Primary School and Urban Residential Neighborhood - A Study of Koteswor, Kathmandu

2020 ◽  
Vol 8 ◽  
pp. 1-12
Author(s):  
Rijina Bajracharya ◽  
Sunaina Karmacharya ◽  
Mohan Moorti Pant
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Basic Education ◽  
Neighborhood Environment ◽  
Walking Distance ◽  
Ministry Of Education ◽  
Daily Lives ◽  
Residential Neighborhood ◽  
The Government

Primary school is an indispensable part of children’s daily lives and their parents as well. While educational environment within the school premise is important, the location of primary schools in any neighborhood is of equal importance, since it affects the daily journey of the children to school and the neighborhood environment in general. However, there are so far no such mandatory government policies in Nepal that link residential neighborhoods and location of primary schools, and no researches have been carried out in this respect either. This research explores one of the urban residential neighborhoods, Koteswor, of the Kathmandu Valley from the perspective of location of primary school and its service to the locality. The research makes a field study on the distribution pattern and service radius of primary schools, commuting distance and pedestrian safety of children. The study shows that more than three fourth of the children go to more distant schools than to schools within their residential area, and more than half go to other districts. Likewise, walking distance for half of the children exceeds the limit of Ministry of Education’s recommendation for urban areas. Children’s safety on their way to school through vehicular road is also a serious concern of the parents. Thus, while there is enough number of schools in the locality, it raises question on their quality, management and their distribution. Furthermore, only one school run by the Ministry of Education in an area of 40,000 population shows the irresponsibility of the government to meet the free basic education for all stated by the constitution.

scholarly journals Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 32-47
Author(s):  
Eliada Werungu Bina Tieng’o
Keyword(s):  
Community Participation ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Management ◽  
Ministry Of Education ◽  
Community Perception ◽  
Management Committee ◽  
Economic Productivity ◽  
The Government

Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.

scholarly journals The Educational Innovation Comparison of a Techno teaching Analysis in Primary School between Indonesia and Taiwan

2020 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Mochamad Yusuf Efendi ◽  
Suryawahyuni Latief ◽  
Hsieh Nancy Lien
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Innovation ◽  
Teaching Experience ◽  
Instructional Delivery ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Personal Competencies

The quality of education in Indonesia is still far from being expected. It is different from Taiwan. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain students’ achievement. The purpose of this study is to respond the correlation of teacher teaching experience (TTE) and instructional delivery on teacher’s competence (TCC), classroom curriculum (CC), and personal competencies (PC) by examining teachers in the primary schools from Taiwan and Indonesia. This study explores the differences between Taiwan and Indonesia cohort in TCC, CC, PC and correlation between TTE and TCC, CC, PC to bring learners` achievement. The results shown that the TCC, CC, PC are different from Taiwan and Indonesia. Then, TEE is statistically significant on TCC, CC, and PC. The techno teaching of each country is compiled by the ministry of education, and then the primary school is given the authority to develop techno teaching or students’ achievement in accordance with the conditions of each region and students’ demand in Indonesia which includes a teacher’s competencies that are supported to succeed the education especially in primary school.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Nutritional deficiencies among school children in urban areas of Hyderabad, Telangana, India

2017 ◽  
Vol 4 (2) ◽  
pp. 607 ◽  
Author(s):  
Sunil Pal Singh Chajhlana ◽  
Ramakrishna Narashimha Mahabhasyam ◽  
Maruti Sarma Mannava Varaprasada
Keyword(s):  
Primary School ◽  
School Children ◽  
Urban Areas ◽  
Primary Schools ◽  
Vitamin A Deficiency ◽  
Urban Slums ◽  
Primary School Children ◽  
Nutritional Deficiencies ◽  
Unskilled Worker ◽  
Micronutrient Deficiencies

Background: The school age period is nutritionally significant because this is the prime time to build up body stores of nutrients in preparation for rapid growth of adolescence. Malnutrition remains the world’s most serious health problem and the single biggest contributor to child mortality, nearly one third of the children in the developing world are either underweight or stunted and more than 30% of the developing world’s population suffer from micronutrient deficiencies. However the data available from urban slums of Hyderabad in this age group is very sparse and hence an attempt has been made to study the same. The objectives were to determine the nutritional status of primary school children and study the factors associated with it.Methods:Study population:  Primary school children (6 to 11 years). Study area: primary schools in urban slums of Hyderabad. Study design: a cross sectional study. Sample size: 412 children. Sampling methods:  Simple random sampling Data collection: By using pre designed and pre tested and pre coded schedule (interview technique, observation, clinical examination). Analysis: By using Microsoft Excel 2007 and Epi Info 3.5.3.Results: The prevalence of underweight was 28.9%, overweight was 9.2% and obesity was 4.4% . Prevalence of stunted height was found among 21.8%. 5.8% children were suffering from Vitamin’ A’ deficiency, 15.0% were suffering from Vitamin B deficiency, and 15.8% were found to be anemic.Conclusions:The prevalence of underweight, Nutritional deficiencies were found to be significantly higher in children of illiterate parents’ and similarly in unskilled worker fathers’ and unemployed mothers. 

