scholarly journals Emerging Issues in the Nigerian 9-Year Basic Education Curriculum: Implications for Cultural and Creative Arts Education

2020 ◽  
Vol 20 (2) ◽  
pp. 68-91
Author(s):  
Ebele V. Ojukwu
Keyword(s):  
Arts Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Historical Background ◽  
Creative Arts ◽  
Education Curriculum ◽  
Anambra State ◽  
Emerging Issues ◽  
Curriculum Reforms

This qualitative research study sought to assess and evaluate the emerging issues in the teaching and learning of cultural and creative arts (CCA) in Anambra state of Nigeria. Data was gathered through oral consultations while the historical background of the cultural and creative arts in Nigeria is employed as the theoretical frame work upon which the study is based. The paper argues that for school curriculum reforms to meet the needs of the basic education system, the school-based practices should be made to respond to school curriculum reforms. The paper concludes by suggesting that progress can only be made in CCA education if there are serious reforms in pedagogical content at the level of pre-service teacher education as well as capacity building workshops for serving teachers. Keywords: 9-Year basic education curriculum, Cultural and creative arts education, Emerging issues, and Teachers reflections

scholarly journals Evaluating Recommended Literature Texts for Senior Basic Education in Nigeria

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EI Obi ◽  
OS Akujobi
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Survey Design ◽  
Anambra State ◽  
Universal Basic Education ◽  
Error Analyses ◽  
Works Of Art ◽  
Literary Art

The beauty and usefulness of a literary piece lie basically on the author’s diction. The expression, ‘literary art’ stems from the fact that literary artists are able to create interesting works of art by proper manipulation of language(s) that among other things entertain and educate their reading audience. For young minds, literature is not only didactic; it also boosts their language acquisition. In recognition of the crucial roles played by literature, Anambra State Universal Basic Education Board recommended an appreciable number of textbooks for the study of literature in English. These books run from 2010-2011, 2011-2012, 2012-2013 academic sessions. The thrust of this study is to ascertain the grammatical level of the language of some of these texts, particularly the genres of prose and drama. Error analyses of three texts namely: Decree of the gods, Wishful Bliss and That’s My Girl randomly selected from basic 7-9 were carried out. Concord incongruity, omission/superfluous use of articles and misuse/omission of pronouns were specifically sought for. A simple survey design was adopted for the study and the errors were collated, analyzed and classified based on their types-syntactic, morphological, and concord errors. The study reveals that the texts are replete with concord errors, misuse of articles, omission and improper application of prepositions in structures. The implication of the findings in the teaching and learning of English is discussed and suggestions for improvement made.Key words: Literary art(ist), Language acquisition, Grammatical level, Error analysis, Concord incongruity, Articles and Pronouns

scholarly journals The Model of Basic Education Curriculum Administration according to Buddhist Principles in Eastern Economic Corridor

2021 ◽  
Vol 58 (1) ◽  
pp. 1599-1604
Author(s):  
Rungtawee Panrana Et al.
Keyword(s):  
Content Analysis ◽  
Quantitative Research ◽  
Basic Education ◽  
Group Discussion ◽  
Model Development ◽  
Education Institution ◽  
School Curriculum ◽  
Three Dimensions ◽  
Education Curriculum ◽  
High Level

The purposes of this research were 1) study the current states of the school curriculum administration 2) to develop the model of basic education curriculum administration according to Buddhist principles in Eastern Economic Corridor and 3) to evaluate the model. Quantitative research and qualitative research were used and research tools were interview form and questionnaires. Data were collected from in-depth interview, focus group discussion and document analysis. Qualitative data from 20 key informants was analyzed by using content analysis whereas quantitative data collected from 265 samples was analyzed by using content analysis, percentage, mean, and standard deviation. Results indicated that 1) the current states of the school curriculum administration of basic education institution in Eastern Economic Corridor in 5 variables found that overall it was appropriate at a high level. When considered individually, it was found that there were two most appropriate levels, namely supervision, monitoring and promotion. 2) The results of the model development that consists of 4 parts: 1. Educational curriculum management process consists of three dimensions. 2. The application of Buddhist principles in the school curriculum administration consists of three principles of the Threefold Training. 3. The key players of the school curriculum administration and 4. The7  results of the using of the model. 3) The model evaluation with 4-sided: Utility, Accuracy, Propriety and Feasibility found that the overall were appropriate at the highest level in all aspects. Sorted as follows: The Utility aspect was the highest, followed by the Accuracy, Propriety and Feasibility.

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.

Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā

2021 ◽  
pp. 15-23
Author(s):  
Pāvels Jurs ◽  
Elita Špehte
Keyword(s):  
Conceptual Framework ◽  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Constructive Approach ◽  
Education Curriculum ◽  
Approach To Learning ◽  
Effective Feedback ◽  
Raising Awareness ◽  
Effective Teaching And Learning

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

Pamatizglītības standarta raksturojums kontekstā ar 9. klašu skolēnu vērtību sistēmas un atbildības veidošanos

2020 ◽  
pp. 29-38
Author(s):  
Pāvels Jurs ◽  
Alīda Samuseviča
Keyword(s):  
Basic Education ◽  
Personal Responsibility ◽  
Self Regulation ◽  
School Curriculum ◽  
Research Data ◽  
Education Curriculum ◽  
Short Term ◽  
Value System ◽  
Term Basis

The new basic school curriculum provides an opportunity to promote the development of student value system and responsibility in the pedagogical process. The emphasized requirements for Grade 9 graduates are: self-regulation, positive attitude, tolerance, personal responsibility, civic engagement, patriotism, and understanding of the important values of the society, ensuring the transfer and application of knowledge to the existing reality. Summarizing the empirical research data, it can be concluded that the predominant values for Grade 9 pupils are family, friends, peers and concern about education. Some students find it difficult to name their own values and the values of Latvia. The students involved in the study can be described as responsible only in those areas that affect the respondents themselves on a short term basis. Research highlights the lack of responsibility particularly in such categories as students` ability to take responsibility for their country, their future and their education. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote students' understanding in order to develop a long-term perspective.

scholarly journals Katsomuksellinen yleissivistys uskonnon ja 
elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa

2019 ◽  
Vol 3 (2) ◽  
pp. 47-68 ◽  
Author(s):  
Pia Koirikivi ◽  
Saila Poulter ◽  
Eero Salmenkivi ◽  
Arto Kallioniemi
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Basic Education ◽  
General Knowledge ◽  
Education Curriculum ◽  
Core Curricula ◽  
School Subjects ◽  
Secular Ethics ◽  
Ethics Curriculum

Tutkimuksessa vastataan kysymykseen siitä, millaista katsomuksellista yleissivistystä eri uskontojen ja elämänkatsomustiedon opetus tarjoaa sekä millaisia eroja ja yhtäläisyyksiä niiden välillä on. Tutkimusaineistona on perusopetuksen opetussuunnitelman perusteiden (vuodelta 2014) viiden eri uskonto-oppiaineen sekä elämänkatsomustiedon sisältöalueet, jotka analysoidaan aineistolähtöisesti. Vastaavaa vertailevaa tutkimusta oppiaineiden sisällöistä ei ole aiemmin tehty. Tutkimuksen päätulokset osoittavat, että opetussuunnitelman perusteiden sisällöistä on tunnistettavissa yhteisesti jaettuja näkökulmia mutta myös selviä eroja. Keskeisin jännitteinen kysymys liittyy siihen, miten katsomusaineisiin sisäänrakennettu olettama lapsen omasta taustatraditiosta ja katsomusten keskinäinen erilaisuus vaikuttavat tavoiteltavaan yleissivistykseen. Kysymys liittyy yksittäisiä oppiainesisältöjä laajempaan kysymykseen siitä, millä perustein ja kenen näkökulmista katsomuksellisen yleissivistyksen kriteerit julkisessa koululaitoksessa tulisi määritellä.   Comprehensive general knowledge and literacy of religions and worldviews in national core curricula (2014) of religious education and secular ethics education in Finnish basic education Abstract In the Finnish context, the teaching and learning of religions and worldviews are carried out mainly in the disciplines of religious education or secular ethics education. However, even though these school subjects are parallel to each other, previous studies have not focused on investigating how and in what ways these two school subjects are both similar and different in their approaches to providing the students with comprehensive general knowledge and literacy about religions and worldviews. For filling this gap in knowledge, this study analyses the curricular content areas of five different religious education curricula and the secular ethics curriculum with thematic content analysis. The findings of this study are relevant for developing the role that religious and secular ethics education has within Finnish basic education. Keywords: secular ethics education, comprehensive general knowledge and literacy of religions and worldviews, worldview education, curriculum, basic education, religious education

scholarly journals Degree of Applying Quality Standards in Post Basic-Education Schools from the Point of View of Supervisors and Senior Teachers in Sultanate of Oman

2018 ◽  
Vol 12 (2) ◽  
pp. 262
Author(s):  
Salha A. Issan ◽  
Faiza A. AlShidi
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Basic Education ◽  
Quality Standards ◽  
School Curriculum ◽  
Point Of View ◽  
The Other ◽  
Financial Resources ◽  
Sultanate Of Oman ◽  
Academic Year

The study aimed at exploring the degree of the application of quality standards in post basic-education schools from the perceptive of supervisors and senior teachers in the Sultanate of Oman. The study sample consisted of 129 supervisors and 137 senior teachers selected from six educational governorates: Muscat, Ad Dakhiliyah,  Al Batinah North, Sharqiyah North, Al Buraimi, and Dhofar during academic year 2015/2016. The data was collected by a questionnaire consisting of 53 statements, categorized in seven areas of quality standards: planning; school curriculum; teaching and learning; learners affairs; human and financial resources; and community. The results showed that quality standards were applied to a large extent in the areas of human resources, learner's affairs and planning, and to a medium degree in the other remaining areas.  Findings also revealed statistically significant differences in applying the standards due to gender in favor of females in all areas. Moreover, there were statistically significant differences in the degree of applying quality standards in schools in favor of senior teachers in all areas except curriculum. Based on the results, a number of recommendations were provided.

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