Thematische Bibliographien / District primary education

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Auswahl der wissenschaftlichen Literatur zum Thema „District primary education“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "District primary education"

Vyas, Pallavi C., und Prakash Parmar. „Status of Infrastructue Development in Primary Education of Ahmedabad District“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 108–9. http://dx.doi.org/10.15373/22778179/july2013/37.

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Jacobson, David. „The primary years agenda“. Phi Delta Kappan 96, Nr. 3 (13.10.2014): 63–69. http://dx.doi.org/10.1177/0031721714557456.

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School districts on the leading edge of the Birth through Third Grade movement have demonstrated unprecedented success raising the achievement of low-income students by developing coherent strategies focused on the early years of learning and development. These communities are not merely improving preschool. Rather, they are building aligned, high-quality early education systems. Building such systems requires that school and district leaders embrace improving early education as a strategic priority and provide leadership in implementing three overarching strategies in their communities.

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Maji, Krishnendu, und Sumana Sarkar. „Intra-District Disparities in Primary Education: A Case Study of Bankura District, West Bengal“. Space and Culture, India 4, Nr. 3 (31.03.2017): 77. http://dx.doi.org/10.20896/saci.v4i3.214.

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The level of education and its response to different educational opportunities vary from one spatial unit to another depending on various factors like social, economic, cultural, and institutional. It is understood that certain regions acquire relative advancements over others in terms of human resource development and human capital formation. The key purpose of this research is to examine the intra-district disparities in primary education in Bankura District one of the districts of West Bengal. It ranks 11thamong the 19 districts of West Bengal (Human Development Report, 2007). Overall literacy rate of the district stands at 70.26% but the district scores low in terms of female literacy rates, which is 60.05%,whereas the male literacy rate is 80.05%, which is a huge gender literacy gap of 20%. There are also regional inequalities existing at block level. Kotulpur ranks first with a literacy rate of 78.01% while Saltora occupies the bottom position with literacy rate of just 61.45% (Census of India, 2011). The level of educational development is dependent on several factors—enrolment ratio, dropout and repetition rates, pupil-teacher ratio, habitations covered by educational institutions, space-student ratio, drinking water and sanitation facilities in school, etc. In this context, the present study aims at examining the issues of intra-district disparities in educational attainment with regard to various educational amenities of Bankura district, West Bengal. Ten attributes have been selected to examine the level of development in primary education. It is clear from the study that the level of development in eastern part of the district is relatively better in comparison to other regions. Economic backwardness and physical bottlenecks continue to be major issues in western blocks.

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Zuliawati, Nurul. „Pengaruh Kreativitas dan Motivasi Kerja terhadap Produktivitas Guru Pendidikan Agama Islam Sekolah Dasar Sekecamatan Baturetno Kabupaten Wonogiri“. At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, Nr. 1 (28.06.2016): 23. http://dx.doi.org/10.22515/attarbawi.v1i1.34.

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The purposes of this study are: (1) to determine the influence of creativity and productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno, Wonogiri of 2015/2016 (2) to determine the influence between work motivation and productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno, Wonogiri of 2015/2016 (3) to determine the influence of creativity and work motivation and productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno Wonogiri of 2015/2016. This research was conducted at all elementary schools of Baturetno, Wonogiri districts consisted of 32 schools. The method used in this study was a quantitative correlation. Methods of data collection used a questionnaire. The conclusions of this study are (1) There is an influence between creativity and productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno. (2) There is an influence between work motivation and productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno. (3) There is an influence between creativity and work motivation as well as productivity of Islamic Education (PAI) teachers of all primary schools in district Baturetno.Keywords: Influence of creativity, Work motivation, Teacher productivity

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Al-Awani, ALI HUSSIEN ALI. „Primary education in the Dulaim district 1945-1958“. Al-Anbar University Journal For Humanities 2023, Nr. 2 (01.06.2023): 1036–57. http://dx.doi.org/10.37653/juah.2023.137274.1123.

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Alumu, Alphonse Horrai, und Amina Hassan. „Challenges of Decentralization of Primary Education in Bukedea District“. INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 2, Nr. 1 (26.05.2019): 1–14. http://dx.doi.org/10.53449/ije.v2i1.75.

