scholarly journals Implementation of ICT in Secondary Education: A Case Study of District Ghotki, Sindh

2016 ◽  
pp. 60-73
Author(s):  
Asif Ali Shah Et al.,
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Level ◽  
Current Status ◽  
Strong Impact ◽  
Sindh Province ◽  
Information And Communication ◽  
Conducting Research ◽  
Basic Infrastructure

This research aims to investigate the initiatives of Federal and Provincial Governments concerning the implementation of Information and Communication technology (ICT) projects in Secondary Education. The main objective of this study is to investigate the actual implementation of ICT projects at secondary school level in Sindh province by selecting district Ghotki as a case study. While conducting research, it was observed that out of forty secondary schools in district Ghotki, only thirteen schools were selected for introduction of ICT by the Education Department. Initially, this research focused on identification of the current status of resources allocation pertinent to ICTs at each secondary school, later on, an attempt was made to identify the parameters responsible for successful and unsuccessful implementation of ICT projects in district Ghotki. The research findings determine that although, students enthusiasm and basic infrastructure are present, however, unavailability of electricity and absence of maintenance expenditure for ICT laboratories, appeared as key factors concerning the unsuccessful implementation of ICT projects in a secondary school of distinct Ghotki. This suggests that these two barriers have a strong impact on lowering students' interests in opting for computer science as a major subject for class IX and onwards. Finally, this study concludes with some recommendations to overcome these problems for successful implantation of ICT at secondary school system of Sindh province.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

Does IT Help or Not?

2010 ◽  
pp. 78-96
Author(s):  
Antonio Díaz Andrade
Keyword(s):  
International Development ◽  
Study Design ◽  
Geographical Isolation ◽  
Peruvian Andes ◽  
Interpretive Case Study ◽  
Information And Communication ◽  
Ict Tools ◽  
Basic Infrastructure ◽  
Ict For Development

The number of initiatives aiming at improving people’s living conditions through the provision of information and communication technology (ICT) has been increasing around the globe during the last decade. However, the mere provision of ICT tools is not enough to achieve such goals as this chapter illustrates through the examination of the existent conditions in Huanico, a remote village in the northern Peruvian Andes. Using an interpretive case study design, the author analyzes and explains why under circumstances of severe scarcity and geographical isolation computers can do little in helping local people. The findings challenge the sometimes over-optimistic stances on ICT benefits adopted by international development agencies and governments. Conversely, it confirms the need to provide basic infrastructure and stresses the importance of establishing priorities correctly before launching any ICT for development initiative.

scholarly journals Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)

2013 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Statistical Treatment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Level ◽  
Teachers And Students ◽  
School Heads

The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education

Secondary Education, Unemployment, and Crime in Kenya

1975 ◽  
Vol 13 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Emmit B. Evans
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Educational Aspirations ◽  
School Students ◽  
African Students ◽  
Unemployment And Crime ◽  
Conducting Research

While conducting research on the occupational and educational aspirations and expectations of secondary-school students in Kenya during 1972, I obtained quantitative and qualitative data from a sample of 699 African students indicating that the problem of crime among unemployed school leavers is likely to substantially worsen in the coming years. The purpose of this article is to present that data within the context of a discussion of secondary education, unemployment, and crime in Kenya.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

scholarly journals Oral Expression as A Tool Towards the Teaching of Literature in French at The Secondary School Level in Nigeria

2021 ◽  
pp. 159-165
Author(s):  
Mary Effiong NYONG
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Level ◽  
Language Teacher ◽  
Secondary School Level ◽  
Teacher Needs ◽  
Information And Communication ◽  
Oral Expression ◽  
Set Up

The position and roles of the language teacher have changed a lot in the globalised world of Information and Communication Technology (ICT). This is to say that with the upsurge of ICT the relevance of the teacher is threatened. Thus the language teacher needs to change from the stereotype methods of teaching and apply all available resources to achieve his goals. It is the intention of this paper to present a discussion on how oral expression can be used to effectively teach literature in French at the Secondary School level in an Anglophone set-up.

Using Information and Communication Technology (ICT) in Secondary Schools in Nigeria: Problems and Prospects.

2019 ◽  
pp. 232-236
Author(s):  
Christiana N.N.
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Digital Divide ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Hardware ◽  
The Internet ◽  
Wrong Side ◽  
Information And Communication

There is no doubt that modern life is dominated by technology. Although it has been rightly said that what is wrong with education cannot be fixed with technology, there is a universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in the dissemination of knowledge and information. Already, Nigeria is on the wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies the high cost of computer hardware and software, weak infrastructure, lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block of the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. Nigeria needs ICT to aid teaching, learning and educational management. ICT is an instrument for economic and technological development in the 21st century. Therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Technology Enabled Education in Samoa

2010 ◽  
pp. 193-209
Author(s):  
Ioana Chan Mow
Keyword(s):  
Information And Communication Technologies ◽  
Current Status ◽  
Ministry Of Education ◽  
International Partnerships ◽  
Information And Communication ◽  
E Learning ◽  
Social Accessibility ◽  
Education And Development ◽  
The University

Education is seen as one of the most important factors for poverty alleviation and economic growth in developing countries (UNDP 2005; UNESCO 2005; WSIS 2005) and the use of Information and Communication Technologies (ICTs) for dissemination of education is believed to have huge potential for governments struggling to meet a growing demand for education while facing an escalating shortage of teachers (UNESCO 2006 in Anderson, 2008).This case study examines technology enabled learning initiatives in education in Samoa, focusing on developments at a leading university in Samoa (hereafter referred to as the university) and the Ministry of Education Sports and Culture (MESC). The case study focuses on the current status of technology based learning in Samoa outlining the current initiatives addressing the core issues of social accessibility, technological adaptability, economic viability, and political agreeability towards providing education and development opportunities. The discussion includes an evaluation of the effectiveness of presently used technology/ technology mix used in e-learning and its effectiveness in facing the demands posed by Social, Technological, Economical and Political (STEP) factors. For each technology initiative, issues and challenges are discussed followed by solutions and recommendations for future action and direction. The case study also looks at various international partnerships/ collaboration fostered by NUS and MESC to facilitate and enhance access to education for students, thereby are considered as solutions to the challenges in implementing technology based learning. The discussion concludes with a set of recommendations for the future of technology enabled learning in Samoa.

Technology-Based Values Teaching in Secondary Education

2013 ◽  
pp. 211-227
Author(s):  
Miriam Borham Puyal ◽  
Susana Olmos-Migueláñez ◽  
Paola Perochena González ◽  
María José Rodríguez-Conde
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Classroom ◽  
Multicultural Classrooms

This chapter presents a case study of the use of ICTs, and in particular the blog, in a Spanish Secondary School classroom in order to promote the teaching of values such as solidarity or tolerance. The aim was to enhance coexistence in increasingly diverse and multicultural classrooms in which the acknowledgement and development of these values prove essential for a successful coexistence.

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