scholarly journals Wastage in primary education: dropout and repetition at primary schools in Palpa District

2014 ◽  
pp. 43-50
Author(s):  
Shiba Prasad Rijal
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
High Rate ◽  
Education For All ◽  
Grade Repetition ◽  
Primary Level ◽  
High Repetition ◽  
Low Efficiency ◽  
High Educational

The study aimed at analyzing wastage in primary education focusing on dropout and grade repetition in primary level and is limited to the case of Palpa district. The study is based on School Mapping Database of District Education Office, Palpa, 2009. Primary education in Palpa district is characterized by high rate of dropout (9.7 percent) and grade repetition (14.6 percent). This indicates the low efficiency and high educational wastage. The scenario of dropout and repetition is not uniform across the district and varies sharply by resource centers. The high wastage in primary education in Palpa district clearly indicates the great challenge in achieving the goal of universal primary education the ‘quality basic education for all’. Failure in examination, poverty and ignorance of the parents are the main reasons for a high repetition. In many instances, especially, poor and dalit children left the schools after the distribution of scholarships and get enrolled again next year hopping the same. Likewise, failure in examination, poverty and ignorance of parents and cultural factors are responsible for high dropout.DOI: http://dx.doi.org/10.3126/ttp.v8i0.11511 The Third Pole: Journal of Geography Vol.8-10, pp. 43-50: 2010

Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

scholarly journals Does Primary Education Hinder Child Development? A Study of Six Selected Primary Schools of Dhaka City in Bangladesh

2021 ◽  
Vol 6 (11) ◽  
pp. 334-344
Author(s):  
Shahanaz Akter ◽  
Md. Roknuzzaman Siddiky ◽  
Israt Eshita Haque
Keyword(s):  
Child Development ◽  
Adverse Effects ◽  
Primary Education ◽  
Urban Areas ◽  
Primary Schools ◽  
Personality Development ◽  
Structured Interview ◽  
Primary Data ◽  
Dhaka City ◽  
Primary Level

The study was intended to explore the effects of primary education on the childhood of the students of Dhaka city. Primary data for this study were collected from 18 students of 6 schools of Dhaka city by using semi-structured interview schedules. The study reveals that several factors pertaining to primary education such as unwillingness to go to school, excessive burden of textbooks, pressure of homework, lack of opportunities to play, frequent number of examinations, parents’ unhealthy competition for good results have adverse effects on child development. The study puts forward that the adverse effects of primary schools including Government primary schools and kindergarten schools have caused adverse physical, psychological, cognitive and personality development among the students and disrupted their joyful and playful childhood and social learning. Unified primary education is a utopia in Bangladesh making disparities among the students of different categories of schools. Children are going to school with a heavy bag loaded with textbooks, notebooks and other needed things. Children are going through mental pressure about their results and good grades which are appreciated with chocolates and their bad results are depreciated with rebuke and punishment. The most important factor of students’ attraction to go to school is the opportunity to play with the friends. Free, joyous, playful and colorful childhood of the primary level students is disappearing in the urban areas of Dhaka due to excessive study pressure in the primary level. However, the study recommends that a unified primary education system should be ensured in Bangladesh as soon as possible which would help the social, emotional and cognitive development of the children protecting their colorful childhood.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Status of Primary Education: A Case Study of The Dangs District in Gujarat

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Gaurang Rami
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Socioeconomic Development ◽  
Compulsory Education ◽  
Constitutional Amendment ◽  
Education For All ◽  
Gujarat State ◽  
The Status ◽  
The Government ◽  
Education And Development

Universal primary education is a constitutional directive. Article 45 of the Directive Principles of the constitution urges all state to provide ‘free and compulsory education for all children until they complete the age of fourteen years’ within a period of ten years from the commencement of the constitution. Right to education has been recognized as fundamental right in 83rd constitutional amendment, even then the goal of universal education for all has remained distant dream. The status of education is one of the key indicators of socioeconomic development and employment opportunities largely depend on the level of education. In this paper we have examined the status of primary education in the Dings district of Gujarat state. The availability of basic necessary infrastructural facilities in the primary schools of the Dangs districts is not satisfactory. The process of education and development does not seem to have benefited the disadvantaged tribal groups in the Dangs district as much. Attempts have been made by the government and different voluntary agencies to promote education among tribal groups. The efforts to enhance the tribal education did not achieve its objectives because in many of the cases the educational needs and problems of the tribal communities are not properly identified. Keywords - Literary, Enrollment, Dropout, The Dangs, Gujarat, India

Access, Quality, and the Global Learning Crisis

2021 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Sub Saharan Africa ◽  
Education Quality ◽  
Access To Education ◽  
Global Learning ◽  
The World ◽  
Access And Quality

Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.

scholarly journals BODY OF KNOWLEDGE PENDIDIKAN DASAR

2016 ◽  
Vol 12 (2) ◽  
pp. 85
Author(s):  
Oong Komar
Keyword(s):  
Elementary School ◽  
General Education ◽  
Primary Education ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Language Education ◽  
Education For All ◽  
Or Education ◽  
Study Program

Animo three-UPI SPs Studies Program in the last two years tops the list, which amounts to 210 to 230 applicants for a course of English language education, physical education and basic education. The number of open interest pendas, whether perceptions about pendas value-oriented labor market scientifics and practical benefits? Does science have the formula pendas slices (formal object) by itself and does not duplicate the study program in the same direction? Is basic education is still conceived within the paradigm of primary education/elementary school, compulsory education, general education, and education for all? To answer these questions, the data collected with the Delphi technique of respondent students, alumni, users, structural and experts. If not, then there will be a basic education in the surface. Implications on the basic education curriculum prepared based on principles and human needs Indonesia. Such as: to understand him well; Another man with good understanding; understand the relationship with the creator; and understand nature well. Basic education or education for all or compulsory education, thesame meaning is to be good a citizenship, becoming good citizens.Keywords: basic education, primary education/elementary school, compulsory education, generaleducation, education for all.

The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children

2019 ◽  
pp. 317-326
Author(s):  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
Şuay Nilhan Açıkalın
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Administrators ◽  
Educational Process ◽  
Refugee Children ◽  
Syrian Refugee ◽  
Qualitative Pattern ◽  
Voluntary Basis

The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altındağ province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Şili Primary School and Taşça Primary School, affiliated to the General Directorate of Primary Education of Altındağ district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

Determinants of Primary Schooling in British India

2009 ◽  
Vol 69 (1) ◽  
pp. 269-302 ◽  
Author(s):  
Latika Chaudhary
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Historical Data ◽  
Religious Diversity ◽  
British India ◽  
Data Set ◽  
Primary Schooling ◽  
Local Factors ◽  
Private Spending

Using a new historical data set on the availability of schools, I analyze why there was so little primary education in British India, where as late as 1911 there were fewer than three primary schools for every ten villages. The findings show that greater caste and religious diversity contributed to both low and misguided private spending. Indeed more diverse districts had fewer privately managed primary schools and a smaller ratio of primary to secondary schools. Given primary schools were correlated with subsequent literacy, local factors that disrupted primary school provision had important consequences for India's limited achievement in basic education.

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 Índice de Adequação Idade-Anos de Escolaridade

2019 ◽  
Vol 85 (209-10-11) ◽  
Author(s):  
Carlos Sampaio ◽  
Vanessa Nespoli
Keyword(s):  
Primary Education ◽  
Educational System ◽  
Basic Education ◽  
School Attendance ◽  
Universal Access ◽  
School Curriculum ◽  
The Other ◽  
Apparent Paradox ◽  
Education School ◽  
Low Efficiency

O País atingiu um nível de acesso da população de 7 a 14 anos à escola praticamente universal – acima de 97%; entretanto, o nível de escolaridade média da população de 15 anos ou mais é de apenas 6,7 anos. Esse aparente paradoxo é explicado pela baixa eficiência do sistema educacional brasileiro em produzir concluintes, ou seja, se por um lado o acesso é quase universal, por outro, ainda é baixo o percentual daqueles que concluem o ensino fundamental, sobretudo na idade adequada. O objetivo deste artigo é refletir sobre o conceito de universalização do ensino fundamental e apresentar uma nova proposta de indicador para avaliar não apenas o acesso a esse nível de ensino, mas também sua conclusão. Entendemos universalizar como a obtenção de oito anos de escolaridade e não, simplesmente, estar freqüentando a escola. Palavras-chave: escolaridade; ensino fundamental; universalização do ensino fundamental; atendimento escolar; índice de adequação idade-anos de escolaridade; fluxo escolar. Abstract Brazil provides nearly universal access to school for the population aged 7 to 14 – above 97%; however, the average schooling level of the population aged 15 or more is only 6.7 years. This apparent paradox is explained by the low efficiency of the Brazilian educational system in producing graduates; in other words, if on one hand access is almost universal, on the other, the percentage of those who conclude basic education is still low, mainly in the proper age. The objective of this article is to reflect on the concept of universalization of basic education and to present a new proposal of indicators not only to evaluate access to this schooling level, but also to its conclusion. We understand universalization as concluding basic education in eight years, not only as attending school. Keywords: schooling, primary education, universalization of primary education, school attendance, age-years schooling adequation index, school curriculum.

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