scholarly journals Rationales, Mechanisms and Challenges of Quality Assurance in Teachers’ Professional Practices at the Primary Education Sector

2015 ◽  
Vol 7 (2) ◽  
pp. 160
Author(s):  
Eyiuche Ifeoma Olibie ◽  
Wenceslaus Ndubueze Ofojebe ◽  
Theodora Chinelo Ezugoh
Keyword(s):  
Quality Assurance ◽  
Staff Development ◽  
Primary Education ◽  
Primary Schools ◽  
Professional Practices ◽  
Effective Teacher ◽  
Anambra State ◽  
Adequate Funding ◽  
Positive Correlations ◽  
Descriptive Survey

<p>This study examined the rationales, mechanisms and challenges of quality assurance in<br />teachers’ professional practices with focus on Anambra State of Nigeria. Four research<br />questions guided the study. The study adopted the descriptive survey research design. The<br />sample size involved 524 teachers drawn from various primary schools in the State. A<br />30-item questionnaire, structured on a modified 4-point Likert scale was used to collect data.<br />Data was analyzed using factor analysis; mean ratings, standard deviation and Pearson<br />correlations. Among the findings was that there are high and positive correlations among the<br />rationales, mechanisms, challenges and quality assurance for effective teacher professional<br />practices in Anambra State. It was recommended among other things that mechanisms for<br />adequate funding/financing of primary education, utilization of innovative methods and tools<br />for effective curriculum delivery, infrastructural development and constant<br />monitoring/supervision of resources as well as continuous staff development should be put in<br />place by teachers, government and private sector for quality assurance in teachers’<br />professional practices.</p>

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 Repositioning the Funding of Adult and Non-formal Education (ANFE) in Anambra State, Nigeria.

2020 ◽  
Vol 8 (8) ◽  
pp. 01-09
Author(s):  
Dr. Catherine Omeriyang Madu ◽  
Johnson Nnadi Ewelum ◽  
Kennedy Ogochukwu Okunna
Keyword(s):  
State Government ◽  
Formal Education ◽  
Adult And Continuing Education ◽  
Anambra State ◽  
Material Resources ◽  
Adequate Funding ◽  
Lack Of Information ◽  
Research Questions ◽  
The Government ◽  
Descriptive Survey

The need for repositioning the funding of adult and non-formal education (ANFE) in Anambra State cannot be overlooked as manpower and material resources needed for such programs can be acquired when there is adequate funding. The study focused on the repositioning the funding of ANFE in Anambra State. Descriptive survey research design was adopted in this study, guided by three research questions. The population of the study comprised 331 instructors in all the government-owned adult education centres in Anambra State. There was no sampling because the population was manageable. Questionnaire was the instrument for data collection which was validated by two experts in the Department of Adult and Continuing Education, Nnamdi Azikiwe University, Awka. Cronbach Alpha was used to determine the internal consistency of the instrument and the overall reliability coefficient of 0.79 was obtained. Mean statistics was used to answer the research questions. The findings indicated that ANFE is funded to a low extent in Anambra State. The study also revealed that some of the challenges confronting ANFE in Anambra State include: difficulties in identifying budget meant for ANFE, lack of information on funding by individuals, inadequate funding by the government, among others. The study further showed that the strategies to be adopted in repositioning the funding of ANFE in Anambra State are: distinct budget allocation by federal and state government for ANFE, effective utilization of fund accruing to ANFE, assisting of ANFE through regular funding by international bodies and NGOs, among others. Conclusion was drawn and the study recommended that governments both federal and state should provide adequate support to ANFE, especially through proper funding and adequate monitoring of such funds.

scholarly journals The Role of NGOs in Financing Public Primary Education in Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 350-384
Author(s):  
Paul Muga Obonyo ◽  
Samuel N Waweru ◽  
Onyango G Adino
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Target Population ◽  
Education For All ◽  
School Enrolment ◽  
Head Teachers ◽  
Direct Support ◽  
The Government ◽  
Descriptive Survey

The World Conference on Education for All, held in Jomtiem, Thailand 1990 stated that education is so diverse, complex and demanding to expect governments alone to meet the vast arrays of learner needs. The call for a multi-sectoral approach and building new alliances between governments, private, and NGOs forces was central to the thematic round tables on "NGOs and Literacy" and Mobilizing for "Education for All" (Hadaad 1990). This study examined the role of NGOs in financing public primary education in Budalangi, Kenya. The specific objectives of the study were: to determine NGOs participation areas in public primary education provision focusing on disbursement procedures and equity considerations for different socio-economic groups; to find out the various sources of NGOs‘ funds; to reveal the challenges facing NGOs in their effort to support public primary education and finally, to find out the adequacy and relevance of NGOs support as perceived byschool heads, parents and pupils in the region. The study adopted a descriptive survey paradigm. The target population comprised of 16 NGOs supporting publicprimary education, 33 primary schools and 16518 pupils and their parents benefiting from NGOs support. The sample included nine NGOs, seven public primary schools and 111 pupils and their parents. This gave a total of 238 respondents. The data was collected using questionnaires for NGO administrators and head teachers and interview schedules for parents and pupils. The study found out that NGOs play a central role in promoting quality, access, equity and relevance of primary education by providing physical facilities, direct support to pupils and parents. It was noted that the number of supported pupils was significant (31%) in relation to the total school enrolment. However, NGOs faced the challenge of insufficient funds, lack of exit strategy and mistrust by the government. The study recommends that the NGOs should use capacity building for sustained support and to work hand in hand with the government and all other stakeholders in education to help Kenya meet her international commitment in achieving the MDG goal in Education and EFA goals adopted in Dakar in 2000.

