Indigenous Education ◽  
Annual Reports ◽  
Scheduled Castes ◽  
Community Profile ◽  
Nuanced Understanding ◽  
Public Instruction

In the second part of this article, we discuss the changing community profile of boys studying in primary schools in Madras Presidency during the period 1885–1935. From the annual reports of the Department of Public Instruction in Madras Presidency (RDPI), we compile the community profile of boys under instruction in the Presidency of Madras for the years 1889–90, 1895–96, 1899–1900, 1905–06, 1920–21 and 1934–35, and compare these trends with the community profile of boys studying under the indigenous education system in ca. 1825 and also under the governmental education system during the nineteenth century. Since the reports of the DPI provide us only with the aggregate data on the levels of enrolment of Vaisyas and Sudras as also of the Scheduled Castes (SCs) and Scheduled Tribes (STs), a nuanced understanding of the educational deprivations suffered by various communities can be arrived at only from the Census data on literacy. For this purpose, we also present a detailed analysis of the data on the literacy of selected communities as reported in the Census of 1921.

scholarly journals DOES THE CHOICE OF LANGUAGE IN TESTS HAVE AN IMPACT ON GENDER EQUALITY IN PRIMARY EDUCATION? A CASE STUDY IN SENEGAL

2021 ◽  
Vol 7 (3) ◽  
pp. 14-32
Author(s):  
Alexandre Chazeaud
Keyword(s):  
Gender Equality ◽  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
Sub Saharan Africa ◽  
Control Group ◽  
Unique Contribution ◽  
European Language ◽  
Sub Saharan ◽  
Local Languages

Purpose: The present study analyses the possible impact on gender equality when using a language familiar to students in tests at primary schools in Sub-Saharan Africa where a European language is the unique medium of instruction and assessment. Methodology: To this aim, students at grades 3 and 6 (83 girls and 66 boys) in primary schools in rural Senegal were given two different tests: Mathematics problem-solving tasks and multiple-choice questions of Social Sciences. They were divided at random into a control group if they received the tests in Seerer, the local language familiar to them, or French, the sole official language in the Senegalese education system. After data collection, results were codified for analysis considering two variables: Gender and grade. First, we calculated both the percentage of students who scored the set mark and those who obtained the highest scores. Second, we checked for statistically significant differences between groups by means of One-Way-ANOVA and Tukey tests. Findings: Although Seerer as language of tests was found to benefit both genders, results suggest that its use may especially determine girls’ success at school: Girls in the experimental group obtained higher results than girls in the control group, especially the youngest, and many reached the highest scores. Unique contribution to theory, practice and policy: Findings suggest that first, the use of a language familiar to students in tests seems to have positive effects on their academic results, and second, that it may play a role in bridging the gap between genders in some education models thanks to the evident benefits for girls, especially young ones. Such results might be taken into consideration by education authorities together with other existing examples to introduce local languages in the education system of Senegal and other Sub-Saharan countries where only a European language is employed, as it seems to contribute to reaching gender equality in education. We suggest that local languages could be used in tests from the lower levels of primary education in bilingual programs, thus favouring transfer of linguistic skills and content from the local to the European language, and increasing school success

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

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