scholarly journals The nine year basic education policy and secondary school internal efficiency

2020 ◽  
Vol 9 (6) ◽  
pp. 202-212
Author(s):  
Abel Dufitumukiza ◽  
Edouard Ntakirutimana ◽  
Emmanuel Niyibizi ◽  
Jacqueline Mukanziza
Keyword(s):  
Secondary School ◽  
Basic Education ◽  
Flow Analysis ◽  
Positive Change ◽  
Older Children ◽  
Design Data ◽  
Head Teachers ◽  
School Efficiency ◽  
Analysis Technique ◽  
Internal Efficiency

This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.

scholarly journals Students’ Internal Efficiency in Public Day Schools in Ngoma Sector, Huye District of Rwanda

2020 ◽  
Vol 8 (4) ◽  
pp. 391-398
Author(s):  
Abel Dufitumukiza
Keyword(s):  
Secondary Education ◽  
Basic Education ◽  
Cohort Analysis ◽  
Day Schools ◽  
Ministry Of Education ◽  
Design Data ◽  
Education Levels ◽  
Internal Efficiency ◽  
The Government ◽  
Statistical Survey

This study aimed to estimate students’ internal efficiency in Public Day Schools implementing Nine Year Basic Education (9YBE)[1] policy in Ngoma Sector, Huye District of Rwanda. Since the Government of Rwanda embarked on the implementation of 9YBE policy, the remarkable increase has been achieved in students’ enrolments at both primary and secondary education levels. But, little is known about the extent to which the policy has improved the indicators of internal efficiency such as duration of studies, years-input per graduate, survival and wastage rate. Through a descriptive design, data on students’ enrolments and graduation at lower secondary education for the cohort 2013/14 and 2017/18 were gathered from all 2 public day schools in Ngoma Sector by use of a statistical survey questionnaire. A reconstructed cohort analysis of 1000 students for both cohorts was computed and compared. The findings provided evidence that during the school years 2013/2017 there had been an increase in indicators students’ internal efficiency. Nevertheless, dropouts and stagnation have continued to be hindrances to high school internal efficiency at this level of education. The findings suggest further investigation of the causes of students' stagnation and dropout and workable interventions that consider the context of 9YBE policy.   [1] 9YBE is an acronym given to Nine-Year Basic Education. According to the Ministry of Education, it is defined as " all children to be able to get an education in nine years, this is made up of six years of primary education and three years of the general cycle of secondary education without paying school fees."

FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2017 ◽  
Vol 5 (7) ◽  
pp. 109-117
Author(s):  
GRACE AUMA OJIJO ◽  
Lucy Kibera
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Basic Education ◽  
School Attendance ◽  
Primary Data ◽  
School Students ◽  
The Government

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement  index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork.  The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

scholarly journals ACTIVATING COMMUNICATION BETWEEN SCHOOL PRINCIPALS AND SUPERVISORS IN BASIC EDUCATION IN THE SULTANATE OF OMAN

2020 ◽  
Vol 5 (8) ◽  
pp. 54-63
Author(s):  
Al Farsi Hakam S.H. ◽  
Juma N. ◽  
Issan S.
Keyword(s):  
Field Study ◽  
Basic Education ◽  
School Principals ◽  
School Principal ◽  
Years Of Experience ◽  
Sultanate Of Oman ◽  
Head Teachers ◽  
Educational Supervisor ◽  
Communication Practices ◽  
Academic Qualifications

The study aims at identifying the reality of communication practices between school principals and supervisors in basic education in the Sultanate of Oman. It aims also at identifying the reality of communication between the school principal and the supervisor at Basic Education schools in the Sultanate of Oman, and identifying differences according to job position, gender, academic qualifications, years of experience, educational district, the number of schools the educational supervisor supervises, the size of the school, and the number of head teachers in the school. Finally, the study aims at reaching recommended processes to activate the communication between school principals and supervisors in basic education. The most significant findings of the field study are as follows the estimates of the responses of the study sample regarding the four aspects of the activation of communication between school principal and educational supervisor in Basic of Education schools in the Sultanate of Oman, varied between high and low. In the light of the study findings; the researcher has reached a number of proposed procedures to activate the communication between school principals and educational supervisors in the Basic Education schools in the Sultanate of Oman. A number of further research studies have also been proposed.

