scholarly journals UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA

2014 ◽  
Vol 4 (2) ◽  
pp. 495-507
Author(s):  
Fabiano Okware
Keyword(s):  
Primary Education ◽  
Stakeholder Involvement ◽  
Compulsory Education ◽  
Gender Disparities ◽  
Quality Education ◽  
Government Support ◽  
School Level ◽  
Key Stakeholders ◽  
Primary Cycle ◽  
Primary School Level

The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

scholarly journals Looking beyond the local

AILA Review ◽  
2019 ◽  
Vol 32 ◽  
pp. 10-35
Author(s):  
Janet Enever
Keyword(s):  
Primary Schools ◽  
Teacher Expertise ◽  
Quality Education ◽  
School Level ◽  
Key Stakeholders ◽  
Qualified Teacher ◽  
Quality In Education ◽  
India And China ◽  
Primary School Level ◽  
Quality Provision

Abstract Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: “The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education” (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through fairness and inclusiveness with reference to Uruguay, India and China – all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.

scholarly journals Parents’ Attitudes Towards Exposing Their Children to English in Algerian Primary Education

2019 ◽  
Vol 9 (4) ◽  
pp. 145
Author(s):  
Raouia Manseur ◽  
Mohammed Nassim Negadi
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
School Level ◽  
Early Age ◽  
Not Given ◽  
Qualitative And Quantitative ◽  
International Language ◽  
South West ◽  
Positive Attitudes ◽  
Primary School Level

Along with the internationalisation of English, many parents demanded teaching English at the level of primary education in Algeria. The latter is commonly known as the second largest Francophone country where French is set as an official first foreign language in the Constitution and given priority over the international language which is set as the second foreign language. English has no clear status and is not given importance as French at the institutional and political level. The present study aims at identifying the attitudes of parents in South, West, East and North of Algeria towards exposing their children to English at the primary school level in the future. It also centers on specifying the reason why these parents want to expose their children to English at an early age. Qualitative and quantitative data were obtained through the use of questionnaires administered to 275 parents. The results revealed that positive attitudes were expressed by the parents from different areas of Algeria towards exposing their children to English as the language fosters their education and career and keep them abreast of the world developments. The current study represents an impetus for promoting English in Algeria and directing more attention and importance to it.

scholarly journals PERENCANAAN PEMBIAYAAN PENDIDIKAN (Studi Kasus di Sekolah Dasar)

2016 ◽  
Vol 12 (2) ◽  
pp. 40
Author(s):  
Dedy Achmad K
Keyword(s):  
Financial Planning ◽  
Compulsory Education ◽  
Community Schools ◽  
School Level ◽  
Effective Management ◽  
Real Condition ◽  
Minimum Standards ◽  
The Government ◽  
Community Standard ◽  
Primary School Level

Financial planning education, especially regarding the analysis of the needs of education ( elementary school ) in the future should be able to run, so that the achievement of the plancan be realized well with effective management and efficient budget . Educational arrangements referred to in this article is how governments , agencies or schools can plan sees the need for schools , classrooms and teachers in the community standard which is based on meeting the minimum standards of education . The aim is to assist in the distribution of education and know the real condition of the school in the community . Schools targetedmainly primary school level are included in compulsory education launched by the government .Keywords : Planning , Financing , Budgeting and Mapping Guru

Investigating learning in science at the primary school level

1983 ◽  
Vol 13 (1) ◽  
pp. 223-232 ◽  
Author(s):  
Fred Biddulph ◽  
Roger Osborne ◽  
Peter Freyberg
Keyword(s):  
Primary School ◽  
School Level ◽  
Primary School Level

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

scholarly journals ‘Can We See It?’: Contextualizing ‘Deforestation’ from an English-Medium Science Textbook for a Primary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Ahmad Sugianto
Keyword(s):  
Primary School ◽  
Visual Image ◽  
School Level ◽  
Visual Images ◽  
Science Textbook ◽  
Descriptive Research ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Primary School Level

Understanding an English-medium science textbook is possibly challenging for some students. It is, for example, due to the language used. To deal with this issue, construing the use of the other mode, such as visual images, along with the verbal text is regarded useful. Thereby, the construal of multimodality in an English-medium science textbook becomes crucial. Albeit a myriad of inspections on multimodality exists, but to the best of the writer’s knowledge, such investigation with respect to an English-medium science textbook, particularly at a primary school level, was found to be limited. Therefore, this study aimed to scrutinize the verbal text and visual image presented in a science textbook used for a primary school level which is presented in English. To that end, a descriptive research design was employed. In this regard, a systemic functional multimodal discourse analysis (SF-MDA) within the trinocular metafunctions encompassing ideational, interpersonal, and textual metafunctions was utilized. The systemic functional linguistics theory, the grammar of visual design, intersemiotic complementarity, and logico-semantics were the frameworks employed to analyze the artefact, the English-medium science textbook. The findings revealed that the visual image and verbal text interact with one another within the three metafunctions. Given the interaction between the two modes, the present study suggests that both teachers and students are required to take into considerations and be aware of the potential or roles of images along with the verbal text, i.e. the images are not merely accessories, but instead, these are able to assist the comprehension of the science materials learned.

scholarly journals Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.

2016 ◽  
Vol 24 ◽  
pp. 82 ◽  
Author(s):  
Malba Barahona
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Primary Level ◽  
Support Materials ◽  
Qualified Teachers ◽  
Lower Socioeconomic ◽  
Global Language ◽  
Primary School Level

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials—especially designed for young learners—have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.ation of English language teaching (ELT) at primary level has had to confront a series of challenges since its introduction. One key difficulty has been the lack of qualified teachers of English at primary school level. In a crowded curriculum, English teaching has been often allocated inadequate number of hours for successful language learning. In addition, suitable learning resources and support materials— especially designed for young learners—are often unavailable.  At the same time, it is undoubtedly the case that English being taught at the primary level has had an important democratising effect, with children from lower socioeconomic levels being afforded access a global language and a potential world of opportunities. This has furnished significant foundations for broader social access to more advanced language learning for all students in Chile. 

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