Subsidy Interventions; Implementation Challenges and Successes in Secondary Schools. A Case of Selected Counties in Kenya

This policy of the Minister of Education and Culture deserves to be called a change that is quite extreme, this then raises some doubts in the minds of academics. Among the big questions that arise from the policy of independent Learning, Free Campus ”is 1. What is the definition of Government policy? 2. How is the concept of Free Learning? 3. What are the implications of the independent learning policy on curriculum management and assessment systems in secondary schools? 4. What are the implications of the policy of independent learning for curriculum management and assessment systems in higher education? This visionary policy of the Minister of Education and Culture deserves appreciation, however, several problems arise from the implementation of the policy of "Free Learning, Independent Campus" that must be resolved immediately. This paper attempts to review the form of the Freedom Learning policy and implementation challenges.

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CABARAN PENGAJARAN SUBJEK PENDIDIKAN JASMANI DI SEKOLAH MENENGAH DI MALAYSIA [CHALLENGES IN THE TEACHING OF PHYSICAL EDUCATION SUBJECT IN MALAYSIAN SECONDARY SCHOOLS]

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol2iss2pp53-65 ◽

2017 ◽

Vol 2 (2) ◽

pp. 53 ◽

Cited By ~ 1

Author(s):

Dicken Kilue ◽

Tajul Arifin Muhamad

Keyword(s):

Physical Education ◽

Secondary Schools ◽

Physical Fitness ◽

Parental Support ◽

School Administrators ◽

Implementation Challenges ◽

Educational Curriculum ◽

Physical Education Lesson ◽

The Status

Physical education is one of the crucial subjects in the educational curriculum, meant to produce the healthy-conscious and fit citizens. This can be nurtured via the development of the psychomotor, cognitive, affective and physical fitness aspects. However, the emphasis of this subject has been less prioritised by the schools and parents. In addressing the issue mentioned, this paper discusses the constraints in executing physical education lesson from the aspects of teachers, students, school atmosphere and facilities, school administrators and parental support. In addition, several recommendations and suggestions were proposed to overcome the aforesaid obstacles. This paper concludes that the school administrators and teachers should be optimistic in embracing the changes and transformations taking place, particularly in the effort of upholding the status of this subject to be of indispensable importance as other subjects in schools.Keywords: Physical education, secondary schools, importance, implementation challenges, MalaysiaCite as: Kilue, D. & Muhamad, T.A. (2017). Cabaran pengajaran subjek Pendidikan Jasmani di sekolah menengah di Malaysia [Challenges in the teaching of Physical Education subject in Malaysian secondary schools]. Journal of Nusantara Studies, 2(2), 53-65. AbstrakMata pelajaran Pendidikan Jasmani merupakan komponen penting dalam kurikulum pendidikan negara untuk melahirkan generasi muda yang sihat dan cergas melalui penekanan kepada aspek perkembangan psikomotor, kognitif, afektif dan kecergasan fizikal. Namun demikian, penekanan kepada pelaksanaan mata pelajaran Pendidikan Jasmani masih kurang diberikan perhatian sama ada oleh pihak sekolah mahupun ibu bapa. Justeru itu, kertas ini membincangkan kekangan pelaksanaan Pendidikan Jasmani berdasarkan beberapa cabaran seperti faktor guru, murid, persekitaran sekolah serta kemudahan fizikal, pentadbir sekolah dan sokongan ibu bapa. Sebagai penambahbaikan, beberapa cadangan dikemukakan bagi mengatasi setiap cabaran yang telah dikenalpasti. Para pentadbir dan guru di sekolah perlu mengambil berat pelaksanaan mata pelajaran Pendidikan Jasmani dari sudut yang positif dan sentiasa bersedia untuk menerima perubahan dalam usaha memartabatkan kepentingan mata pelajaran Pendidikan Jasmani agar setanding dengan mata pelajaran lain.Kata Kunci: Pendidikan Jasmani, sekolah menengah, kepentingan, cabaran pelaksanaan, Malaysia

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Social Fitness for Students with Asperger’s Syndrome: A Classroom-Based Program for Secondary Schools

ASHA Leader ◽

10.1044/leader.ftr2.12172007.12 ◽

2007 ◽

Vol 12 (17) ◽

pp. 12-14

Author(s):

Lannie Legler

Keyword(s):

Secondary Schools ◽

Asperger's Syndrome ◽

Asperger’S Syndrome

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The Development of Speech-Language Pathology in Zambia: A Reflection on the Current Landscape and Two Contrasting Training Models

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig17.63 ◽

2017 ◽

Vol 2 (17) ◽

pp. 63-72

Author(s):

Suzanna Bright ◽

Chisomo Selemani

Keyword(s):

Multidimensional Poverty ◽

Capital City ◽

Service Development ◽

Speech Impairment ◽

Implementation Challenges ◽

Training Models ◽

The Disabled ◽

Disability Prevalence ◽

Service Gap ◽

Communication Disability

Functional approaches to disability measurement in Zambia reveals an overall disability prevalence rate of 13.4%, 4% of whom are recorded as having “speech impairment” (Zambia Federation of the Disabled [ZAFOD], 2006). Further, multidimensional poverty assessments indicate that 48.6% of Zambia's approximately 16 million citizens are impoverished. Currently, there are three internationally qualified speech-language pathologists (SLPs) providing services within Zambia's capital city, Lusaka. Given these statistics, it follows that a significant number of Zambian's, experiencing communication disability, are unable to access specialist assessment and support. Over the past decade, Zambia has seen two very different approaches to address this service gap—firstly, a larger scale top-down approach through the implementation of a formal master's degree program and more recently a smaller scale, bottom-up approach, building the capacity of existing professionals working in the field of communication disability. This article provides an overview of both programs and the context, unique to Zambia, in which they have developed. Authors describe the implementation challenges encountered and program successes leading to a discussion of the weakness and merits to both programs, in an attempt to draw lessons from which future efforts to support communication disability and SLP service development in Majority World contexts may benefit.

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