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.

Primary School and Urban Residential Neighborhood - A Study of Koteswor, Kathmandu

2020 ◽  
Vol 8 ◽  
pp. 1-12
Author(s):  
Rijina Bajracharya ◽  
Sunaina Karmacharya ◽  
Mohan Moorti Pant
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Basic Education ◽  
Neighborhood Environment ◽  
Walking Distance ◽  
Ministry Of Education ◽  
Daily Lives ◽  
Residential Neighborhood ◽  
The Government

Primary school is an indispensable part of children’s daily lives and their parents as well. While educational environment within the school premise is important, the location of primary schools in any neighborhood is of equal importance, since it affects the daily journey of the children to school and the neighborhood environment in general. However, there are so far no such mandatory government policies in Nepal that link residential neighborhoods and location of primary schools, and no researches have been carried out in this respect either. This research explores one of the urban residential neighborhoods, Koteswor, of the Kathmandu Valley from the perspective of location of primary school and its service to the locality. The research makes a field study on the distribution pattern and service radius of primary schools, commuting distance and pedestrian safety of children. The study shows that more than three fourth of the children go to more distant schools than to schools within their residential area, and more than half go to other districts. Likewise, walking distance for half of the children exceeds the limit of Ministry of Education’s recommendation for urban areas. Children’s safety on their way to school through vehicular road is also a serious concern of the parents. Thus, while there is enough number of schools in the locality, it raises question on their quality, management and their distribution. Furthermore, only one school run by the Ministry of Education in an area of 40,000 population shows the irresponsibility of the government to meet the free basic education for all stated by the constitution.

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 School Management Committee Monitoring Skills and Performance of Government Aided Muslim Founded Primary Schools in Uganda: A Case of Bugisu Muslim District Council

2021 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Habiba Namagembe ◽  
Christopher Samuel Mayanja ◽  
Rashid Kinsambwe
Keyword(s):  
Adult Literacy ◽  
Financial Literacy ◽  
Primary Schools ◽  
Survey Design ◽  
Monitoring And Evaluation ◽  
School Management ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
School Activities ◽  
The Government

The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

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

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

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.

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

scholarly journals Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties

2021 ◽  
Vol 3 (1) ◽  
pp. 27-39
Author(s):  
Violet Wekesa ◽  
Lydia Kipkoech ◽  
Peter Okemwa
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Primary Schools ◽  
Regional Distribution ◽  
Resource Planning ◽  
School Management ◽  
Financial Resource ◽  
Western Kenya ◽  
Planning Strategies ◽  
The Government

The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.

scholarly journals Influence of teaching and learning materials availability on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County

2020 ◽  
Vol 9 (5) ◽  
pp. 294-301
Author(s):  
Monicah Naisianoi ◽  
Peter Koome ◽  
Esther Marima
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Well Being ◽  
Target Population ◽  
Ministry Of Education ◽  
Learning Materials ◽  
Learning And Teaching ◽  
Descriptive Research ◽  
The Government ◽  
Education Science

It is through education where a foundation for growth, groundwork on which most of our social and economic well-being is developed. This study sought to establish the influence of teaching and learning materials available on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County. Teaching and learning materials are devices and aids through which learning and teaching are done in schools. The study was anchored on the Theory of Instruction and adopted the descriptive research design. The target population was 587 teachers of primary schools in Karunga zone, Gilgil Sub County from which a sample of 100 teachers were selected using the stratified random sampling method. Data was collected using questionnaires and analyzed through descriptive and inferential statistics. Results showed that teaching and learning materials availability (r= .652, p .000; β= .751, p .000) has a positive and statistically significant influence on the development of pupils in upper primary. Based on this finding, the study recommends that the government of Kenya through the Ministry of Education Science and Technology should improve the availability of teaching and learning resources in public primary schools in order to promote optimal development of pupils.

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