scholarly journals Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice

2020 ◽  
pp. 39-53
Author(s):  
Yaro Loveline
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Policy Formulation ◽  
State Budget ◽  
Post Colonial ◽  
Primary And Secondary Education ◽  
The Republic ◽  
The Government

The post-colonial period was a turning point in Cameroon’s educational system. Since Independence and Reunification in 1960-61, the various governments of the Federal Republic of Cameroon, the United Republic of Cameroon and the Republic of Cameroon have been committed to the development of Education. Significant resources have been invested in this course geared towards improved education quality in both sub-sectors of Primary and Secondary Education. The Ministries of Primary and Secondary Education continue to be amongst the top ministries to receive the highest allocation from the state budget with 19.7% in 2010 and 16.3% in 2011 (Cameroon, 2015). However, there still exist challenges to quality education in Cameroon that the government has continued to address through, formation of commission, committees, and taskforces that have influenced curriculum policy formulation and implementation. In this respect, the formulation of education policy of bilingualism to use in the teaching and learning in Cameroon schools has been one of the main concerns of education in Cameroon. There is therefore need to asses and monitor progress of how this has guided teaching and learning in schools. How this policy has evolved overtime and especially how it is serving the purpose for which it was formulated. Using the Historical approach this study provides an opportunity to critically examine the efforts made in Cameroon in implementing the policy of bilingualism formulated for teaching in primary and secondary schools after independence and reunification. It sheds light in the meaning of bilingualism in the context of school application and broadens discussions on challenges faced by stakeholders in the implementation process. Furthermore, as the country, looks towards the achievement of the millennium development goals and education for sustainable development, the study provides recommendations to optimize bilingualism in Schools in Cameroon.

scholarly journals Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

2019 ◽  
Vol 24 (1) ◽  
pp. 11-19
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Support Staff ◽  
Multiple Roles ◽  
Education Expansion ◽  
Teaching Competence ◽  
Competence Beliefs ◽  
The Government ◽  
The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

Education for Peace and School Coexistence

2016 ◽  
pp. 106-129 ◽  
Author(s):  
José A. Pineda-Alfonso ◽  
Francisco F. García-Pérez
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Primary And Secondary Education ◽  
Wide Range ◽  
Culture Of Peace ◽  
Education For Peace

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

scholarly journals The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria

2021 ◽  
Vol 4 (4) ◽  
pp. 154-158
Author(s):  
Murana Muniru Oladayo
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
National Development ◽  
Continuing Professional Development ◽  
Poor Quality ◽  
National Language ◽  
Foreign National ◽  
The Government

The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.

scholarly journals The contribution of the teaching contents of primary and secondary education to the development of the security culture of young people

2021 ◽  
Vol 63 (3) ◽  
pp. 163-186
Author(s):  
Slađana Ćurčić
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Primary Schools ◽  
Special Focus ◽  
Educational Context ◽  
Security Culture ◽  
Primary And Secondary Education ◽  
The Republic ◽  
Comparative Systems ◽  
Insight Into

The paper considers teaching contents in comparative systems of primary and secondary education, which are important for the development of security culture of young people and based on the expanded security agenda and new educational needs in that context. Methodologically, the paper is based on a review of the existing literature and the analysis of certain strategic documents in the field of education and security. Special focus was placed on the practice in the Republic of Serbia and previous activities in this field. The initial aim was to gain insight into certain foreign experiences and experiences of the Republic of Serbia, regarding the representation of security contents in primary and secondary education, and - on the basis of this - to try to consider the development of security culture in the educational context. It was found that among the analyzed countries Poland, Slovenia and Russia have a special subject dedicated to security topics within their education systems and it is noticeable that there is such an effort in other countries, but for now, security contents are mostly implemented in the existing subjects. Regarding the Republic of Serbia, it is concluded, that the potential introduction of a special subject dedicated to security topics in secondary schools and the enrichment of existing subjects with the security content in primary schools, may result in the improvement of general security of the youth.

scholarly journals The Political Process in the Preparation of Public Policy A Case Study on the Preparation of the Constitution of Oil and Gas in the Republic of Indonesia’s House of Representatives

2019 ◽  
Vol 10 (1) ◽  
pp. 88-111
Author(s):  
Julizar Idris ◽  
Abdul Hakim ◽  
Sarwono Sarwono ◽  
Bambang Santoso Haryono
Keyword(s):  
Public Policy ◽  
House Of Representatives ◽  
Oil And Gas ◽  
Political Process ◽  
Secondary Data ◽  
Policy Formulation ◽  
The Political ◽  
The Public ◽  
The Republic ◽  
The Government

