scholarly journals Assessment of relationship between management policies and transfer of skills

2021 ◽  
Vol 10 (6) ◽  
pp. 355-368
Author(s):  
Frasiah Wangari Mburu ◽  
Alice W. Kamau ◽  
Stephen M. Macharia
Keyword(s):  
Organizational Climate ◽  
Management Practices ◽  
Basic Education ◽  
Policy Formulation ◽  
Education Sector ◽  
P Value ◽  
Transfer Of Skills ◽  
Management Policies ◽  
The Government ◽  
School Heads

Despite heavy investments in training and development, low-quality education standards and challenges in management practices have been a sticky problem in the Kenyan education sector. Organization Theory guided the main aim of this study in establishing the relationship between management policies and transfer of skills for public secondary school headteachers in schools management. The study adopted a descriptive research design. Questionnaires were used to collect quantitative and qualitative data. Data were analyzed through descriptive and inferential statistics. The study population comprised 226 headteachers.  A mixture of stratified random sampling and census study was adopted in sampling 69 respondents. The results established that management policies explained a 23.4% variation in the transfer of skills for school heads. ?1 = 0.536 and p-value = 0.000 (p<0.05) indicated that management policies had positive and significant effects on transfer of skills. The study established that unsupportive policies like the Students Council, two centers of power, strict policies, and lack of inclusivity in policy formulation adversely affected school heads in implementing learned skills. The study recommends fair representation of all categories of education stakeholders in policies review and formulation to alleviate challenges associated with management policies to enhance the transfer of skills. The Government should address the issue of two centers of power in the public basic education sector. The paper sought to call the attention of the professional development trainers to exercise follow-ups to assess post-training behavioral outcomes in the context of organizational climate.

Managing records as a strategic resource in the government ministries of Tanzania

2011 ◽  
Vol 27 (4) ◽  
pp. 264-279 ◽  
Author(s):  
Esther Ndenje-Sichalwe ◽  
Patrick Ngulube ◽  
Christine Stilwell
Keyword(s):  
Management Practices ◽  
Records Management ◽  
The Public ◽  
Current State ◽  
National Archives ◽  
Management Policies ◽  
Low Levels ◽  
Strategic Resource ◽  
The Government ◽  
Senior Officers

In Tanzania, the Records and Archives Management Act of 2002 established the Records and Archives Management Department (RAMD) to provide for the proper administration and better management of public records and archives throughout their life cycle. This article is based on findings from an ongoing study of the government ministries of Tanzania which examines the current state of records management practices in fostering accountability in the implementation of the Public Service Reform Programme (PSRP) in Tanzania. A total of 120 registry personnel, 24 senior ministerial officials and National Archives personnel were involved in the study. The study established that although the introduction of the PSRP had resulted in some efforts in reforming the records management practices in the government ministries, records in the government ministries were not managed a strategic resource. The findings of the study revealed that current records management practices in the government ministries were accorded low priority. The absence of specific budgets allocated to registry sections, lack of support from senior officers, lack of records management policies and low levels of training for registry personnel were among the records management problems in the government ministries. Further, records surveys were conducted irregularly and the majority of government registries lacked records retention and disposition schedules which led to the congestion of records which were also disorganized and poorly managed. In order to manage records as a strategic resource, the article recommends the restructuring of existing records management systems.

scholarly journals AVAILABILITY OF MATERIALS AND SCHOOL MATERIALS UTILIZATION IN IMPLEMENTING COMPETENCE BASED CURRICULUM IN SELECTED NINE YEARS BASIC EDUCATION OF NYAMASHEKE DISTRICT, RWANDA

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
James Harindintwari ◽  
Elinami Swai Veraeli ◽  
Mary Wilfred Ogondiek
Keyword(s):  
Human Resources ◽  
Basic Education ◽  
Sampling Technique ◽  
Educational Resources ◽  
Stepwise Multiple Regression ◽  
P Value ◽  
School Resources ◽  
Head Teachers ◽  
Academic Buildings ◽  
The Government

