scholarly journals Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

2021 ◽  
Author(s):  
◽  
John Fungulupembe Kalolo
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Data Sets ◽  
Promising Practices ◽  
Policy Makers ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Comprehensive Framework ◽  
Document Review

<p>Improving quality science education (SE) in many countries across the world has been a focus of international inquiry. Though Tanzania, like many other countries, has placed an increasing focus on improving the quality of SE experiences in its schools, little has been made to achieve this goal. This means the process of providing quality SE remains problematic and challenging. This study explores promising practices for improving the quality of SE in Tanzanian junior secondary schools (JSS) from the perspectives of 67 key SE stakeholders involving: educators, policy makers, parents, students, science alumni and selected education officers. In order to address the issue, the study used a mixed method approach involving interviews and questionnaires (with all respondents except students); document review, and focus group discussions (with students). A pragmatic perspective, with an emphasis on creating a more relevant, contextual, responsive and functional SE experiences in schools, was used as a lens. The study was conducted in two concurrent (embedded) phases within two regions in Tanzania beginning with in-depth interviews with policy makers and followed by intensive study of schools. All phases of data collection generated qualitative and quantitative data sets, which were then analysed using thematic analysis and descriptive statistics respectively. The findings of this research identified that despite policy articulation, the understanding and delivery of quality SE in Tanzanian JSS has remained debatable, divisive and antagonistic controversy over its meaning, value, nature, features and measures. As such, a comprehensive framework is needed to harmonise the existing and diverse conceptions of what quality SE is among different stakeholders. The findings also revealed that there are several contextual challenges rooted in the processes of planning, delivery, assessment and monitoring of quality SE practices in schools. Respondents identified these challenges as limiting the efforts to provide quality SE. Employing comprehensive and multiple frameworks to address the issue of quality SE is likely to help in making school SE experiences become as relevant, context responsive and functional as possible. This thesis hybridises an American pragmatism and uses it in linking and integrating collective and different perspectives towards identifying promising practices for quality SE in Tanzanian JSS.</p>

scholarly journals Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

2021 ◽  
Author(s):  
◽  
John Fungulupembe Kalolo
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Data Sets ◽  
Promising Practices ◽  
Policy Makers ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Comprehensive Framework ◽  
Document Review

<p>Improving quality science education (SE) in many countries across the world has been a focus of international inquiry. Though Tanzania, like many other countries, has placed an increasing focus on improving the quality of SE experiences in its schools, little has been made to achieve this goal. This means the process of providing quality SE remains problematic and challenging. This study explores promising practices for improving the quality of SE in Tanzanian junior secondary schools (JSS) from the perspectives of 67 key SE stakeholders involving: educators, policy makers, parents, students, science alumni and selected education officers. In order to address the issue, the study used a mixed method approach involving interviews and questionnaires (with all respondents except students); document review, and focus group discussions (with students). A pragmatic perspective, with an emphasis on creating a more relevant, contextual, responsive and functional SE experiences in schools, was used as a lens. The study was conducted in two concurrent (embedded) phases within two regions in Tanzania beginning with in-depth interviews with policy makers and followed by intensive study of schools. All phases of data collection generated qualitative and quantitative data sets, which were then analysed using thematic analysis and descriptive statistics respectively. The findings of this research identified that despite policy articulation, the understanding and delivery of quality SE in Tanzanian JSS has remained debatable, divisive and antagonistic controversy over its meaning, value, nature, features and measures. As such, a comprehensive framework is needed to harmonise the existing and diverse conceptions of what quality SE is among different stakeholders. The findings also revealed that there are several contextual challenges rooted in the processes of planning, delivery, assessment and monitoring of quality SE practices in schools. Respondents identified these challenges as limiting the efforts to provide quality SE. Employing comprehensive and multiple frameworks to address the issue of quality SE is likely to help in making school SE experiences become as relevant, context responsive and functional as possible. This thesis hybridises an American pragmatism and uses it in linking and integrating collective and different perspectives towards identifying promising practices for quality SE in Tanzanian JSS.</p>

scholarly journals Addressing the Tensions and Controversies towards Quality Science Education: A Pragmatic Approach

