scholarly journals HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

2018 ◽  
Vol 6 (4) ◽  
pp. 65-71
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Research Approach ◽  
Head Teacher ◽  
Policy Context ◽  
Parent Collaboration ◽  
Study Results ◽  
The Status

Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.

scholarly journals ACTIVITIES IN TEAM WORK AMONG HEAD TEACHERS AND PARENTS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN REGULAR PUBLIC PRIMARY SCHOOLS IN MERU COUNTY

2018 ◽  
Vol 6 (7) ◽  
pp. 01-05
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
Tarsila Kibaara
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Team Work ◽  
Research Approach ◽  
Head Teacher ◽  
Head Teachers ◽  
Parent Collaboration ◽  
Study Results ◽  
Teachers And Parents

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education. Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.  

scholarly journals Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

2018 ◽  
Vol 6 (7) ◽  
pp. 1-5
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
Tarsila Kibaara
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Team Work ◽  
Research Approach ◽  
Head Teacher ◽  
Head Teachers ◽  
Parent Collaboration ◽  
Study Results ◽  
Teachers And Parents

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education. Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.  

scholarly journals Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

2017 ◽  
Vol 5 (4) ◽  
pp. 50-57
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
NEPHAT J. KATHURI ◽  
JOHN G. MARIENE
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Head Teacher ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Parent Collaboration ◽  
Study Results ◽  
The Government

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

scholarly journals Effects of ‘double-sessioning’ on Provision of Quality Education: Perspectives of Education Administrators, Primary School Heads and Teachers in Zimbabwe

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Melody Muzavazi ◽  
Stephen M. Mahere
Keyword(s):  
Focus Group ◽  
Primary Schools ◽  
Mixed Methods Research ◽  
Group Discussion ◽  
Data Gathering ◽  
Target Population ◽  
Quality Education ◽  
Negative Effects ◽  
Pupil Learning ◽  
School Heads

The study sought to investigate the negative effects of ‘double-sessioning’ and perspectives held by District Schools Inspector (DSI), school heads and teachers, on pupil learning and provision of quality education in schools practising hot-sitting in Goromonzi District. It employed a mixed methods research design. The study population comprised the DSI, all heads and teachers in primary schools practising ‘double-sessioning’, commonly referred to as ‘hot-seating’ in the District. Six schools that were practising hot-seating were purposively selected out of a total of 85 schools in the District to participate in the study. The target population was stratified according to position of the respondents, i.e.: teacher, school head or DSI. The study sample size was 51, randomly-selected from each stratum. Data-gathering instruments included: structured questionnaires, interview schedules and Focus Group Discussion guides. Questionnaires were administered to 32 teachers while the DSI and 6 School Heads were interviewed, and 12 more teachers participated in Focus Group Discussions (FGDs). Data were analysed using the thematic analysis technique. Findings revealed that double sessioning had the following negative effects on pupil learning and provision of quality education, viz: hot-seating reduces teaching-learning contact time; causes destruction of resources (e.g. furniture) through overuse; gives rise to increased challenges relating to the supervision of teachers, and compromises the quality of education. However, ‘hot-seating’ increases access to education for children. Based on the negative effects of ‘hot-seating’ that emerged from the District, the study recommends that Policy-makers and Education Planners need to review this double sessioning policy and practice.

scholarly journals DEAFying Silence: Analyzing Inclusive Non-Verbal Communication Strategies Between Students with Deafness and Their Non-PWD Peers

2020 ◽  
Author(s):  
Zoe Sophia Berenice Taguibulos
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Communication Strategies ◽  
Group Discussion ◽  
Structured Interview ◽  
The Philippines ◽  
Verbal Communication ◽  
Frequent Use ◽  
The Status ◽  
Research Procedure