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The study was about decentralization challenges in Government Aided Primary Schools in Bukedea District. The objectives were; to identify the challenges of decentralized supervision practices and assess the challenges of decentralized financial management practices. The study used both qualitative and quantitative approaches and employed a descriptive cross-sectional survey design. A sample size of 329 respondents were selected out of a population of 781, these were 1 District Education Official, 4 District Inspectors of Schools, 248 School Management Committee Members and 76 head teachers. The study used a questionnaire, interview guide and documentary reviews to collect data. Descriptive statistics was to analyse data; and challenges of the decentralized supervision practices were found to include: inadequate supervision mechanisms, insufficient funding for supervision processes, inadequate formal training on effective supervision, inadequate linkage of supervision objectives to performance of teachers and limited numbers of supervisors. The decentralized financial challenges included: insufficient funds, delayed quarterly government release of funds, and lack of financial cost sharing practices. The study recommended that head teachers and district education supervisors need to adopt supervision practices that are fully linked to performance at both school and district level, and district education officials ought to roll out massive financial management strategies to help head teachers deal with such challenges.

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Bantwini, Bongani D. „ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA“. Journal of Baltic Science Education 14, Nr. 5 (25.10.2015): 586–98. http://dx.doi.org/10.33225/jbse/15.14.586.

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Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual’s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other. Key words: district officials, science teachers, primary schools, collaboration, South Africa.

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Werunga, Kikechi R., Geoffrey Musera und Oliver Sindabi. „FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA“. Problems of Education in the 21st Century 32, Nr. 1 (05.07.2011): 129–39. http://dx.doi.org/10.33225/pec/11.32.129.

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Kenya envisages being a developed nation by 2030. This calls for increased transition rates from primary to secondary school in all districts to meet its anticipated middle and high level manpower requirements. However, transition rates from primary to secondary school in some districts remain low despite the government effort to offer tuition free secondary education. This has been attributed to a number of factors among them cultural, environmental, school-based or socio-economic factors. This is a cause of concern if the government has to meet Vision 2030 as well as MDGs by 2015. This paper reports on factors affecting transition rates from primary to secondary school in Taita Taveta district, Kenya. A sample of 144 respondents consisting of 88 parents and 56 primary school head teachers in the district were used. The main tools of data collection were a questionnaire and interview schedule. Data analysis involved the use of percentages and a Chi- square. The results indicate that an average of 40% of pupils fail to transits to secondary schools every year in the district and the most affected are girls. The main reasons for non transition are lack of funds to pay school levies, early marriages, long distance to school and lack of interest in schooling. There is thus need for the government to introduce incentives such as additional allocations to the poor, include secondary education as basic education, empower the locals through poverty eradication strategies and review the curriculum to make it more responsive to students’ interests. Key words: cultural factors, environmental factors, school-based factors, socio-economic factors, transition rate.

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Manandhar, N., und AB Sthapit. „Determinants of primary school dropout in Nawalparasi District“. Journal of College of Medical Sciences-Nepal 6, Nr. 4 (30.08.2012): 14–18. http://dx.doi.org/10.3126/jcmsn.v6i4.6720.

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Nepal’s school education is structured as ECD / PPC, primary, lower secondary, secondary and higher secondary education. There are 29,220 primary schools. Any school children absent in the school for four consecutive weeks or more who failed to appear in final examination or next year in same school is considered as dropouts. To assess the causes of dropout in primary schools of Gaindakote Resource Centre of Nawalparasi district, a cross-sectional study was conducted in twelve schools of Gaindakote Resource Centre of Nawalparasi district during the period of Srawan / Bhadra, 2066 B.S. The highest dropout rate was found to be 8.43% in grade I and followed by 7.47%, 4.33%, 4.23% and 1.83% in grades II,III, IV andV respectively. The dropout rate for girls (5.87%) was less than boys (6.14%). Drop out is considered as huge waste of resources of the country as well as individual and it is a complex social problem. To reduce dropout rate in primary school, only free education will not solve the problem. So Government alone cannot solve it. Community must be made aware about the problems of drop out & parents are to be motivated for sending their children to school. Journal of College of Medical Sciences-Nepal,2011,Vol-6,No-4, 14-18 DOI: http://dx.doi.org/10.3126/jcmsn.v6i4.6720

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Barabwd, Hussein S. M., Abu Y. A. Bakar, Noriah M. Ishak und Mohamed Y. M. Nor. „Gifted Education in Private Primary Schools in Hadhramout District, Yemen“. Creative Education 12, Nr. 02 (2021): 329–48. http://dx.doi.org/10.4236/ce.2021.122023.

