scholarly journals Academic Supervision for Improving Quality Education in Primary Schools of Bangladesh: Concept, Issues and Implications

2021 ◽  
pp. 1-12
Author(s):  
Md. Jahangir Alam ◽  
A. K. M. Mahmudul Haque ◽  
Akter Banu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Conceptual Analysis ◽  
Quality Education ◽  
First Century ◽  
Improve Quality ◽  
General Role ◽  
Secondary Sources ◽  
School Supervision ◽  
Teaching Learning

Quality primary education has become a first and foremost matter of concern of our country in the twenty-first century. In Bangladesh, achievement in primary education is tremendous, though there is a question in quality education. In this case, there are numerous problems that resist the process of quality education at the primary level and lack of effective academic supervision is one of them. The study is descriptive in nature and it collects relevant data and information from secondary sources through content analysis. The study highlights on the general role and functionalities of the Assistant Upazila (sub-district) Education Officer (AUEO) as a supervisor in improving the teaching-learning process and to improve quality primary education. It tries to make a conceptual analysis on different aspects of academic supervisor, quality education in school, supervision and inspection, quality assurance as well as teaching-learning. The study reveals that low support and morale, inspection rather than academic supervision, lack of dedication and professionalism, etc are the main issues of academic supervision which hamper quality primary education in Bangladesh. The study recommends that AUEO’s role as a supervisor should assist the execution of the numerous roles and functionalities which will progress the teaching-learning situation in the input process to improve quality primary education in Bangladesh.

scholarly journals Structure and Application of Master’s Level Course of Political Science at Tribhuvan University

2021 ◽  
Vol 29 (43) ◽  
pp. 13-24
Author(s):  
Chakrapani Lamsal
Keyword(s):  
Political Science ◽  
Mixed Method ◽  
Quality Education ◽  
Master's Level ◽  
Sources Of Information ◽  
Secondary Sources ◽  
Application Mode ◽  
Minimum Number ◽  
Teaching Learning ◽  
New Education

The course of political science at the master’s level is examined in horizontal perspectives with interpretive and constructionism as a philosophic base. The objective of this article is two folds. The first is to review the limitation of the current courses, application, and evaluation manuals and the second is to envisage the application mode and its faculties. The study is based on primary as well as secondary sources of information. The information is collected through a documentary (office record) and telephonic survey.  The study follows a mixed method of research.  Shifting in semester system from the pre-existing annual system is a reformative step towards quality education. But there are still some challenges in connecting the syllabus and curricular activities to the market. To some extent, the objective of the current course is vague, unspecific, and general. The lack of minimum number of faculties in the periphery and expertise in the Kathmandu valley is a problem for the application of the course. It is needed to train the faculties and adopt more contextual teaching-learning approach as envisioned by the new education policy, 2076. It identifies some contextual issues to make the course more specific, practicable, and applicable. It suggests an alternative learning and evaluation pattern that covers complexities like Covid and the lack of faculties.

scholarly journals INFLUENCE OF NURSERY EDUCATION ON COGNITIVE COMPETENCE AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS IN SOKOTO STATE. DOES IT PERSIST OR FADE?

2013 ◽  
Vol 14 (2) ◽  
pp. 9
Author(s):  
Asiyatu Abubakar Bagudo
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Survey Research ◽  
Primary Education ◽  
Primary Schools ◽  
Null Hypothesis ◽  
Quality Education ◽  
Cognitive Competence ◽  
Reliable Instrument ◽  
The Relationship

This study used survey research to examine the relationship in performances of pupils with nursery education in cognitive competence across the first three years of primary school in Sokoto State. The aim was to find out if the academic gains of nursery education are sustained or diminished through the first three years in primary school. The stratified random sample was used to choose 300 boys and 300 girls. A self-designed, validated and reliable instrument on cognitive competence was used. One null hypothesis was generated and tested using regression statistics. The hypothesis was rejected because the study found significant coherence in the cognitive competence of pupils across the first three years in primary school. The study recommends stakeholders to provide complementary quality education and linkage between nursery and primary education and to ensure that psycho-social and character assessments are conducted and included in result reports and certificates as evidence of learning outcomes attained by learners.

scholarly journals Parameters for Textbook: Improving Quality of Primary Education

2018 ◽  
Vol III (IV) ◽  
pp. 187-200
Author(s):  
Mohammad Nabi ◽  
Muhammad Javed Iqbal
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Quality Education ◽  
Education Quality ◽  
Current Status ◽  
School Teachers ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Khyber Pakhtunkhwa

This research explores the parameters of quality textbook and the current status of 5th class textbooks. Textbook counts due to its importance in attaining required goals of quality education. Quality textbooks have the capacity to improve the required skills of learners and consequently support the improvement of quality education as quality education is mostly connected to students’ outcomes. A survey was conducted wherein officers of the Textbook Board Khyber Pakhtunkhwa participated and head teachers and teachers from public primary schools also took part. An interview was conducted for the Textbook Board officers to find out the parameters of quality textbook that improve the outcomes of the students. In this regard a questionnaire administered for head teachers and teachers to investigate the present status of 5th class textbook. 10 officers of Textbook Board, 281 primary school teachers and 256 head teachers were taken as sample from six districts of Khyber Pakhtunkhwa.

Italy

2018 ◽  
Author(s):  
Fabrizio Coticchia
Keyword(s):  
Cold War ◽  
Literature Review ◽  
Turning Point ◽  
Armed Forces ◽  
First Century ◽  
Military Interventions ◽  
Post Cold War ◽  
Secondary Sources ◽  
The World ◽  
The Cold War

Since the end of the bipolar era, Italy has regularly undertaken military interventions around the world, with an average of 8,000 units employed abroad in the twenty-first century. Moreover, Italy is one of the principal contributors to the UN operations. The end of the cold war represented a turning point for Italian defence, allowing for greater military dynamism. Several reforms have been approved, while public opinion changed its view regarding the armed forces. This chapter aims to provide a comprehensive perspective of the process of transformation that occurred in post-cold-war Italian defence, looking at the evolution of national strategies, military doctrines, and the structure of forces. After a brief literature review, the study highlights the process of transformation of Italian defeshnce policy since 1989. Through primary and secondary sources, the chapter illustrates the main changes that occurred, the never-ending cold-war legacies, and key challenges.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

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 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>

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