Structural Causality Between National Examination Score and The School Accreditation Categories

This study aims to compare and determine the best model to describe the relationship between National Education Standard (NES) and CBNE scores using generalized structured component analysis. Model 1 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of National Education and the Ministry of Religion (2010), Model 2 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2012), and Model 3 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2017). The results of the structural model evaluation have found that in Model 1, the SI path coefficient to Academic Achievement (PA) is not significant, in Model 2, the SI path coefficient to PA and SPT to SPN is not significant and in Model 3, the SI path coefficient to PA is also not significant. The coefficient of determination of each endogenous latent variable for each model ranges from 0.20 - 0.75. While the resulting Q-square value for all models is more than 0.9 to represent very good predictive relevance. Based on the overall goodness of fit, it is found that Model 3 produces the largest FIT and AFIT values. So it can be said that model 3 is better than other models. This model produces 11 invalid indicator variables, namely points 17, 39, 51, 55, 57, 59, 73, 75, 76, 80, and 108. The study found that National Education Standards that significantly affect academic achievement are graduate competency standards, process standards, and educational assessment standards

Adapting Yorùbá Epistemology in Educational Theory and Practice in Nigeria

What is the value of Yoruba epistemology, theory of knowledge, particularly its philosophy of perception, to humanity in general, and to contemporary Nigeria, in particular? How does Yorùbá epistemology connect with educational theory and practice in Nigeria? This essay recognizes but goes beyond the more general overviews on classical Yoruba education and its contemporary significance represented in works of Yorùbá and Africanist scholars. I demonstrate the significance of Yoruba philosophy of education beyond its cultural context, by projecting its universal and timeless value, foregrounding its distinctive concepts in dialogue with ideas from other cultures. In its engagement with Nigerian educational dynamics, the essay concentrates, first, on Yoruba epistemology in its intersection with ethical and metaphysical perspectives from Yoruba thought. Second, the essay deploys the African art-centered investigations of the role of the senses in relating with art, understood as paradigmatic of navigating the world.

Yorùbá Philosophy and Contemporary Nigerian Realities

Beginning from Marx’s understanding of the relationship between philosophy and reality, this Introduction to the special edition of the Yoruba Studies Review explores the inevitable but complex relationship that exists between philosophy and its place. Specifically, it is grounded on the urgency of interrogating Nigeria’s postcolonial realities in the light of Yorùbá philosophical insights that, among other things, enable a rethinking of postcolonial social practices especially as sites of identity, agency, knowledge, objectivity, and even of resistance and power. Premised on the fundamental assumption that Yorùbá philosophy constitutes a fundamental site of scholarship within which the task of understanding and reinventing the Nigerian state and societies can be achieved, the Introduction weaves this assumption into the analysis of the fourteen essays that explores Nigeria’s postcolonial realities ranging from overpopulation, public (im)morality, ethnic conflict, injustice, and democratic deficit to environmental degradation, disability, depersonalization, youth culture, and a glaring disconnection between educational theory and practice.

EDUCATIONAL RESEARCH TO THE NEW UKRAINIAN SCHOOL

The report pays attention to the key stages of the Ukrainian school formation and development, which is based on new methodological principles at the time of Ukraine’s independence. The National Academy of Educational Sciences of Ukraine’s activities are presented. Since its establishment in 1992, the NAES of Ukraine has aimed at didactic and methodical support for the functioning and development of the national general secondary education system and the revival of the best national educational theory and practice traditions. The conceptual bases of the New Ukrainian School and the significant contribution of the NAES of Ukraine researchers for its successful implementation are revealed.

Значај великих идеја Jана Aмоса Kоменског за развој педагошких истраживања

This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The method of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Comenius in which we found the basis for the development of pedagogical research.