People would often attribute persons with deafness as ‘mute’ individuals due to their frequent use of non-verbal communication strategies. In the Philippines’ transition to an inclusive education system, the question is how Non-PWDs can accommodate the communication style and needs of students with deafness. The researcher answers the question: How do students with deafness and Non-PWD peers promote inclusion through non-verbal communication strategies? A qualitative research design was utilized as the framework, while the research procedure consisted of a digital semi-structured interview for the participant with deafness and a focus group discussion for the Non-PWD participants. A thematic data analysis was carried out to examine the findings and extract themes.The emerging themes revealed that students with deafness are provided with poor assistive services, and that there are issues involving the lack of social inclusivity in mainstream schools. Non-PWDs have shown initiative to shatter communication barriers by obliterating the stigma of communicating with students with deafness. Conversely, the status quo is that persons with deafness should apply spoken language instead of encouraging Non-PWDs to learn sign language. It has been concluded that persons with deafness are visual communicators. They use space to distinguish their relationship with another communicator, and they also apply kinesic behavior like sign language to deliver their messages, facial expressions to convey their emotions, and body language to further demonstrate their messages. Lastly, Non-PWDs should be enhancing their usage of time, silence, and developing their application of space to practice haptics.

scholarly journals Government Primary School Services In Indonesia-Malaysia’s Border Area of Entikong

2019 ◽  
pp. 118
Author(s):  
Retnowati Retnowati ◽  
Rahmat Salam ◽  
Maria Sri Iswari ◽  
Mawar Mawar
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Group Discussion ◽  
Compulsory Education ◽  
Border Region ◽  
Research Approach ◽  
Regional Government ◽  
Public Elementary School ◽  
Teaching Aids

Primary School is part of the 9-year compulsory education policy for children aged 6-7 years, during their 6 years of learning. The longest study time between the levels of education in Indonesia. The earlier statement means that Primary School Education is very important for the basic’s children development in Emotional Quation , Intelligence Quation, Adversity Quation, Spiritual Quation and Creativity Quation consecutively . Moreover, Entikong District - Sanggau Regency, West Kalimantan Province is one of the Priority Locations in the border region.  The said service to public elementary school children must be in a good quality. Meanwhile the Services in SD Negeri 05 Suruh Tembawang Entikong are still far from expectations. This study aims to analyze the services to Suruh Tembawang Public Elementary School 05 Entikong District by the Sanggau Regional Government. The analysis used taken from   Parasuraman opinions with the following indicators: Tangibles, Reliability, Responsiveness, Assurance and Emphaty. The Research Approach uses a Qualitative Approach and the Research Method is Descriptive. Data Collection Techniques: Interviews, Focus Group Discussion and Documentation. Informant Selection Techniques: Purposive. Data Analysis with Miles and Huberman. Data Validity Test with Triangulation. Discussion: Primary Schools in Priority Locations do not receive much attention, are very detrimental to society.  In fact, they can reach other countries quickly as seen from their eyes. In terms of Indonesia's sense of nationality, it is quite vulnerable, while in education context, will get worse, if the conditions are not promptly corrected. Research results: Tangibles: It is difficult to access connecting bridge facilities with sub-districts, classrooms are damaged, there is no official residence, lack of teaching aids, computers are not available; Reliability: teaching is less reliable for teacher, responsiveness: unresponsive, Assurance: remains trusted by the community; Emphaty: teachers in high students as well as people  empathize with teachers. Conclusion: There are lack of quality services for facilities and infrastructure in   SD Negeri 05 Suruh Tembawang and not in accordance with what are  needed. Recommendation: Local government should increase cooperation between SKPD (Dinas PU and Dinas Pendidikan Kebudayaan); Exploring the company's CSR; Inviting Universities for Community Service Program Internships.

Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools

2021 ◽  
Author(s):  
Aneth Komba ◽  
Richard Shukia
Keyword(s):  
Public Schools ◽  
Curriculum Reform ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Question ◽  
Group Discussion ◽  
Research Approach ◽  
Learning Materials ◽  
Global Partnership ◽  
The Government

This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

scholarly journals Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya

2020 ◽  
Vol 16 (2) ◽  
pp. 112
Author(s):  
Dure Mohammed Osman ◽  
Oracha P. A. ◽  
Okutoyi Joel
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Retention Rate ◽  
Regular Neighborhood ◽  
Learning Resources ◽  
Learning Materials ◽  
Head Teachers ◽  
The Status

