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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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Azam, Mehtabul, und Chan Hang Saing. „Assessing the Impact of District Primary Education Program in India“. Review of Development Economics 21, Nr. 4 (14.08.2016): 1113–31. http://dx.doi.org/10.1111/rode.12281.
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Okwanga, Alem Robert, und David Mwesigwa. „The Effect of Teaching and Learning on Girls’ Education at Primary School Level in Oyam District, Uganda“. International Journal of Sociological Research 1, Nr. 1 (26.12.2022): 17–30. http://dx.doi.org/10.58425/ijsr.v1i1.92.
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Purpose: The significance of school environmental factors to girls’ education remains central because they have tremendous influence in the quality of teaching and learning of pupils as well as the extent of attention they pay to lessons when in classrooms. This suggests that schools that fail to provide a conducive atmosphere for teaching and learning may hardly achieve the best in their pupils especially in the area of academic performance. This scenario continues to be among the reasons for wider disparities in the performance of girls and boys in a number of Districts in Uganda. The main thrust of this research was to determine the effect of school environmental factors on girls’ education in Oyam District, Uganda.
Methodology: The study was guided by the cross-sectional survey study design using a mixed methods approach. Structured questionnaires were developed by the researchers and administered to 139 randomly-selected respondents. Means and standard deviations were used to analyse the variables while correlation analysis and regression analysis were used to determine the relationship and the effect respectively.
Findings: The results revealed that only teaching and learning processes (p<0.01,) significantly predict girls’ education. However jointly, teaching and learning processes, physical facilities, and instructional facilities explain approximately 21% variation in girls’ education in Oyam District (Adj. R2= 0.205). Teaching and learning processes in terms of adequacy of lesson preparation, adequate assessment, classroom capacity as well as instructional materials such as adequate learning aids and adequate science kits affect girls’ education in Oyam District.
Conclusion: The study concluded that physical facilities and instructional facilities have no significant effect on girls’ education while teaching and learning processes had significant effect on girls’ education in Oyam District.
Recommendation: It is encouraged that a conducive school environment becomes a central concern among key stakeholders for effective teaching and learning coupled with regular monitoring of teaching and learning processes if girls’ education is to be enhanced in Oyam District.
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Revelian, Steven, und Eustard R. Tibategeza. „Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture“. Journal of Humanities and Education Development 4, Nr. 1 (2022): 190–99. http://dx.doi.org/10.22161/jhed.4.1.19.
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This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. The study recommends that, heads of schools should be given in-service trainings on the importance of school culture and its role in the promotion of school effectiveness. This is because the heads of schools have a major role to play in building the school cultures in their schools.
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Shepel, R. N., A. A. Svishcheva, V. P. Lusnikov, A. V. Kontsevaya und O. M. Drapkina. „Chronic coronary artery disease: regional characteristics of outpatient visits and hospitalizations of the Russian adult population“. Cardiovascular Therapy and Prevention 22, Nr. 9S (29.01.2024): 3712. http://dx.doi.org/10.15829/1728-8800-2023-3712.
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Aim. To analyze hospitalizations and outpatient visits to primary health care facilities of patients aged 18 years and older with chronic coronary artery disease (CAD) by federal districts and the constituent entities of the Russian Federation from the perspective of the World Health Organization concept for diseases treating mainly on an outpatient basis.Material and methods. We used data from Federal Statistical Monitoring for 2022 on the number of diseases, hospitalizations and the number of outpatient visits of patients aged 18 years and older with an established diagnosis of CAD (ICD 10:I25).Results. In the Central, Southern and Northwestern Federal Districts, the hospitalizations and outpatient visits of the adult population with chronic CAD were higher, and in the North Caucasus, Far Eastern and Ural Federal Districts — below the Russian average level. In the Volga Federal District, the outpatient visits with chronic CAD were higher than the Russian average, and the hospitalizations were below the Russian average. In the Siberian Federal District, the outpatient visits were lower, and the hospitalizations were higher than the Russian average level. When analyzing the ratio of hospitalization rate to the number of outpatient visits of the adult population with an established chronic CAD in the primary health care unit, characterizing the availability, quality and efficiency of outpatient care, the highest indicator was recorded in the Siberian Federal District, while its heterogeneity within the federal district was the highest in comparison with other federal districts. Its lowest was recorded in the Southern Federal District, while heterogeneity within the federal district was the lowest in comparison with other federal districts. The values of this parameter varied from 3,67 in the Kurgan Oblast to 38,33 in the Republic of Tuva.Conclusion. Accounting for diseases treating primarily on an outpatient basis can become one of the tools for assessing the quality of adult primary health care. However, before including this indicator in the criteria for assessing the quality of medical services, a deeper understanding of the reasons influencing its change is required.
