scholarly journals Impact of Resource Distribution and Availability on Primary Schools Pupil Learning Outcomes: Case Study of Chintheche Education Zone, Nkhata Bay, Malawi

2021 ◽  
Vol 8 (1) ◽  
pp. 239-260
Author(s):  
Mercy Khumbo Nyirenda
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Primary Schools ◽  
Resource Distribution ◽  
Head Teachers ◽  
Unequal Distribution ◽  
Distribution Of Resources ◽  
Optimal Resource ◽  
Pupil Learning ◽  
The Impact

This study investigated the impact of resource distribution on learning outcomes on nine purposively selected primary schools in the Chintheche Education Zone (previously known as Chihame Zone 1), Nkhata Bay District. Criteria for eligibility were that a school should have administered primary school leaving examinations at least three (3) times and was easy to access by public transport. In addition to document analysis, the study collected data using a questionnaire administered to the head teachers of each school, the Primary Education Advisor (PEA), and District Education Manager (DEM). Descriptive statistical analysis was done to compare pupil performance between schools with optimal resource availability and those without. The study found that the distribution of resources in the Chintheche Education Zone is unequal even though the zone is under one Primary Education Advisor. Schools closest to the trading centre have more resources and perform better than schools located far away from the trading centre and lacking almost in everything. The findings suggest that the unequal distribution of resources affects selection of pupils to secondary schools. The study recommends that fair and equitable distribution of resources would go a long way to achieving equity in access to secondary education.

scholarly journals Effect of Teachers’ Own Perception of Their Profession on Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Head Teachers ◽  
And Performance ◽  
The Impact

<div><p>Teachers often find themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community. This paper looks at the effect of teachers’ perception of their profession on their satisfaction at job and performance. The authors employ a survey design in private schools in Yei Town, South Sudan to establish the impact of these perceptions. Simple random sampling technique was used to select the respondents from ten private schools. The respondents’ therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study findings indicated that a considerable number of the teachers (38.9%) indicated that teacher’s own perception of their own profession does not affect the teachers’ job satisfaction and performance.</p></div>

Impact of quality and pre-primary education on school readiness and numeracy in Lao People’s Democratic Republic

2018 ◽  
Vol 19 (1) ◽  
pp. 79-99
Author(s):  
Colleen Loomis ◽  
Kathrine Maleq ◽  
Ilenia Pellandini ◽  
Abedeljalil Akkari
Keyword(s):  
School Readiness ◽  
Primary Education ◽  
Primary Schools ◽  
School Quality ◽  
Rating Scale ◽  
Lao Pdr ◽  
Lessons Learned ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
The Impact

The article examined the impact of pre-primary education in Lao PDR on children’s school readiness and numeracy. Using a quasi-experimental research design, we compared children (ages 4 and 5, N = 445) in five districts across three groups: (1) attending a school with an NGO-government collaboration, (2) attending a school without an NGO-collaboration, and (3) not attending school. Quality was assessed using the Early Childhood Environment Rating Scale. Results show that pre-primary schools with an NGO-collaboration were higher in quality than other schools. Children in a school with an NGO-collaboration scored higher on school readiness than both other groups of children; the impact on numeracy differs by age. Five lessons learned are discussed.

scholarly journals TEACHERS’ PREPAREDNESS TOWARDS IMPLEMENTATION OF FREE PRIMARY EDUCATION IN BUNGOMA COUNTY, KENYA

2019 ◽  
Vol 7 (2) ◽  
pp. 210-220
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Teacher Preparation ◽  
Primary Education ◽  
Primary Schools ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Policy Makers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
Descriptive Survey

The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.

scholarly journals Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya

2021 ◽  
Vol 2 (3) ◽  
pp. 476-488
Author(s):  
Roselynn Awili ◽  
Nyakwara Begi
Keyword(s):  
Instructional Leadership ◽  
Primary Schools ◽  
Curriculum Implementation ◽  
Early Years ◽  
Theory Of Change ◽  
Head Teachers ◽  
Early Years Education ◽  
Competency Based ◽  
The Impact ◽  
The Relationship

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya.  The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

Ethnic Conflict and the Politics of Greed Rethinking Chimamanda Adichie's

Matatu ◽  
2012 ◽  
Vol 40 (1) ◽  
pp. 173-189 ◽  
Author(s):  
Nick Mdika Tembo
Keyword(s):  
Ethnic Conflict ◽  
Economic Decline ◽  
Final Solution ◽  
Ethnic Nationalism ◽  
State Collapse ◽  
Unequal Distribution ◽  
Ethnic Stereotypes ◽  
Group Loyalty ◽  
Distribution Of Resources ◽  
The Impact