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Dissertationen zum Thema "District primary education"

Deb, Prasenjit. „Administering district primary education programme(DPEP): an evolution of the district of Cooch Behar“. Thesis, University of North Bengal, 2002. http://hdl.handle.net/123456789/544.

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Kobayashi, Tomoko. „Community participation in primary education : the case of Lok Jumbish and District primary education programme in India“. Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425484.

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Rawana, Yolisa. „Primary education and rural community development in King William's Town District“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007750.

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The focus of this research was to investigate the lack of access to primary education in King William's Town district in Eastern Cape which is inhibiting rural community development. The aim of the study was to determine whether geographic location have effects on attendance of school, to perceive gender discrepancy in primary education, to investigate what cost as a factor that contributes to a child's access and attendance to a primary education and to make recommendations to improve the situation. The study followed a descriptive research method. Data was collected by studying relevant existing literature. Document analysis was used to analyse the data and recommendations for improvement were made. The findings revealed that the day to day attendance of learners is below what it should be, which lead to dropouts, non-compliance with legislation, inadequate monitoring and evaluation. There is a need to recruit Department officials with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure. Recommendations are finally made to mitigate the problem situation

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Kumanda, Nomaroma. „Retaining learners in primary schools in the East London education district: policy implications“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6114.

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The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.

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Cele, Sanelisiwe Yenzile Nicole. „Experiences of Primary school teachers in full service schools in Umlazi District“. Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018
The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.

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Lebona, Teboho Godfrey. „The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona“. Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.

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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013
The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.

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Chawla-Duggan, Rita. „Socialisation for learning : an ethonographic study of children in an Indian district in home and school environments“. Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/ffbe4da2-576b-4033-9559-620f74d7101c.

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Malatji, Khashane Stephen. „the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District“. Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1018.

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Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013
This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.

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Kawaya, Hilda. „Challenges Community Health Workers perceived regarding home visits in the Tshwane district“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78359.

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ABSTRACT Background: Community Health Workers are faced with challenges in the community when conducting home visits. The re-engineering of Primary Health Care services in South Africa brought a new cadre of Community Health Workers. The role of Community Health Workers relieved the workload and activities which were done by Primary Health Care nurses. Community Health Workers had to conduct home visits as one of the activities. The Community Health Workers experienced challenged during home visits. Aim: This study was conducted to describe and explore the challenges Community Health Workers perceived regarding home visits in the Tshwane district Method: Semi-structured interviews were undertaken with a purposive sample of fourteen Community Health Workers conducting home visits. The individual face to face interviews concentrated on the challenges perceived regarding home visits. All the interviews were transcribed verbatim and analysed using the tesch method. Findings: The challenges perceived were that of the community, logistical, occupational, human resource and managerial. The participants expressed the need for respect and acceptance by the community during home visits. Improved planning related to delegation of households by Outreach Leaders and provision of material resources. The support by managers for career development through training and education for various disease prevention. Conclusion: the findings suggest that training of Community Health Workers need to be formalised and in-service education related to home visits should be planned, structured and supported by the Department of Health. Key words Challenges, Perceived, Community Health Workers, Home visit.
Dissertation (MNurs)--University of Pretoria 2020.
Nursing Science
MNurs
Unrestricted

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Felix, Alan Alistair. „Dominant pedagogies used in three rural geography primary school classrooms in the west coast district“. Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.
The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.

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Bücher zum Thema "District primary education"

Digumarti, Bhaskara Rao, Hrsg. District primary education programme. New Delhi: Discovery Pub. House, 1998.

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Archana, Sharma. Report on terminal learners' assessment survey in Dhubri district. Gauhati: Women's Studies Research Centre, Gauhati University, 2001.

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Brigid, Smith, European Commission und District Primary Education Programme (India), Hrsg. Seeking quality education for all: Experiences from the District Primary Education Programme. New Delhi: European Commission, 2002.

