Effect of Early Childhood Education on Socio-Economic Transformation of Communities in Rwanda

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities

Impact of Drug Abuse on Performance of Gymnasium Students in Germany

The education stakeholders in Germany acknowledge that alcohol and drug abuse among students are significant barriers to achieving academic goals. Alcohol and drug abuse are also related to an increase in other risky actions such as early sexual conduct, drunk driving, physical violence and truancy. Drug abuse in schools, particularly illicit drugs in high school, has long been a topic of concern. Thus, the study sought to examine the impact of drug abuse on the performance of college students in Germany. The study was literature-based and the inferences were based on the verdicts from the prior studies. The study results showed that drug abuse has a negative impact on performance. Drugs and alcohol are some of the most detrimental yet most common disruptions in teenage brain development. They manipulate the brain's wiring and affect how it processes and retains information, including how a teen thinks, focuses, learns, remembers, and concentrates inside and outside school. Drugs can impair teens' cognitive development and affect students' performance in school: reduce their ability to memorize things, poor concentration in the classroom and deficiency of prioritization of assignments. The study recommended that secondary school administrators develop a well-integrated learner surveillance system throughout school environments. Moreover, the government introduce life skills training in the syllabus to teach learners how to resist indulgence in drug abuse. Schools need to develop policies that promote participation in learning by creating environments that make it satisfying and interesting. In addition, the school administration should introduce and strengthen counselling and support services to students who demand social assistance. Keywords: Drug Abuse, Performance, Students, Germany

Globalization and Higher Education in Africa (A Review of Literature)

The knowledge industry is credited for accelerating the emergence of global societies where national peculiarities are growingly being replaced by a homogenized global culture. Both theory and research attest that knowledge and innovation is the seedbed of globalization, a widely entrenched concept that has become a typical model of socio-cultural and economic development of the 21st Century. The notion of globalization presents similar and dissimilar opportunities and challenges for communities in different contexts. An awareness of these challenges and opportunities has been at the heart of regional, national and institutional response to globalization. The move towards a Knowledge economy brings to the fore the place of education in any discourse on globalization. Higher education systems (HE) are particularly inextricable themes. Globalization in HE encompasses those forces that push HE systems towards common values, models and structures at regional, continental and global levels. These systems do not only drive and ride on globalization. They are also subject to globalization as evidenced in extant literature. Keywords: Higher Education, globalization, harmonization, accreditation

The COVID-19-Related Schools’ Closure and the Ugandan Teacher: Exploring the Psychological and Non-Psychological Threats and Opportunities.

The outbreak and spread of COVID-19 caused among other happenings the closure of schools as an infection and spread-preventive strategy. This came with a pedagogical shift from face to face to on-line teaching and learning which had to be home-based. This shift did not affect only learners but the teachers too. The purpose of the study was thus to explore the effects of the COVID-19 pandemic’s inevitable and resultant schools’ closure on teachers in Uganda, with special emphasis on both threats and opportunities. The study adopted a qualitative and explorative design. The respondents were 12 in number selected using purposive and convenience sampling. The data from the focus group discussion was analysed using thematic analysis. From the discussions, it emerged that the teachers were affected by the COVID-19 schools’ closure psychologically, socially, economically, instructionally and career-wise. From these findings, it becomes imperative thatpsycho social support be availed to teachers in all schools through the establishment of counselling departments to assist teachers cope with unpredictable events such as pandemics. It is recommended that teachers identify additional sources of income in addition to teaching to enable them earn survive in such unpredictable circumstances. Schools may also need to have income generating plans for their teachers to enable them to earn a living through circumstances that cause schools’ closure. It is imperative for schools to train teachers in educational technology to achieve blended learning such that in times such as these, online learning becomes an easy way of proceeding with teaching and learning. Keywords: Covid-19, Teacher, Schools, Closure, Opportunities, Threats, Uganda

Clustering of Primary and Secondary School in Indonesia Using The Fuzzy C-Means Method Based on School Self-Evaluation With Imputation Data

The National Education Standard is one of the government's efforts to achieve equitable quality education. National Education Standards include eight outcomes, namely Graduation Competency Standards, Content Standards, Process Standards, Assessment Standards, Educators and Educators Standards, Facilities and Infrastructure Standards, Management Standards, and Financing Standards. This research was conducted to classify elementary and junior high schools in Indonesia based on SNP using the Fuzzy C-Means method. Prior to the cluster analysis, the missing value imputation was carried out using regression. The variables that have the lowest median and average value are the standard variables of educators and education personnel, while those with the highest value are the process standards. Based on the results of grouping using C-Means, the optimum number of clusters is four clusters with the most members being cluster 1 (the best cluster). Keywords: Education; Clustering; Fuzzy C-Means; imputation missing value

Parental Divorce and Children’s Educational Attainment in United States of America

Divorce frequently contributes to depression, anxiety or substance abuse in one or both parents and may bring about difficulties in balancing work and child rearing. These problems can impair a parent's ability to offer children stability and love when they are most in need. Thus, the study sought to examine effect of parental divorce on children’s educational attainment in united states of America. The study was a literature-based review. The inferences of the study were based on the previous findings from the existing literature. The study findings indicated that parental divorce affect the children’s educational attainment in united states of America negatively. Divorce and separation correlate positively with diminished school achievement and performance. Children whose parents are separated go through a wide range of feelings, occasionally those can show up in some common disruptions in their life. The common effects of separation on children consist of schooling troubles, such as bad performance, behavior issues at school, defiance and non-compliance, depression, problem forming intimate partnerships, boosted anxiety and sadness/ anger. The research found out that divorce permanently damages the household and the relationship between children and parents. Divorces that entail heavy adult conflict are generally the ones which affect children more adversely. The research concluded that adult separation/divorce is connected with increased threat for numerous emotional, academic and social issues throughout the life-course. The study recommended that divorce should be discouraged specially to couples with children. In case the divorce is the only way to go, the parents need to develop mechanism that will enable the children to continue with a normal life. Keywords: Parental Divorce, Children’s Educational Attainment, United States of America

Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

Influence of Educational Strategies on Online Learning in Kenyan Institutions of Higher Learning amid COVID 19 Pandemic

The study sought to establish the influence of educational strategies on online learning in Kenyan institutions of higher learning amid COVID 19 Pandemic. Higher learning institutions, like every other educational institution were forced to close down to curb the spread of covid-19. As centers of innovation across the world, universities were expected to come up with solutions. Higher learning institutions in Kenya embraced online learning. Naturally, there were concerns as to whether such institutions can handle such a massive transformation seemingly overnight. These institutions had to initiate online lectures as well as exams in some cases in order to continue with a school calendar that had already suffered greatly as a result of the covid-19 pandemic. The transition has not been perfect and has faced a number of challenges. The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes. A critical review of empirical literature was conducted to establish the influence of educational strategies on online learning in institutions of higher learning in Kenya. The study concludes that the educational strategies have a positive influence on online learning and can be applied individually or collectively depending on the circumstances. The study recommends that institutions of higher learning in Kenya should apply cooperative learning activities in online learning. The study also recommends that institutions should also use differentiation strategy so as to use different techniques for different students and that institutions of higher learning apply the behavioral approach technique by encouraging good behaviors by praise and motivation. Keywords: Educational Strategies, Online Learning, Covid 19, Higher Learning