The African continent today is laced with some of the most intractable conflicts, most of them based on ethnic nationalism. More often than not, this has led to poor governance, unequal distribution of resources, state collapse, high attrition of human resources, economic decline, and inter-ethnic clashes. This essay seeks to examine Chimamanda Ngozi Adichie's through the lens of ethnic conflict. It begins by tracing the history and manifestations of ethnic stereotypes and ethnic cleavage in African imaginaries. The essay then argues that group loyalty in Nigeria led to the creation of 'biafranization' or 'fear of the Igbo factor' in the Hausa–Fulani and the various other ethnic groups that sympathized with them; a fear that crystallized into a thirty-month state-sponsored bulwark campaign aimed at finding a 'final solution' to a 'problem population'. Finally, the essay contends that Adichie's anatomizes the impact of ethnic cleavage on the civilian Igbo population during the Nigeria–Biafra civil war. Adichie, I argue, participates in an ongoing re-invention of how Africans can extinguish the psychology of fear that they are endangered species when they live side by side with people who do not belong to their 'tribe'.

scholarly journals Outstanding leadership in primary education: Perceptions of school leaders in English primary schools

2019 ◽  
Vol 34 (2) ◽  
pp. 61-68 ◽  
Author(s):  
Jaswinder K Dhillon ◽  
Colin Howard ◽  
Jayne Holt
Keyword(s):  
School Leadership ◽  
Primary Education ◽  
Primary Schools ◽  
Q Methodology ◽  
Leadership Theories ◽  
Head Teachers ◽  
High Quality Education ◽  
Outstanding Leadership ◽  
Successful School ◽  
Q Sort

The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.

The impact of a safe learning environment in schools on students’ learning outcomes: evidence from Tanzania

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shahriar Kibriya ◽  
Gordon Jones
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Reading Fluency ◽  
School Environment ◽  
School Safety ◽  
Policy Design ◽  
Ordinary Least Squares ◽  
Head Teachers ◽  
Content Type ◽  
The Impact

Purpose This study aims to evaluate the effect of school safety on standardized learning outcomes for primary-age students in Tanzania, identifying causal direction and magnitudes. Design/methodology/approach Key dependent variables include standardized learning outcomes in English, reading fluency and math addition problems; while independent variables are the perception of school safety from head teachers. An ordinary least squares estimation explored the determinants of student performance when controlled for school and family specific characteristics. These results were then verified through the quasi-experimental method of propensity score matching, estimating the effect of school safety on learning outcomes and accounting for any misspecifications in the treatment or outcome models. Findings Results show statistically significant and negative effects of an unsafe school environment on learning outcomes for both reading and math. Research limitations/implications As head teachers reported students’ perceptions of school safety, it may be underreported. Originality/value Donors, policymakers and other stakeholders need to consider school safety issues as a barrier to learning in policy design and program implementation.

scholarly journals Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria

2020 ◽  
Vol 7 (3) ◽  
pp. 195-202
Author(s):  
Nnamdi Anero
Keyword(s):  
Primary Schools ◽  
Completion Rate ◽  
Completion Rates ◽  
Head Teachers ◽  
School Feeding ◽  
Significant Difference ◽  
The Government ◽  
Rural Dwellers ◽  
Rivers State ◽  
The Impact

The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study.  The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules.  The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.

scholarly journals IMPLEMENTATION OF THE FREE EDUCATION POLICY IN PRIMARY SCHOOLS IN KAFUE DISTRICT: IS IT A COMPROMISE ON QUALITY OF EDUCATION IN ZAMBIA?

2020 ◽  
Vol 7 (9) ◽  
Author(s):  
Christine Mwanza ◽  
Darious Silukuni
Keyword(s):  
Education Policy ◽  
General Education ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Free Access ◽  
Access To Education ◽  
Head Teachers ◽  
Free Primary Education

<p>In this study, researchers investigated the implementation of Free Primary Education Policy in selected primary schools of Kafue district of Zambia. The study’s objective was to determine the possible conflicts that had arose between learners’ access to education and supply of quality education. As a descriptive survey, the study population consisted of one hundred and twenty (120) teachers, twenty-four (24) head teachers one (2) Ministry of General Education (MoGE) officials. The teachers responded to a questionnaire while the head teachers and MoGE officials were interviewed using structured interview schedules. An observation checklist was used to record the schools’ enrolments, equipment and facilities that were available. Data was analyzed thematically as themes and sub themes emerged from the data. Finding showed that there were high enrolments in Kafue primary schools, an indication that many learners had free access to education but this led to a number of challenges such as: inadequate educational supplies, low staffing levels, inadequate classrooms and desks. Teachers were being overworked and were unable to attend to individual needs of pupils. They also could not manage to give adequate homework and remedial work due to large classes. Consequently, the Zambian government seems to have failed to meet the needs of primary schools in Kafue due to the surge in enrolments. Scholars in this study recommended that the Ministry of General Education should evaluate the practicality and sustainably of the Free Primary Education in all primary schools in Kafue district. Furthermore, additional funds should be allocated for schools to enable them buy teaching and learning materials.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0696/a.php" alt="Hit counter" /></p>

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