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 emergence and evolution of optimistic expectations in schoolchildren

2016 ◽  
Vol 32 (2) ◽  
pp. 492
Author(s):  
Carolina Falcón ◽  
Santos Orejudo ◽  
Teresa Fernández-Turrado ◽  
Francisco Javier Zarza
Keyword(s):  
Positive Change ◽  
The Other ◽  
Optimistic Bias ◽  
Older Children ◽  
Other Hand ◽  
Future Events ◽  
The Way

<p>When we study optimism in children, we note the temporary emergence of a bias that leads them to make optimistic predictions. In this study we intend to learn more about changes that can be observed in the optimistic bias of 6- to 12-year old schoolchildren when they predict future events, and in the way they justify those predictions. A total of 77 pupils participated in this study; we evaluated each one of them individually with a Piagetian interview, asking them to formulate predictions about a series of hypothetical situations. After analyzing whether a child’s prediction implied that the situation would maintain itself or would change for better or for worse, we classified the justifications they provided for their predictions. Results show that these subjects regarded positive change as more likely in the case of psychological or hybrid events than for purely biological ones, and that younger children tended to display a greater bias in favor of the likelihood of positive change. These younger children justified their predictions stating that nature or the passing of time could be responsible for the changes, without needing further intervention on the part of other agents. Older children, on the other hand, tended to provide similar kinds of explanations to justify their expectation of stasis. </p>

scholarly journals Service Interaction Flow Analysis Technique for Service Personalization

2017 ◽  
pp. 83-97
Author(s):  
Olli Korhonen ◽  
Anna-Liisa Syrjänen ◽  
Marianne Kinnula ◽  
Minna Isomursu ◽  
Kari Kuutti
Keyword(s):  
Flow Analysis ◽  
Analysis Technique ◽  
Service Interaction

scholarly journals Perception and Practice of Hand-washing among Children in Rural Area of Rajshahi

2018 ◽  
Vol 26 ◽  
pp. 82-91
Author(s):  
Md Jawadul Haque ◽  
Chinmoy Kanti Das ◽  
Rowsan Ara ◽  
Md Nurul Amin ◽  
Md Entekhab Ul Alam ◽  
...  
Keyword(s):  
Secondary School ◽  
Family Income ◽  
Descriptive Study ◽  
Hand Washing ◽  
Rural Children ◽  
Monthly Income ◽  
Older Children ◽  
Cross Sectional ◽  
Face To Face ◽  
Structured Questionnaire

This cross-sectional type of descriptive study was undertaken to assess the awareness and practice of hand-washing among children in three villages of Puthia Upazila, Rajshahi District, Bangladesh. A total of 1152 children aged 5 – 18 years old were purposively selected from the study area. Majority (96%) of them was students of primary or secondary grade. A few were involved in business, farming, service and others. Face to face interview was conducted with the help of a semi structured questionnaire on the variables of interest. Nearly half (49.5%) of the respondents was 11-15 years and the rest >15 years old. Male-female distribution was almost equal. Fathers of the children were service-holder (18.7%), businessman (28.6%), farmer (26.1%) and day-laborer/rickshaw puller (26.5%). Nearly 60% of respondents belonged to poor family having monthly income Taka < 10000. Majority (97.1%) of the respondents was aware of the importance of hand washing and 75% perceived that diseases could be prevented through hand washing. More than 90% of the respondents were used to using soap and water for washing hands and over 80% washed hands regularly. Over three-quarters (77.8%) were accustomed to washing hands in school before tiffin. Most (81.8%) of the respondents used sanitary latrine for defecation. The use of soap-water for washing hands after defecation was significantly higher in older children (> 12 years) than that in younger children (≤ 12 years) (p = 0.020). The use of soap water for washing hands after defecation tends to be associated with children’s grade of education with higher tendency being observed in children of secondary and higher secondary school (p < 0.001). Children belonging to higher family income were more cautious in using soap/antiseptics (p < 0.001). The study concluded that perception and practice of hand-washing is appreciably high among rural children. However, older children, children studying in secondary grade and belonged to families with higher monthly income were more cautious about hand-washing.TAJ 2013; 26: 82-91

Examining the influence of Sport Education on the precursors of amotivation

2016 ◽  
Vol 23 (2) ◽  
pp. 212-222 ◽  
Author(s):  
Dana Perlman ◽  
Peter Caputi
Keyword(s):  
Physical Education ◽  
Secondary Students ◽  
Positive Change ◽  
Test Design ◽  
Sport Education ◽  
Design Data ◽  
Post Test ◽  
Low Levels ◽  
Significant Change ◽  
Mixed Modelling

The purpose of this study was to examine the influence of Sport Education on the constructs that facilitate amotivation. A total of 78 amotivated secondary students were engaged in a 15-lesson unit of badminton taught using the Sport Education or skill-drill-game approach. Constructs that facilitate amotivation were assessed using the Amotivation Inventory in Physical Education survey using a pre-test and post-test design. Data were analysed using linear mixed modelling. Results indicated that Sport Education brought about a significant change for half of the pre-cursors of low levels of motivation. These findings indicate support for the notion that Sport Education can facilitate positive change for students with low levels of motivation.

scholarly journals Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Innocent Mutale Mulenga ◽  
Christine Mwanza
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Development Process ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Situational Analysis ◽  
School Teachers ◽  
Head Teachers ◽  
Embedded Design ◽  
Significant Patterns

In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.

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