The purpose of the study was to examine the influence of availability of materials and school materials utilization in implementing competence-based curriculum in selected nine years basic education in Nyamasheke district. The study was guided by the following research questions i) What is the level of competence based curriculum physical school materials availability in selected nine years basic education of Nyamasheke District? ii) What is the level of competence based curriculum human school resources availability in selected nine years basic education of Nyamasheke District? iii) What is the level of competence based curriculum financial school materials availability in selected nine years basic education of Nyamasheke District? iv) Is there a significant relationship between availability of materials and school materials utilization in selected nine years basic education of Nyamasheke District? A descriptive survey research design was used. Stratified sampling technique and purposive sampling were used to get a sample size of 81 respondents comprising 12 head teachers and 69 teachers. The research questionnaire was used to collect data. Data was analyzed using Pearson Product Moment Correlation Coefficient statistical techniques and stepwise multiple regression. It was found that physical school materials are available at a level expressed in terms of (Mean=2.50, SD=.83), and school resources availability with (Mean=2.33, SD=0.95) are not adequate in nine years basic education whereas financial school resources with (Mean= 2.71, SD=.93) are adequate. The study equally found that there was no correlation between physical resources availability, human resources availability and financial resources availability; they are not predictors of school materials utilization. Whereas administrative buildings, academic buildings with (β=.261, p value=.043 <.005), stationeries (β=.272, p value=.034<.05), school transport (β=.262, p value=.042<0.5) and school projects (β=-.247, p value=.41<.05) are statistically predictors of school materials utilization. The study recommends to the government of Rwanda through Ministry of Education to provide more school materials such physical educational resources, train human resources, increase budget for educational resources in order to be able to implement competence based curriculum in nine years basic education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals Analisis Pengaruh Dimensi Budaya Organisasi dan Iklim Organisasi terhadap Kinerja Pegawai pada Satuan Polisi Pamong Praja Kota Pontianak

2020 ◽  
Vol 21 (2) ◽  
pp. 87-92
Author(s):  
Indah Astuti ◽  
Yusmainiar Yusmainiar
Keyword(s):  
Organizational Culture ◽  
Organizational Climate ◽  
Management Practices ◽  
Total Population ◽  
Test Results ◽  
Sample Analysis ◽  
Government Organizations ◽  
Simultaneous Test ◽  
The Government ◽  
The City

The company’s ability to adapt and change in memanajemeni is one of the company’s actions in winning the competition. One of the keys to success in the management of such changes is the existence of organizational culture and organizational climate. Police units of teachers ‘ Praja Pontianak town is one of the Government organizations that helped organise the governance and development in the city of Pontianak. For it was then the Police Unit of teachers ‘ Praja Pontianak town should pay attention to how management practices through the application of organizational culture and organizational climate are internal in order to build a good performance for each employee. Therefore it is necessary to do an analysis of organizational culture and organizational climate on performance on a unit of Police teachers ‘ Praja Pontianak town. Problems in the study is how the influence of the dimensions of organizational culture and organizational climate on performance clerk Police teachers ‘ Praja Pontianak town? Samples done by stratified random sampling. Of the total population of 110 people taken 30% or as much as 34 people taken into the sample. Analysis for discussion of using Multiple Regression. Simultaneous test results it can be concluded that the variables of organizational climate and organizational culture has a real influence on performance of respondents on a unit of Police teachers ‘ Praja Pontianak town. From the analysis of partially can be concluded that the organizational culture and organizational climate has a real influence on performance of respondents on a unit of Police teachers ‘ Praja Pontianak town.

scholarly journals Implementation of Oversight Policy, Apparatus Competence and Organizational Culture and its Effect on Performance of Field Supervision Basic Education

2019 ◽  
Vol 1 (3) ◽  
pp. 155-168
Author(s):  
Muhamad Nur ◽  
Khasan Effendy ◽  
M. Aries Djaenuri ◽  
Sampara Lukman
Keyword(s):  
Organizational Culture ◽  
Basic Education ◽  
Good Governance ◽  
Policy Formulation ◽  
Regional Government ◽  
National Education ◽  
National Education System ◽  
Causality Relationship ◽  
The Government ◽  
The Right