2015 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
John F Kalolo
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Scientific Community ◽  
Pragmatic Approach ◽  
Competitive Power ◽  
Policy Makers ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Definition Of ◽  
Specific Country

<p>Quality science education (SE) has emerged in the last few years as a necessary requirement for a specific country to advance technologically, develop literate scientific community, and improve the country’s competitive power. As such critical commentaries have surfaced on how SE can be best provided in schools. In the context of Tanzania the concerns towards quality SE seem to be mounted, but with little achievements as a result of a slanted definition of the term quality SE. Such biased explanation about quality SE has led to several tensions and controversies in its practice. This paper examined stakeholders’ views about the meaning, measurement, and goals for providing quality SE in Tanzanian Junior secondary schools (JSS). In particular, the paper was focused on understanding what SE stakeholders consider quality SE is, how it is measured, the goals for its delivery, and the implications for all these. The study involved 100 SE stakeholders in the categories of students, teachers, and heads of schools, science alumni and parents. The paper presents useful information for SE researchers, students, and policy makers that is likely to help them appreciate some unanswered questions about quality SE and reflect on new commitments in the provision of quality SE, and guide the continued discussion and ongoing conversation about promising ways to understanding, describing and providing quality SE in schools.</p>

scholarly journals Challenges of Curriculum Implementation in Junior Secondary Schools

2020 ◽  
Vol 8 (11) ◽  
pp. 183-215
Author(s):  
Ibrahim Yahaya Fofana ◽  
Stella Baindu Fortune
Keyword(s):  
Secondary Schools ◽  
Sierra Leone ◽  
Curriculum Implementation ◽  
School Curriculum ◽  
Quality Of Education ◽  
Successful Implementation ◽  
Main Role ◽  
Junior Secondary Schools ◽  
Junior Secondary

Since the inception of Western Education in Sierra Leone, frantic efforts    have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world. On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope. Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern. By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.               

scholarly journals THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA

2018 ◽  
Vol 2 (1) ◽  
pp. 143
Author(s):  
Muhamad Efendi ◽  
Suryadi Suryadi ◽  
Ma’ruf Akbar
Keyword(s):  
Quality Assurance ◽  
Quality Improvement ◽  
Secondary Schools ◽  
Quality Planning ◽  
Junior Secondary Schools ◽  
Self Evaluation ◽  
Junior Secondary ◽  
Quality Policy ◽  
Positive Effect

THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA MUHAMAD EFENDI Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia   ABSTRACT The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school. Keywords:  Quality assurance, School Self-evaluation,   Quality policy,   Quality planning, Quality improvement.

scholarly journals An Investigation of the Relationship between Counselling Services and Adjustment of School-aged Children–in-Transition in Junior Secondary Schools in Ogun State, Nigeria

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ojo Yetunde Abiola ◽  
Ogunmilugba Bamidele Joke
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Sampling Technique ◽  
Junior Secondary Schools ◽  
School Aged Children ◽  
Counselling Services ◽  
Ogun State ◽  
School Counsellors ◽  
Junior Secondary ◽  
Effective Delivery

The crux of this study is to examine the role of counselling services in fostering adjustment of school-aged children-in-transition in junior secondary schools in Ogun state, Nigeria. Using simple random and purposive sampling technique, three hundred samples (males= 133 and females=167) of school-aged children with mean age 10.96 participated in the study. Respondents filled two standardized instruments which are School Counselling Services Scale (SCSS) and Student Adjustment Scale (SAS). Data were analysed using Pearson product moment correlation and t-test at 0.05 level of significance. Result revealed that counselling services was perceived to be an effective tool in fostering adjustment of school-aged children–in-transition in junior secondary schools. Consequent upon this, government, policy makers as well as school counsellors should ensure the efficient and effective delivery of counselling services in secondary schools for new students transitioning from primary schools to junior secondary schools.

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