Abstract Public policy formulation as a political process is a dynamic formulation of policies involving many actors, ranging from the executive, legislative, academic, to non-governmental organizations. The purpose of this study was to find out the political process of drafting the Oil and Gas Law and determine the model for the formulation of the Oil and Gas Law in the Republic of Indonesia’s House of Representatives. This research method uses a qualitative approach, through observation, in-interview techniques and documentation of secondary data in the process of collecting data. Data analysis using the Interactive Model method by Miles & Huberman's. The results of the study indicate that the political process of drafting the Constitution of Oil and Gas takes place in the following stages: planning, drafting and discussion. Politically, the planning of the Constitution of Oil and Gas comes from several sources: (1) the bill from the President; (2) the bill from the House of Representatives; and (3) the bill from the Regional Representative Council. The long political process in the public policy formulation in the House of Representatives starts from the process of inventorying input from factions, commissions, and the public to be determined as a Legislative Body decision, then the decision is to be consulted with the Government; afterwards, the results of the consultation are reported to the Plenary Session to make the decision.

scholarly journals Policy Formulation Of Violence In The Teaching Learning Process Reviewed From The Perspective Of Criminal Law

2021 ◽  
Vol 2 (2) ◽  
pp. 122-134
Author(s):  
Felisitas Novela Andrea Ardhinata
Keyword(s):  
Criminal Law ◽  
Learning Process ◽  
Child Protection ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
Legal Norms ◽  
Normal Limits ◽  
Second Amendment ◽  
The Government ◽  
Teaching Learning

Abstract                                                                              Legal norms in the formulation of violence in the teaching and learning process from a criminal law perspective are contained in Law Number 35 of 2014 concerning Amendments to Law Number 23 of 2002 concerning Child Protection. The stipulation of Perpu Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002. The formulation of the problems in this study are: 1) How is the policy of formulating criminal acts of violence in the teaching and learning process in the perspective of Indonesian criminal law? 2) How is the implementation of the formulation of violent crime policies in the teaching and learning process from the perspective of Indonesian criminal law? The author uses an empirical juridical approach, which is an approach that is carried out by studying the law in fact in the form of attitudes, judgments, behaviors, which are related to the problems being studied and which are carried out by conducting research in the field. Based on the research results, it can be concluded that: 1) The government welcomes this by issuing Law Number 17 of 2016 concerning Stipulation of Government Regulations in Lieu of Law Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002 concerning Child Protection. Constitution. 2) The implementation of the formulation of violence in teaching and learning is still not optimal. One of the problems is that if schools and teachers are less assertive, students are free so they don't heed existing norms and regulations. For example, students will appear arbitrarily like thugs, free to skip school without harsh penalties, be free to commit delinquency beyond normal limits, underestimate teachers, and so on. Keywords: Policy, Violence, Teaching and Learning

scholarly journals New Concepts of Teaching Subject Knowledge and the Need for Their Consideration in the Content of Textbooks

2020 ◽  
Vol 2020 (2) ◽  
pp. 117-125
Author(s):  
Aigul Mukambetova
Keyword(s):  
Developmental Education ◽  
Education System ◽  
Young Generation ◽  
Kyrgyz Republic ◽  
State Budget ◽  
Subject Knowledge ◽  
Educational Literature ◽  
The Republic ◽  
The Government ◽  
The Individual

The research featured the new social requirements for subject teachers, as well as the legal basis for the changes that have occurred in the education system of the Republic of Kyrgyzstan. The study focused on the current situation in Kyrgyz schools and universities, the development of new teaching technologies, and the new educational literature. The education system of Kyrgyzstan includes two large concepts. One of them is updating the content of subject knowledge corresponding to the required competencies. The second concept is the individualization of subject knowledge. These concepts are important in the framework of the Law of the Republic of Kyrgyzstan "On the Manas Epic" adopted in 2011. Previously, the content of education was based on the level of requirements for the young generation and was determined by the Government of the Kyrgyz Republic that developed curricula for all educational institutions. However, subject teachers have to change their materials, taking into account the social and intellectual interests of the individual. The article introduces priority tasks that create the necessary conditions for the development of learners' personality. This goal was financed by the state budget in the Republic of Kyrgyzstan. The author believes that the new credit technology is to be adopted with caution, and that the Kyrgyz educational system can use some educational technologies tested in Russia, e.g. critical thinking development; developmental education; health saving technologies; problem learning; gaming; workshop technology; case method; integrated learning in class, etc. Subject teachers are responsible for updating the educational literature in connection with the new requirements.

scholarly journals Academic Effects of the Use of Flipped Learning in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 276 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Manuel Trujillo Torres ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Flipped Learning ◽  
Primary And Secondary Education ◽  
Educational Spaces ◽  
Information And Communication ◽  
Training Methodologies ◽  
Experimental Group

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

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