Abstract The administration of government requires a way of maximizing government management to achieve good governance to realize the welfare of the people and constitute demands of the constitution at the Preamble of the fourth Alenia 1945 Constitution. Article 31 of the 1945 Constitution states that Education is the right of every citizen, and the government and regional government guarantees the implementation of the national education system by Law Number 20 of 2003. This research aims to examine and analyze the effect of the implementation of supervisory policies, apparatus competencies, and culture organization of supervision performance in the field of primary education. The method used in this research is quantitative with open and closed questionnaires. The results of this study indicate that the causality relationship partially or simultaneously between the Implementation of Supervision Policy, Apparatus Competency, and Bureaucratic Culture to the Supervision Performance of the Basic Education Sector is entirely "positive and significant." Thus, the four hypotheses of this research are "accepted." Then, the results of the distribution of scores indicate that all dimensions of the variable values ​​are higher than 90% and can be categorized as "Good." Based on the two analyzes, it can be stated that the Supervision Performance of the Basic Education Field held by the City of Depok, West Java Province is "Good." Conclusion This study shows that the Performance of Oversight in Basic Education goes well. This is evidenced by all four accepted hypotheses, and a positive and significant causality relationship. This was obtained by models and concepts in the field of education supervision. With the findings of the Actual Oversight Model, it is recommended for the government that this model can be used as input for the supervision policy formulation, Work Standards Criteria (KSK), and Education Supervision Performance Indicators (IKPP). Keywords: Actual Oversight Model, Educational Oversight, Apparatus Competency, Organizational Culture, Oversight Performance.

ICT Policy for Basic Education in Tanzania

2013 ◽  
Vol 5 (4) ◽  
pp. 20-29
Author(s):  
Inderjeet Singh Sodhi
Keyword(s):  
Developing Countries ◽  
World Bank ◽  
Basic Education ◽  
Education Sector ◽  
Technological Changes ◽  
The Sustainable Development ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
Ict Policy

In developing countries, ICT is playing an important role in economic growth and nation-building. New emerging technological changes have made services enabled by ICT a pre-requisite for development of the education sector because it enables teachers, students and administrators to share and exchange information and knowledge. ICT is vital for the sustainable development of education particularly in developing countries like Tanzania where awareness and development is taking place after independence. On the guidelines of World Bank and UNESCO, many developing countries have formulated and implemented ICT Policy for education. To this course, several initiatives have been designed, devised and developed by the Government of Tanzania. The ICT Policy for Basic Education (2007) is a set of guidelines desired to position Tanzania at the universal level for which education is being implemented with concerted efforts for pre-primary, primary, secondary and vocational education. One of the major motivations for drawing this policy has been the desire to transform Tanzania from a knowledge driven society to information and digital driven society. This article delves the role played by ICT in the education sector particularly at the primary level and brings out the objectives, issues, and challenges in basic education that have been done so far in Tanzania. Although significant improvements have taken place in Tanzania, a lot more has to be done in primary level of education if it needs to compete favourably at an African and international stage.

scholarly journals A Study on NGO-Donor Relations in Basic Education Sector: Case of Pakistan

2015 ◽  
Vol 1 (4) ◽  
pp. 38-41
Author(s):  
Warda Gul ◽  
Kong FanBin
Keyword(s):  
Qualitative Research ◽  
Research Methodology ◽  
Basic Education ◽  
Education Sector ◽  
Donor Relations ◽  
Qualitative Research Methodology ◽  
The World ◽  
The Government ◽  
Donor Agencies ◽  
Foreign Donor

NGOs gained the importance in the last decades all over the world and the same is true with the case of Pakistan. NGOs are participating in the education sector. This paper studies the involvement of NGOs in the basic education sector, being dependent on the foreign donor agencies. NGOs have to follow the agenda of donors that can create tension with the government. This paper applies qualitative research methodology to study the relationships between donors and NGOs. The findings of this study show that donors are mostly following market-based approach and neo-liberal agenda that results in inequalities for people. Therefore, to perform their duty rightly, NGOs should look for sustainable sources of finances.

scholarly journals Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality

2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Robert Andrews Ghanney
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Local Level ◽  
School Management ◽  
Policy Formulation ◽  
School Governance ◽  
Stakeholder Perspectives ◽  
The Government ◽  
School Governing Bodies ◽  
Formal School