scholarly journals The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. 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. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

scholarly journals Assessing Test Feedback Strategies Adopted By Primary School Teachers In Anambra State

2019 ◽  
Vol 12 (1) ◽  
pp. 1-10
Author(s):  
Nneka Chinyere Ezeugo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Anambra State ◽  
Eastern State ◽  
Test Feedback ◽  
Feedback Strategies ◽  
The Right ◽  
Descriptive Survey

In learning new skills, it is necessary that students receive some information (feedback), that tells them if they are on the right track. The strategies, tactics or means through which teachers provide feedback to pupils after assessments are, however, a source of concern. Thus, this study aimed at assessing test feedback strategies/tactics adopted by primary school teachers in Anambra State, Nigeria. This study is a descriptive survey conducted in Anambra State, a south-eastern State in Nigeria. The sample of the study consisted of 500 teachers drawn from 1054 public primary schools in the state. The study tested two hypotheses and answered two research questions. The instrument used for collecting data is a researcher-developed questionnaire, titled “Test Feedback Strategy Assessment Questionnaire” (TFSAQ). Mean, standard deviation and t-test were adopted to analyze the data collected. The study revealed that teachers majorly gave feedbacks in writing or print form which included handwritten comments on students’ assessed work, written numeric scores, grades, averages or positions, etc. They also gave face-to-face feedbacks to whole classes, individual students and small groups of students. Most of the teachers did not use electronic feedbacks. The feedbacks were of fairly good quality. The school location and the level of a class taught had no significant influence on teachers’ responses. As a result of the findings, the researcher recommended among other things that teachers should be given more training especially on electronic feedback strategies as well as ways of improving the qualities of their test feedbacks.

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 Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. 116-126
Author(s):  
Temitope Funminiyi Egbedeyi
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Question ◽  
Primary Teachers ◽  
Average Percentage ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Significant Difference ◽  
Level Of Significance ◽  
Descriptive Survey

Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teachers Knowledge of Inclusive Education Questionnaire (α = 0.92) was used to collect data. One research question was answered and two hypotheses were tested at 0.05 level of significance. Teachers have average knowledge of inclusive lower primary education (Average Percentage = 53.6). Regular and special teachers have no significant difference on knowledge of inclusive education (t = 0.50; df = 33; p0.05). Based on the findings, it was recommended that Nigerian Government, concerned Non-Governmental Organizations and Scholars should ensure that regular trainings are organized for lower primary teachers in order to update their knowledge about inclusive education

scholarly journals Implementation of Inclusive Child Friendly Primary Schools Policy in Nyandarua County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 15-32
Author(s):  
Daniel Kirogo Wahungu ◽  
Ibrahim Oanda ◽  
Violet Wawire
Keyword(s):  
Primary Schools ◽  
Quantitative Methods ◽  
Policy Recommendations ◽  
Validity And Reliability ◽  
Group Discussions ◽  
Qualitative And Quantitative Methods ◽  
Child Friendly ◽  
The Government ◽  
Policy And Suggestion ◽  
Descriptive Survey

The main problem addressed by this study was the implementation of inclusive child friendly primary schools policy in Nyandarua County. The Inclusive Child Friendly Schools (CFS) policy has become the vehicle through which the government is providing quality education for all children in school by creating a learning environment where all children can learn, all children want to learn, and all children feel included in the classrooms and schools. However, studies show that the conditions in schools are not adequately adapted to accommodate the diversity of learners and even many more children of school going age are left out of school. These challenges generated the objectives of the study which were to examine the practice in public primary schools in line with the inclusive CFS policy and suggestion of appropriate strategies for implementation of inclusive CFS in public primary schools. To achieve this, the study utilized a descriptive survey using both qualitative and quantitative methods. Data collection instruments entailed questionnaires, interview schedule, focus group discussions, observation schedule and document analysis which were first piloted to improve validity and reliability and the accruing data was then analyzed thematically as per the study objectives. The findings of the study indicated that there was a substantial gap between CFS policy expectations and its actual day to day practice in the schools. Schools had the CFS messages engraved but had not made a significant alteration in the line with the policy. From these study findings, the paper presented several policy recommendations including adopting CFS policy to internal contexts so that individual schools look for ways of developing and utilizing selfassessment indicators of CFS at the school levels. Though the area of CFS is relatively new, it was hoped the study could shed light on the way forward for inclusive child friendly school programme in Kenya.

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