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

Prevalence and Antibiotic Resistant Shigellae among Primary School Children in Urban Calabar, Nigeria

2004 ◽  
Vol 16 (1) ◽  
pp. 41-44 ◽  
Author(s):  
S.M. Udo ◽  
M.E. Eja
Keyword(s):  
Primary School ◽  
Infection Rate ◽  
School Children ◽  
Primary Schools ◽  
Antimicrobial Agents ◽  
Shigella Flexneri ◽  
Primary School Children ◽  
Running Water ◽  
Shigella Spp ◽  
The Government

In a recent study, involving the examination of 593 stool samples obtained from randomly selected children from three primary schools in Calabar, Shigella spp. were isolated from 123 (20.7%) of the samples. The infection rate was highest among the younger children with (64.2%) 79/123 of the isolates coming from children under 10 years of age. Infection rate was comparable among boys and girls ( p=0.1). Only two species of Shigella were isolated viz: Shigella flexneri 12.0% (71/593) and Shigella sonnei 8.8% (52/593), in this study. The infection rate was highest in the Government Public Primary school, which also had the highest ratio of pupils per toilet. In all, 24 (19.5%) of the isolates were sensitive to all of the nine antimicrobial agents tested while 67 (54.5%) were resistant to two or more antibiotics. The data generated from this study show that there is a high infection rate of shigellosis among primary school children in this study area and calls for better health education, improved and sustainable sanitation and provision of more functional toilets with running water in the primary schools. Asia Pac J Public Health 2004; 16(1): 41-44.

scholarly journals INFLUENCE OF TEACHERS’ TEACHING EXPERIENCE ON TEACHING OF LITERACY SKILLS AMONG GRADE ONE PUPILS IN MOMBASA, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Emelda Juma Olando ◽  
Margaret Mwangi
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Extensive Experience ◽  
Head Teachers ◽  
Experience Teaching ◽  
Grade One

<p>Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

scholarly journals TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

2017 ◽  
Vol 1 (2) ◽  
pp. 57-66
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Strategic Plan ◽  
Social Institution ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
National Education ◽  
Childhood Education ◽  
The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

scholarly journals Pembentukan Karakter Murid (Studi terhadap Sekolah Dasar Islam Terpadu Al-Fityah Pekanbaru)

2018 ◽  
Vol 15 (2) ◽  
pp. 63-83
Author(s):  
Yenni Yunita
Keyword(s):  
Primary School ◽  
Character Education ◽  
School Environment ◽  
Primary Schools ◽  
Field Research ◽  
School Students ◽  
Moral Foundation ◽  
Character Formation ◽  
Daily Lives ◽  
Education Today

Character education is essentially required to be applied in educational institutions and in the teaching system of education today. Without character education, it means permitting the mix of clarity of understanding of moral values ​​and ambiguous nature which prevent students from making decisions based on a strong moral foundation. This study is a field research  which aims to determine the formation of character and factors that influence the formation of character of students at the Al-Fityah Integrated Islamic Primary School Pekanbaru. The type of research is qualitative research. The subject of this study was  teachers at the Alfityah Pekanbaru Integrated Islamic Primary School, amounting to 42 people. While the objects in this study were Al-Fityah Islamic Primary School Students totaling 439 people. Data collection techniques in research are observation, interviews, and documentation. Based on the results of this study, it showed that the Formation of students' Characters in the Al-Fityah Integrated Islamic Primary Schools Pekanbaru essentially teaches andimplements Islamic manners to students and then refuses them in their daily lives both in the school environment and in the home environment with reference to 10 muwasafat. Character formation is good in the school environment and it directly guided and cared for by the teachers, while at home the character formation of the children is guided by both parents through the Adab Monitoring Book (BMA) and then evaluated by the teacher at school. There are several factors that influence character formation, namely: family or parents, friends, environment, and the influence of television and other electronic media including the internet.

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