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World Bank. South Asia Human Development Sector. A review of educational progress and reform in the District Primary Education Program: Phases I and II. New Delhi: Human Development Sector, South Asia Region, The World Bank, 2003.

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Ke, Guptā Āra. Jilā Prāthamika Śikshā Kāryakrama. Naī Dillī: Bālasabhā Prakāśana, 1999.

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Vimala, Ramachandran, District Primary Education Programme (India) und European Commission, Hrsg. Reflections on equity, quality, and local planning in the District Primary Education Programme. New Delhi: European Commission, 2001.

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Aggarwal, Yash. Progress towards universal access and retention: District report cards. [Noida]: Eduational Consultants India Ltd. on behalf of Dept. of Elementary Education and Literacy, Min. of Human Resource Development, Govt. of India and National Institute of Educational Planning and Administration, [New Delhi], 2001.

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Aggarwal, Yash. How many pupils complete primary education in five years?: Evidence from selected DPEP districts of Tamil Nadu. New Delhi: National Institute of Educational Planning and Administration, 2000.

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Aggarwal, Yash. Regaining lost opportunity: The malaise of school inefficiency. Noida: Educational Consultant[s] India on behalf of the Dept. of Elementary Education and Literacy, Ministry of Human Resource Development, and National Institute of Educational Planning and Administration, New Delhi, 2002.

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Vimala, Ramachandra, und European Commission, Hrsg. Gender and social equity in primary education: Hierarchies of access. [S.l.]: European Commission, 2002.

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Buchteile zum Thema "District primary education"

Tan, Fengguo. „What Next for Rural Primary Schools Under the Integration of Educational Resources? - A Case Study of Rural Primary Schools in Wanzhou District, Chongqing“. In Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022), 124–31. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-51-0_16.

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Bhanja, Amrita, und Arpita Ghose. „Input-Oriented Technical Efficiency and Its Determinants of Primary Education in West Bengal: A District-Level Analysis“. In India Studies in Business and Economics, 253–75. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4181-7_12.

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Troyer, Robert A. „Agency and Policy: Who Controls the Linguistic Landscape of a School?“ In Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.

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AbstractAgency has been an ongoing topic of concern in Linguistic Landscape (LL) studies since the field’s emergence while more recently notions of top-down vs. bottom-up power have been questioned in favor of more nuanced appreciations of the multiple factors that influence a local LL actor’s selection and emplacement of public language. Agency in public schools in the United States exists at the nexus of policy (determined at national, state, and local district levels) and the many decisions made by administrators at individual schools while teachers and support staff, students, and other stakeholders act according to and sometimes against explicit and implied policies. Previous studies of the LL of schools (schoolscapes) have demonstrated the role that public displays of language play in constructing identities, agency, diversity, and ideologies that affect multilingualism and literacy practices. This chapter reports findings of a mixed-methods study of all three elementary schools and the two secondary schools in a mid-sized public school district in Oregon. The combination of photographs, video-recorded walking tours led by schoolscape actors, and interviews with teachers and administrators documents the district’s schoolscapes and provides insight regarding their composition. This data leads to a classification of the functions of schoolscape signage and comparisons across the three elementary schools and across educational levels in terms of languages present, attitudes, policies, and agency. A Nexus Analysis focuses on the ideological positioning of Spanish relative to English and the construction of collective identities primarily as they affect English Language Learners and Spanish heritage speakers in the district.

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Kukreja, Hitesh. „Contextual Challenges for Primary School Education“. In J. Krishnamurti and Educational Practice, 336–71. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0012.

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This chapter attempts to explore the relevance of Mono-grade methodology for teaching-learning processes in primary schools, considering their contextual and spatial specificities. The analyses employ the findings from fieldwork done in rural schools of the Rishi Valley Education Centre (RVEC), Andhra Pradesh and government primary schools in the Uttarkashi district of Uttarakhand, investigating the meaning of Mono-grade methodology and RVEC’s Multi-Grade Multi-Level (MGML) methodology. These comparative meanings are informed by the promise and practice of MGML in RVEC and primary schools that function amidst the precarity induced by disasters and low-cost private schools in Uttarkashi. In conclusion, it locates the possibilities of context specific teaching-learning process in schools outside the paradigm of standardized Mono-grade teaching-learning processes in primary schools in India.

