scholarly journals Teaching and learning mission in the resistance boarding high school system in Southern part during 1945-1954 period

2019 ◽  
Vol 3 (1) ◽  
pp. 25-32
Author(s):  
Luu Van Quyet
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Lessons Learned ◽  
The South ◽  
Material Resources ◽  
Current Period ◽  
Human Material ◽  
The Government ◽  
And Training

From 1945 to 1954, in addition to leading citizen of the South to conduct resistance against French colonialism; the Communist Party and the government, in particular the Southern Committee for Administrative Resistance always pay attention to train qualified and professional staff in order to serve and meet all requirements of revolutionary path. According to the actual needs of revolution, since 1948 a system of resistance boarding high schools has been formed in the Southern provinces in form of boarding and self-management. The curriculum is brief, concise. Study goes as a pair with practice to serve the resistance. In the difficult circumstances of war, education workers have overcome the lack of human material resources, or even unprecedented jobs to establish and operate an education system. It achieved great achievements. The results and lessons learned of the process of teaching and learning management in the system of boarding high schools in the South during the period of The Resistance War against France can be considered as a “special resistance education model”, in which its vitality and spread not only contributed greatly to the victory of the resistance, but also humanity, optimistic spirit, self-reliance, initiative and initiative in education and training has left insightful experiential lessons for the education of our country in the current period.

scholarly journals Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland

2018 ◽  
Vol 7 ◽  
Author(s):  
Sifiso L. Zwane ◽  
Matome M. Malale
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
Action Plan ◽  
Education And Training ◽  
Educational Needs ◽  
Education For All ◽  
Ministry Of Education ◽  
Wide Range ◽  
The Government ◽  
And Training

Background: The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country’s constitution of 2005. The tone for the introduction of inclusive education in Swaziland was inevitably set by the new constitution of 2005. Since then several policies have been produced by the government, all aimed at providing equal education opportunities to all children in the country. These policies include the Swaziland National Children’s Policy (2009), Poverty Reduction Strategy and Action Plan (2006) and Draft Inclusive Education Policy (2008). The Education for All Policy (2010) is the policy that upon implementation became a stimulus for the introduction of inclusive education into mainstream schools; as a result, all teachers in the country’s schools were expected to be competent enough to teach learners with a wide range of educational needs. However, in-service teachers received inadequate staff development and training ahead of the implementation of inclusive education and a majority of teachers were not professionally developed for inclusive education, as pre-service students at tertiary training level.Objectives: This study investigated barriers in the implementation of inclusive education at high schools in the Gege branch, Swaziland, with a view to finding lasting solutions to inform research and government policy.Method: This research is a qualitative interpretive case study based on selected schools in the Gege branch of schools. Data was obtained through semi-structured research interviews and document analysis. It was processed and analysed through data coding, unitising, categorising and emergence of themes, which became the findings of the study.Results: Lack of facilities in the governments’ schools and teachers’ incompetence in identifying learners facing learning challenges in their classrooms are some barriers to inclusivity.Conclusion: The study concludes that there is a need for the Ministry of Education and Training to craft an inclusive curriculum in line with the inclusive policy in order to cater for the diverse educational needs of all learners in mainstream schools. It is thought that instituting a vibrant in-service and pre-service teacher training programme by the Ministry of Education and Training will increase teachers’ capacity to a level where teaching in inclusive classrooms does not negatively affect their competence.

scholarly journals The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 175
Author(s):  
Mzamani Johannes Maluleke ◽  
Ernest Kwesi Klu ◽  
Vincent N. Demana
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
English Language ◽  
Medium Of Instruction ◽  
The South ◽  
Learning And Teaching ◽  
Code Mixing ◽  
Teaching Life ◽  
The Government ◽  
The Impact

The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African education system. This emanates from the fact that although in theory the majority of the South African schools have adopted English as a medium of instruction, in practice, this is far from the truth as teachers employ code alternation in the form of code switching, code mixing and sentence translation as viable means of scaffolding the learning of content subjects.

scholarly journals Policy Transformations about ICT Applying in Learning and Teaching in Vietnamese General Educational System