<p><em>As part of wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralization in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman &amp; Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of School Management Committees (SMCs), governing bodies and Parent-Teacher Associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., 2005; Robinson, 2007), but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable the SMC members upgrade their knowledge and skills in school governance.</em></p>

Analisis Faktor Determinan Pelaksanaan Inisiasi Menyusu Dini Oleh Bidan Di Rumah Sakit Umum Anutapura Palu

2018 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Ni Nyoman Novita ◽  
Gusman Arsyad
Keyword(s):  
Emergency Room ◽  
Peer Support ◽  
Statistical Tests ◽  
Bivariate Analysis ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Implementation Processes ◽  
Chi Square Test ◽  
The Government

Implementation of IMD in hospitals has decreased from the previous year and has not reached the target set by the government. Some IMD implementation processes have not been carried out according to applicable standards. So that babies do not get an IMD in accordance with existing SOPs. The purpose of this study was to determine the determinant factors associated with the implementation of the IMD by midwives in the Midwifery and Maternity Room Emergency Room (IGD) at the Anutapura General Hospital in Palu. This research method is analytical with cross sectional approach. The population of this study was that all midwives in the obstetrics emergency room and maternity room at Anutapura Palu Hospital were 37 respondents. The sample in this study is total sampling. The analysis used was univariate, and bivariate analysis using the chi square test with a confidence level of 95% (α = 0.05). The results of statistical tests on variable knowledge of midwives with the implementation of IMD p value: 0.018 (p value <0.05). APN training with the implementation of IMD p value: 0.697 (p value> 0.05). length of work with the implementation of IMD p value: 0.029 (p value <0.05). and peer support with the implementation of IMD p value: 0.007 (p value <0.05). Conclusions there is a relationship between knowledge, length of work, peer support with the implementation of the IMD, and training factors that have nothing to do with IMD implementation. The strongest factor in the relationship is peer support. It is recommended that the Anutarapura Palu Hospital be able to motivate midwives so that they can further enhance their role in the implementation and provide support to their colleagues so that the implementation of the IMD can be carried out in accordance with applicable standards.Keywords: Knowledge, APN Training, Duration of work, Implementation of IMD

The quantitative and qualitative contributions of faith based organizations to healthcare: The Kenya case

2017 ◽  
Vol 4 (3) ◽  
pp. 60-71 ◽  
Author(s):  
Alfredo Fort
Keyword(s):  
Health Facility ◽  
Management Practices ◽  
Developing World ◽  
Weighted Average ◽  
Relative Strength ◽  
For Profit ◽  
Faith Based ◽  
Non Governmental Organizations ◽  
Faith Based Organizations ◽  
The Government

Though difficult to ascertain because faith based organizations (FBOs) might keep a low profile, be confused with other non-governmental organizations (NGOs), or survey respondents may not know the nature of facilities attended to, these organizations have a long presence in teaching health personnel and delivering health services in many rural and remote populations in the developing world. It is argued that their large networks, logistics agreements with governments, and mission-driven stance brings them closer to the communities they serve, and their services believed of higher quality than average. Kenya has a long history of established FBOs substantial recent health investment by the government. We aimed to find the quantitative and qualitative contributions of FBOs by analyzing two recent data sources: the live web-based nationwide Master Health Facility List, and the 2010 nationwide Service Provision Assessment (SPA) survey. Using this information, we found that FBOs contribute to 11% of all health facilities’ presence in the country, doubling to 23% of all available beds, indicating their relative strength in owning mid-level hospitals around the country. We also constructed an index of readiness as a weighted average from services offered, good management practices and availability of medicines and commodities for 17 items assessed during the SPA survey. We found that FBOs topped the list of managing authorities, with 70 percent of health facility readiness, followed closely by the government at 69 percent, NGOs at 61 percent and lastly a distant private for profit sector at 50 percent. These results seem to indicate that FBOs continue to contribute to an important proportion of health care coverage in Kenya, and that they do so with a relatively high quality of care among all actors. It would be of interest to replicate the analysis with similar databases for other countries in the developing world.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

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