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The specific objective of the study was to establish the extent to which the availability and use of teaching and learning resources affect the retention of learners with special needs in regular primary schools in Dadaab sub-county. The study adopted a descriptive survey research design. The target population comprised 26 head-teachers, 78 teachers, 300 learners with special needs, and 4 education officers. Saturated sampling technique was used to select 23 head-teachers, 70 teachers, 100 learners with special needs, and 4 education officers. Instruments for data collection were questionnaires, interview schedules and observation schedules. Quantitative data were analyzed using frequency counts, percentages, and mean. The findings of the study indicated that the availability and use of teaching and learning materials were inadequate (mean= 2.18). The study concluded that the low retention of learners with special needs as a result of the availability and use of teaching and learning materials to a small extent.  The study recommended that the country and national government should ensure that there is adequate provision of teaching and learning resources to enhance learning for learners with special needs. The budget for materials should be enhanced. The study also recommends to non-governmental organizations to assist regular primary schools to access teaching and learning materials that can be used by learners with special needs.

scholarly journals Stan cyfryzacji polskich szkół na podstawie badania „Polska szkoła w dobie cyfryzacji. Diagnoza 2017” w kontekście potrzeby wdrożenia nauczania w modelu STEAM

2018 ◽  
Author(s):  
MARLENA PLEBAŃSKA
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
Primary Schools ◽  
Vocational Schools ◽  
Full Report ◽  
Technical Schools ◽  
Study Results ◽  
The Status ◽  
Faculty Of Education ◽  
The University

Marlena Plebańska, Digitisation of Polish Schools Based on the “Polish School in the Digitisation Era. The 2017 Diagnosis” Survey in the Context of the Necessity of Implementing the STEAM Model of Teaching, Interdisciplinary Contexts of Special Pedagogy, No. 23, Poznań 2018. Pp. 53–70. Adam Mickiewicz University Press.ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.03 The author of the paper presents the concept of teaching in the STEAM model in relation to the necessity of building competence of tomorrow among pupils of primary schools and even preschools. The author sets forth the status of digitisation of Polish schools in the light of the most extensive Polish digitisation survey: the 2017 Digital Diagnosis. The author primarily discusses the conclusions from studies pertaining to the status of digitisation of the Polish schools in the context of implementation of the STEAM model as a concept for developing competence of tomorrow. Results of studies conducted in June 2017 among pupils, parents and teachers are presented. The study was prepared and conducted by a team of researchers/academic employees of the Faculty of Education at the University of Warsaw in cooperation with PCG Edukacja under the supervision of the author of this paper. The study encompassed 100,129 respondents from primary schools, middle schools, high schools, technical schools and vocational schools from all provinces in Poland. The full report presenting the study results is available on website: https://www.librus.pl/doradca-dyrektora/informacje-prawne/organizacja-pracy-szkoly/stan-cyfryzacji-polskich-szkol-ku-refleksji-raport-2017/

scholarly journals An Investigation of Issues and Problems of Education System at Primary Level in District Toba Tek Singh

2021 ◽  
Vol 2 (2) ◽  
pp. 47-51
Author(s):  
Ghulam Abbas ◽  
Noor Muhammad
Keyword(s):  
Primary Schools ◽  
School Administrators ◽  
Group Discussion ◽  
Target Population ◽  
School Level ◽  
Validity And Reliability ◽  
Primary Schooling ◽  
Teacher Student ◽  
Trained Teachers ◽  
Core Issues

Primary schooling is the basic framework and first pillar of a child's future. Therefore, a study was planned to identify the core issues and difficulties related to education systems at the primary school level in district Toba Tek Singh. All the administration, staff, teachers, parents, and students were the study's target population. A mix methods research tools (interview and focus group discussion) were used to collect the data. The 20 public primary schools were selected and made a sample of 140 respondents through random technique. The interview was pretested on a small group of school administrators, students, and teachers from non-selected schools having similar subjects to evaluate the validity and reliability of the tool. The collected data were analyzed using SPSS (Statistical Package for Social Sciences) in the form of mean, standard deviation, and percentage. The result showed that 69.3% of respondents belong to the 15-32 years age category, and the vast majority of participants stated that the literacy rate is not increasing as the population is due to poverty. The study recommended the policymakers that primary education is a basic pillar and should be better quality, well-trained teachers, proper funds provision, teacher-student ratio, and merit-based recruitment.

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