2020 ◽  
Author(s):  
Pham Thi Thanh Hai ◽  
Nguyen Duc Nguyen
Keyword(s):  
Teaching And Learning ◽  
Educational Innovation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Important Place ◽  
Learning And Teaching ◽  
Policy Transformations ◽  
The Government ◽  
New Policies ◽  
And Training

Informatiom Communication Technology (ICT) has an important place in the educational innovation program. New policies on educational innovation are built on the premises and prospects of effective ICT application in teaching and learning (Richards, 2004). Studies on ICT application in teaching and Electronic Book or Digital Hydbrid Text in Education and Training have been researched and developed by serveral countries in the US and Europe. This article analyzes some policies for ICT application in teaching and educational innovation in Vietnam. These policies are analyzed according to the approaches to the Government of Vietnam Orientation on the application of information technology in education; The Ministry of Education and Training's policies on the Vietnamese education renovation requirements, ICT equipment infrastructure, the capacity of teachers to apply ICT in teaching. The research results show that the government has tried to give directions for ICT to be widely applied from management to teaching activities. The Ministry of Education and Training has also issued circulars and specific instructions to promptly implement orientations from the government. However, the approach to applying ICT in education has many multidimensional and too broad theoretical bases. The instructions on ICT are too sketchy and not yet specific for the application of ICT in teaching and learning.

Teaching and Learning Physics in Senior High Schools in Ghana: The Challenges and the Way Forward

2020 ◽  
pp. 35-42
Author(s):  
Isaac Sonful Coffie ◽  
Bans Bandoh Frempong ◽  
Eric Appiah
Keyword(s):  
High Schools ◽  
Sample Size ◽  
Teaching And Learning ◽  
Resource Constraints ◽  
Physics Teaching ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teachers And Students ◽  
The Government ◽  
Main Instrument

Aim: Considering the technological age that we find ourselves in this 21st century, it would be expected that, the number of students willing to study physics will increase exponentially. However, reports indicate a sharp reduction of students in physics classrooms. This study therefore sought to identify the challenges and way forward for improving physics teaching and learning in Senior High Schools in Ghana. Study Design: Descriptive cross-sectional survey was used for the study. Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both physics teachers and students. The sample size for the teachers was made up of 38 teachers which comprised 34 males and 4 females who were selected using the convenient sampling approach. The sample size for the students consisted of 750 students selected by stratified sampling of which 520 were males and 230 were females. Results: While the teachers perceived the most important factor affecting the teaching and learning of physics to be students-related problem, the students on the other hand perceived the major challenge affecting the teaching and learning of physics to be teacher-related. For both teachers and students, provision of adequate resources like well-equipped laboratories for teaching and learning is an assured way of improving the teaching and learning of physics in senior high schools in Ghana. Conclusions: The challenges in teaching physics as perceived by both teachers and students are teacher related, student-related and resource-constraints It was recommended that the government must make conscious effort to provide the schools with adequate science resources to facilitate the practical approach to teaching and learning of physics.

scholarly journals Assessing How Social Studies Teachers in Senior High Schools Use Out-of-Door Activities in Their Teaching in Ho Municipality of Ghana

2021 ◽  
pp. 185-204
Author(s):  
Osumanu Sheik Jibililu
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Social Studies Teachers ◽  
Ministry Of Education ◽  
Educational Value ◽  
Mixed Method Design ◽  
Curriculum Research ◽  
The Government

The study explored how social studies teachers in Senior High Schools in the Ho Municipality of Ghana use out-of-door activities in their teaching and learning methodology. Using a concurrent mixed method design, coupled with both convenience and purposive sampling techniques, a total of seventy (70) social studies teachers from fourteen (14) Senior High Schools in the Ho Municipality of Ghana were selected for this study. The instruments for data collection included both interview and questionnaire. Ultimately, the findings from this study revealed that most social studies teachers consider out-of-door activities in their teaching because of its educational value, despite the challenges they admitted to encountering. It was also revealed that social studies teachers do perceive out-of-door activities to be difficult to organize which affect their use of the technique in teaching. This study recommended that, in order to promote the use of out-of-door activities in the teaching and learning of social studies, the government through the Ministry of Education, Ghana Education Service (G.E.S) and Curriculum Research and Development Division (CRDD) should make funds available for senior high schools to organize out-of-door activities, specifically, in the teaching and learning of social studies to enhance students' understanding. Again, the government through the Ministry of Education and G.E.S, should advise heads of institutions to support and encourage teachers, particularly, social studies teachers to embark on out-of-door activities within and outside their school community to boost students' understanding of the concept that is mostly abstract in nature.