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Erçetin, Şefika Şule, Nihan Potas und Şuay Nilhan Açıkalın. „The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children“. In Educational Development and Infrastructure for Immigrants and Refugees, 125–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3325-2.ch007.

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The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altindag province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Sili Primary School and Tasça Primary School, affiliated to the General Directorate of Primary Education of Altindag district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

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Erçetin, Şefika Şule, Nihan Potas und Şuay Nilhan Açıkalın. „The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children“. In Immigration and the Current Social, Political, and Economic Climate, 317–26. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch017.

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The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altındağ province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Şili Primary School and Taşça Primary School, affiliated to the General Directorate of Primary Education of Altındağ district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

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Aravind, S., und R. Kavitha. „Assessing Student Satisfaction With Artificial Intelligence in Education“. In Advances in Library and Information Science, 178–85. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5593-0.ch012.

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This study presents a comprehensive overview of the revolution brought about by artificial intelligence in the education sector. It delves into the current landscape of artificial intelligence in education. The term “artificial intelligence” encompasses the integration of artificial intelligence (AI) into communication tools and systems, encompassing chatbots, virtual assistants, and other AI-driven platforms designed to enhance communication processes. The primary focus of this study is to investigate students' satisfaction with such AI communication technology within the educational context. Specifically, the study targets selected educational institutes in Coimbatore District, evaluating the effectiveness and reception of e-apps (electronic applications) that integrate AI into the educational communication process. Through this exploration, the researcher aims to provide valuable insights into the impact and viability of AI-driven communication technology in enhancing the educational experience.

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Roberts, Leesha Nicole. „Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District“. In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 91–112. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch005.

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This study examined whether there was a link between school context, teachers' knowledge, mastery of ICT, and the factors perceived by teachers during the integration of ICT in their classrooms. One hundred teachers at the early childhood and middle school levels, in the Port-of-Spain and Environs School District, Trinidad and Tobago, participated in this study. The data was analyzed using SPSS, Version 22 Software. The results, using 1-way ANOVA, revealed no significant differences between the main factors (p = 5%) as perceived by teachers, hindering the use and integration of ICT into their lessons: insufficient instructional support [F (6, 88) = 0.45, p =0.0843]; inadequate hardware and software support [F (6, 88) = 0.47, p = 0.0830]; ICT literacy restrictions [F (6, 88) = 1.13, p = 0.350]; and limited leadership at the level of the school [F (6, 88) = 0.86, p = 0.529]. Despite these results, teachers continue to perceive these factors as hindrances to the integration of ICT in the teaching/learning process, which could have implications for ICT integration decision making in schools.

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Glennerster, Howard, John Hills, Tony Travers und Ross Hendry. „Three Services, Eight Formulae: Common Themes and Differences“. In Paying for Health, Education, and Housing, 112–30. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780199240784.003.0007.

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Abstract For those who have followed the story so far, not to mention those who have preferred to avoid the detail in the preceding three chapters, this is a useful moment to recap and summarize the funding systems for our three services as they had evolved by the late 1990s. In effect this means looking at eight different ways in which financial resources are allocated from Whitehall to service-providers at one level or another: District health authorities (and some primary care groups from April 1999) for hospitals, community health services, and pharmaceutical costs. General practitioners for GPs’ income and practice costs. Local education authorities, largely for local schools.

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Darwin, Emma. „Selby Community Primary School, North Yorkshire, England“. In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 87–95. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1363.

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Selby Community Primary School is an average-sized primary school with a two-form entry situated a short distance from the centre of Selby in North Yorkshire. Selby is amongst the ten percent most deprived areas in England. It is located within the Selby North Ward, with 30% of children living in poverty, which is higher than the national average. Selby District has the second highest health inequality in North Yorkshire. At present, Selby Community Primary has 335 children on roll from Nursery to Year 6 (ages two to eleven). The school has a large majority of students from a White British background and 23% have English as an Additional Language (EAL), mainly from Eastern European countries. Across the whole school, 36% are currently accessing free school meals, which is well above the national average. Although the proportion of students who have special educational needs and/or disabilities is average overall, the proportion that have an Education and Health Care Plan (EHCP) is above average. The number of students who join or leave the school part-way through their primary education is high. The school has Healthy Schools status, the Basic Skills Quality Mark, the Dyslexia Quality Mark, and has received the UNICEF Rights Respecting School award along with being a Talk 4 Writing training school. In 2016, Selby Community Primary became a designated National Support School in recognition of our strong record in successfully providing school-to-school support to others that have needed our help.

