scholarly journals The Impacts of Fee - Free Education Policy in Junior Secondary Schools in Tanzania

2020 ◽  
pp. 36-47
Author(s):  
Amani Abisai Lyanga ◽  
Ming-Kun Chen
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Secondary Data ◽  
Pass Rate ◽  
Ministry Of Education ◽  
Junior Secondary Schools ◽  
National Examination ◽  
Time To Build ◽  
Junior Secondary ◽  
Governmental Institutions

This study was based to examine the impacts of Fee-Free Education Policy in Junior Secondary Schools in Tanzania. The study used secondary data which were collected from the Ministry of Education Science and Technology (MOEST), National Examination Council of Tanzania (NECTA), United Republic of Tanzania (URT), Buchosa District Education Officer (BDEO), and other Non-governmental institutions. Finally, data were analyzed and presented. Data collection was guided by four objects such as the number of classrooms, the number of teachers, the number of students enrolled, and students’ pass rate. The findings from this study demonstrated that a fee-free education policy has shown a direct impact on junior secondary education. Through national examination, the students’ pass rate has improved, also to some extent number of teaches has increased. Apart from that, number of classrooms are imbalance with number of students. Therefore, this study recommended that the Tanzanian government should employ more qualified teachers, at the same time to build more classes to accommodate the number of students.

scholarly journals The Impact of Compulsory Computer Studies on ICT Literacy at Junior Secondary Schools in Livingstone District

2020 ◽  
Vol 16 (4) ◽  
pp. 20-34
Author(s):  
Leslie Simulwi ◽  
Evaristo Musonda
Keyword(s):  
Secondary Schools ◽  
Quantitative Research ◽  
Secondary Data ◽  
Primary Data ◽  
Ict Literacy ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Compulsory Subject ◽  
The Impact ◽  
Computer Studies

The study investigates the impact of compulsory computer studies (CS) on information and communication technology (ICT) literacy in secondary schools in the Livingstone District, Zambia. The objectives were to investigate the availability of specialised ICT teachers, to find out the availability of ICT equipment and infrastructure, and to establish the impacts of compulsory ICT. The study was mainly qualitative using primary data, however, had a component of quantitative research using secondary data in form of Examination Council of Zambia (ECZ), ICT examinations results for grade nine. The study established that the introduction of ICT as a compulsory subject had an impact on teacher and pupil literacy in ICT, and due to insufficient ICT equipment, may have negatively affected the performance of the pupils in the ICT final examination.

scholarly journals An Investigation of the Relationship between Counselling Services and Adjustment of School-aged Children–in-Transition in Junior Secondary Schools in Ogun State, Nigeria

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ojo Yetunde Abiola ◽  
Ogunmilugba Bamidele Joke
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Sampling Technique ◽  
Junior Secondary Schools ◽  
School Aged Children ◽  
Counselling Services ◽  
Ogun State ◽  
School Counsellors ◽  
Junior Secondary ◽  
Effective Delivery

The crux of this study is to examine the role of counselling services in fostering adjustment of school-aged children-in-transition in junior secondary schools in Ogun state, Nigeria. Using simple random and purposive sampling technique, three hundred samples (males= 133 and females=167) of school-aged children with mean age 10.96 participated in the study. Respondents filled two standardized instruments which are School Counselling Services Scale (SCSS) and Student Adjustment Scale (SAS). Data were analysed using Pearson product moment correlation and t-test at 0.05 level of significance. Result revealed that counselling services was perceived to be an effective tool in fostering adjustment of school-aged children–in-transition in junior secondary schools. Consequent upon this, government, policy makers as well as school counsellors should ensure the efficient and effective delivery of counselling services in secondary schools for new students transitioning from primary schools to junior secondary schools.

THE DIETARY INTAKE OF ETHNIC MINORITY STUDENTS AT TWO ETHNIC BOARDING JUNIOR SECONDARY SCHOOLS IN THÁI NGUYÊN PROVINCE

2021 ◽  
Vol 62 (6) ◽  
Author(s):  
Truong Thi Thuy Duong ◽  
Tran Thi Hong Van ◽  
Tran Thi Huyen Trang ◽  
Nguyen Thi Thanh Tam
Keyword(s):  
Secondary Schools ◽  
Dietary Intake ◽  
Ethnic Minority ◽  
Minority Students ◽  
Research Subjects ◽  
Vitamin B3 ◽  
Cross Sectional ◽  
Ethnic Minority Students ◽  
Junior Secondary Schools ◽  
Junior Secondary

Objective: To assess the dietary intake of ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province in 2019. Research subjects and methods: The study was conducted according to the descriptive method, cross-sectional design on  ethnic minority students and their dietary intake at two ethnic boarding junior secondary schools of Thai Nguyen province. Using pre-designed questionnaires to collect demographic information, frequency of eating and using the food weight method to determine the total energy and nutrient composition in the dietary intake. Results: The total dietary energy of students (1939 ± 327.0) was insufficient compared to the recommended needs, only 88.1% in male and 94.6% in female. Energy from lipid (23.4%) provided enough compared to the recommended needs, however, the energy from protein (17.8%) provided an excess and from carbohydrates (58.8%) was lacking compared to the recommended needs. The rate between the three energy-producing substances (17.8:23.4:58.8) was not reached compared to the recommended needs (14:20:66). Lipid, animal lipid, vegetable lipid provided enough compared to the recommended needs. While, protein, animal protein provided redundancy, vegetable protein and carbohydrates were lacking compared to the recommended needs. Substances that do not produce energy and fiber were mostly lacking in compared to the recommended needs. Only vitamin B1, vitamin B3 and zinc provided enough compared to the recommended needs. The rate of Ca/P was reasonable. Conclusion: The dietary intake of the ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province was not balanced and reasonable.

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