scholarly journals Biology Education in Perspective: An Inquiry into Ghanaian Senior High School Students’ Attitude Towards Biology Practical Lessons

2021 ◽  
pp. 82-94
Author(s):  
Godwin Tordzro ◽  
Evans Asamoah ◽  
Kennedy Nyeseh Ofori
Keyword(s):  
Social Sciences ◽  
High School Students ◽  
High Schools ◽  
Teaching And Learning ◽  
Biology Education ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Informal Observation ◽  
The Government ◽  
Senior High School Students

This study aimed at finding out the attitude of students towards Biology practical lessons in selected Senior High Schools in Ghana. The study adopted the descriptive sample design, involving both quantitative and qualitative research approaches. The population of the study comprised 408 students and 24 teachers. The students and teachers were chosen at random from a table of random numbers respectively. Data was collected using informal observation, questionnaire and documents. The questionnaire was made up of both open and close-ended questions. The Statistical Packages for Social Sciences (SPSS) version 23.0 was the software that was used in processing the quantitative data. The findings of the study revealed that 5% of students from well-endowed schools, as against 40.5% of those from less-endowed schools, indicated that they have poor attitudes towards Biology practical lessons and this was confirmed by their teachers. It was also shown that practical lessons in Biology, in both well-endowed and less-endowed Senior High Schools, were greatly impeded by lack of proper laboratory, lack of laboratory assistants/technicians and inadequacy of practical equipment and materials for practical work. Based on the findings of the study, the government, Parent Teacher Associations (PTAs) and other stakeholders should help in providing the needed resources such as well-equipped laboratories and materials among others to facilitate the teaching and learning of Biology practical in the schools.

scholarly journals The Implementation of 2013 Curriculum at SMA Negeri 12 Pekanbaru

2016 ◽  
Vol 3 (2) ◽  
pp. 92-103
Author(s):  
Sri Yuliani
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Learning Activities ◽  
English Teacher ◽  
Research Findings ◽  
The Government

The aim of the research was to find out teaching and learning activities at SMA Negeri 12 in implementing 2013 curriculum. This research was based on the preliminary studies in some Junior and Senior High Schools around Pekanbaru by observing and interviewing the English teacher in excuting 2013 curriculum. The design of this Research was qualitative.The researcher used observation sheet and interview to find out the activities in SMA Negeri 12. Based on the research findings, first, the stage of teaching and learning process in the classroom, the teacher could not implement the step ideally, second, the professional curriculum from the government did not provide the available training to support teaching and learning in the classroom and the last the availability of resources and media were not supported yet. By conducting this research, the researcher hoped that the government conducting the appropriate training to all English teachers in implementing 2013 curriculum.

scholarly journals Online Learning Management in the Era of Covid-19 Pandemic at Junior High Schools in Indonesia

10.28945/4819 ◽  
2021 ◽  
Vol 20 ◽  
pp. 351-383
Author(s):  
Hadriana ◽  
Mahdum ◽  
Isjoni ◽  
Dedi Futra ◽  
Indra Primahardani
Keyword(s):  
Online Learning ◽  
High Schools ◽  
Technology Use ◽  
Teaching And Learning ◽  
Junior High ◽  
Theory And Practice ◽  
Junior High Schools ◽  
Learning Activities ◽  
Learning Management ◽  
The Government