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Konferenzberichte zum Thema "District primary education"

Sun, Xia, Zao Li, Jin Li und Maosheng Ye. „Investigation on the Primary School District using Thiessen Polygon“. In 2015 International conference on Engineering Management, Engineering Education and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emeeit-15.2015.4.

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Khoirunnisa, Rizkha, Yulia Giyanto, Atma Risanti, Luqyana Dhiya Amira, Uut Fauziyah und Sopingi Sopingi. „Rumah Cerdas Bina Diri for Mentally Disabled in Banturejo Village, Ngantang District, Malang“. In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.39.

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Krowin, Martinus M. M., und Risal M. Merentek. „Management Of Post- Certification Primary School Teacher Performance In The Minahasa District Education Office Environment“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.22.

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Villegas, Joaquin. „THE STATE SEAL OF BILITERACY: PATHWAYS FROM PRIMARY, ELEMENTARY, AND MIDDLE GRADES: DISTRICT 299 SHOWCASE“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0227.

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Awan, Tajammal Hussain, Hafiz Muhammad Nouman und Sobia Nasir. „Qualitative Study: Disruption and Violence Among Primary School Students in the Lahore District of Punjab Pakistan“. In – The Asian Conference on Education & International Development 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2189-101x.2023.8.

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Dilapanga, Abdul Rahman, Jeane Mantiri, Revolson A. Mege, Evie Elfira Masengi und Apeles Lexi Lonto. „Effectiveness of The Implementation of Compulsory Primary Education Policy in Bolaang Mongondow District North Sulawesi Province“. In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.125.

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Erlendsdóttir, Gudlaug. „Exploring External Factors Negatively Impacting Equity and Quality of Primary Education in Rural Malawi: A Case Study from Mangochi District“. In Canada International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/cice.2023.0012.

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Filatova, Olesya A. „Neuropsychological difficulties in primary school children: A review of research and representation in the Far Eastern Federal District“. In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-101.

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Mpahla, Ntando Elliot, Bulelwa Makena und Thandiswa Mpiti. „EXPERIENCES OF RURAL PRIMARY TEACHERS IN THE IMPLEMENTATION OF CONTINUING PROFESSIONAL TEACHER DEVELOPMENT IN THE AMATHOLE EAST EDUCATION DISTRICT“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0417.

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Svyridiuk, Olha, Svitlana Shumaieva und Vitalii Svyrydiuk. „Multicultural Education: Ukrainian Challenges“. In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.

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Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.

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Berichte der Organisationen zum Thema "District primary education"

Cilliers, Jacobus, und Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.

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Bano, Masooda, und Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.

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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina und Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.

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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.

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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina und Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teachers. The information also improved parental demand to teachers which increased teachers’ motivation and support in students’ learning. However, the positive impacts on parents and teachers did not translate into improved student numeracy test scores. Further investigation revealed that parents' low capability to teach their children and the lack of right support given by teachers to students during learning from home hindered the impact on learning outcomes.

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Hernández Agramonte, Juan Manuel, Armando Loera Varela, Emma Näslund-Hadley und Ernesto Martínez. Leading the Way to Math and Science Success: Challenges and Triumphs in Paraguay: New research from the Inter-American Development Bank on the promotion of critical thinking in preprimary and primary. Inter-American Development Bank, Oktober 2012. http://dx.doi.org/10.18235/0005977.

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In Paraguay, for the past three years the Ministry of Education and Culture and the IDB have jointly studied what works in math and science education in Paraguay. During this time we have been fortunate to develop meaningful partnerships with hundreds of school districts, as well as with the Japan International Cooperation Agency and the Organization of Ibero-American States. With this publication we hope to invite other actors from the private and nongovernmental sectors and from the donor community to partner with us in promoting math and science learning for all Paraguayan children.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson und Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Bano, Masooda, und Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), Dezember 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.

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