Aim/Purpose: The purposes of this research are to analyze online learning management activities conducted by the principals of junior high schools in Indonesia in facing COVID-19 as well as to discuss their perspective and expectations towards online learning activities when facing COVID-19 and after COVID-19 has passed. Background: Due to the rapid spread of the COVID-19 pandemic, the Indonesian Minister of Education and Culture instructed that teaching and learning activities for all levels of education in Indonesia must be carried out online from home. There have been comprehensive reports about the various forms of online learning, its effects on students, the challenges, the learning transition from offline to online, and teachers’ views on this new approach. Very few, if any, focus on how principals act upon the transition during this COVID-19 pandemic. Therefore, this research focuses on how principals overcome various problems that arise in the implementation of online learning activities. Methodology: As many as 309 principals of junior high school from twelve districts in Indonesia were asked to give their responses to a set of questionnaires. The reliability of the questionnaire was analyzed using Cronbach’s Alpha with the help of SmartPLS 3.0 software. The percentage was mainly used in the descriptive analysis. To obtain the influence among variables, the statistical inferential analysis was used. Contribution: Although the sample size of this research is limited, the results may contribute to the existing theory and practice related to the implementation of online learning in Indonesia. The findings of this research could be a guide for principals to manage online learning in the future. Findings: The data analysis showed that the constructs of organizing and monitoring-evaluation were found to play an important role as a mediator between the variables of planning with implementation of principal management in online learning. Path analysis demonstrated that the implementation variable was significantly influenced by the variables of planning, organizing and monitoring-evaluation, with a contribution value of 78.20%. Thus, it indicated that the planning, organizing and monitoring-evaluation variables contributed directly or indirectly to the implementation of principal management in online learning. Generally, the online learning management activities conducted by the principals of junior high schools in Indonesia have been carried out well, especially in the Implementing aspect. However, the aspects of Planning, as well as Monitoring and Evaluation, still need to be improved. Recommendations for Practitioners: The government is recommended to provide adequate online learning supporting facilities as well as to facilitate teachers to increase insight and knowledge in terms of technology use, especially in designing, implementing, and providing assessments of online learning. So far, the government has provided some facilities and conveniences to principals and teachers. However, some information and ICT related trainings from the government during the COVID-19 pandemic is not widely known by the principals and the teachers. Socialization about these is needed. Recommendation for Researchers: This work offers a theoretical understanding of the problems faced by school principals in facing COVID-19. Further research on how principals and teachers manage online learning activities needs to be carried out to solve various problems which might arise during the process of implementation. Impact on Society: This research suggests that the principals in Indonesia have good online learning management. However, to reach the stated learning objectives efficiently and effectively, the principals need to collaborate with the teachers as the main facilitators of the teaching and learning process. Cooperation with parents is also highly recommended. Future Research: Further research should focus on how the application of online learning can improve students’ achievement through good management and collaboration with teachers, other administration staff at schools, and parents.

scholarly journals Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia

2020 ◽  
Vol 1 (2) ◽  
pp. 30-42
Author(s):  
Innocent Mutale Mulenga ◽  
Edward King Chileshe
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Approach ◽  
Learning Resources ◽  
Mixed Method Research ◽  
The Government ◽  
And Training

Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.

scholarly journals Impact of School Feeding Programme on Access to Basic Education: The Case of South Tongu District of the Volta Region, Ghana

2017 ◽  
Vol 9 (4) ◽  
pp. 103
Author(s):  
Eugene Yaw Milledzi ◽  
Gabriel Keney ◽  
Mark Owusu Amponsah
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Group Discussion ◽  
Mixed Method Research ◽  
The South ◽  
School Feeding ◽  
Volta Region ◽  
The Government ◽  
Sampling Procedures ◽  
The Impact

The study examined the impact of the school feeding programme on access to basic education in the South Tongu district in the Volta Region, Ghana. A convergent parallel mixed method research design was employed to conduct the study. Stratified random sampling and purposive sampling procedures were used to select 213 respondents for the study. Questionnaires, interviews and focus group discussion were used to collect the data for the study. Data gathered through questionnaires was analysed using descriptive statistics such as percentages and frequencies while interview data analysis was done using the thematic approach. The results of the study showed that the school feeding programme has a significant impact on increased enrolment, attendance and retention of pupils in the South Tongu district. However, the implementation of the programme has put pressure on teaching and learning materials as well as increased teacher-pupil ratio. The study recommended that plans and measures should be put in place by the government, implementation ministries and agencies on how to increase existing human, physical and financial resources for the school feeding programme to be sustained.

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