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Upadhyaya, Yadav Mani, und Tantrika Raj Khanal. „Public Expenditure on Primary Education: A Study of Gorkha District, Nepal“. International Journal of Social Sciences and Management 7, Nr. 2 (27.04.2020): 86–93. http://dx.doi.org/10.3126/ijssm.v7i2.28594.
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The Nepalese education system is more competitive and harmonious although for the lack of funds and resources. The present education system is still in the transition phase. The study has focused on the impact of public expenditure on primary education and try to show how there is increasing government involvement and how it has continued with the rising educational expenditure. The focus of the objective of this article is to show the importance of public expenditure on primary education in the context of Nepal in Gorkha district. The data gathering tool used is secondary methods from the publication of the ‘financial and educational structure of Gorkha’ and 60 households has been taken. A structural simple statistical method is used in which objectives are well defined and aimed at a specific type of information. Government budget on primary education is taken as dependent variable and income as an independent variable in this study. This research article concludes that the government contribution to primary education is tremendously significant in the development of education in Nepal. To reduce the imbalance, education should provide more incentive to people for educational development.
Int. J. Soc. Sc. Manage. Vol. 7, Issue-2: 86-93
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Curran, F. Chris. „Teach for America Placement and Teacher Vacancies: Evidence from the Mississippi Delta“. Teachers College Record: The Voice of Scholarship in Education 119, Nr. 2 (Februar 2017): 1–24. http://dx.doi.org/10.1177/016146811711900204.
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Background/Context Teach for America (TFA) represents an influential yet controversial preparation route for new teachers. In recent years, TFA has received criticism from traditionally trained teachers and schools of education on the basis that they are crowding out or taking positions away from non-TFA teachers. Despite this criticism, research on TFA has tended to focus on its impact on student outcomes rather than on its implications for teacher labor markets. Research Questions This study explores the relationship between TFA placement in school districts in the Mississippi Delta and district advertised vacancies to provide the first evidence on the impact of TFA on teacher labor market outcomes. The questions addressed include the following: What is the relationship between TFA presence in a Mississippi school district and the number of district vacancies advertised through the state board of education? Do these relationships vary by characteristics of the vacancy such as grade level or subject area? Setting This study uses data on school districts in the state of Mississippi for an 11-year period from 2001 through 2011. Research Design This study utilizes two primary analytic strategies. The first encompasses school district and year fixed effects with a series of time-varying control variables to identify the impact of TFA placement off changes in the use of TFA by districts over time. The second approach capitalizes on an abrupt increase in the presence of TFA in Mississippi starting in 2009 by using a difference-in-differences design. A series of robustness and sensitivity checks are also included. Findings/Results The results indicate that the presence of TFA in a district predicts approximately 11 fewer advertised vacancies per year per district and that each additional TFA teacher placed in a district predicts approximately one less advertised vacancy. Conclusions/Recommendations The results indicate that in the Mississippi Delta, TFA appears to be filling teacher vacancies. This suggests that the continued use of TFA by districts may be a viable solution to addressing teacher shortages.
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Athumani Mzeli, Baraka. „Challenges Facing Implementation of New Education Policies in Government Primary Schools: The Case of Fee Free Education Policy in Gairo District“. International Journal of Science and Research (IJSR) 12, Nr. 10 (05.10.2023): 1928–33. http://dx.doi.org/10.21275/sr231011174635.
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Massae, Raphael Julius, Victorin Salema und Emmanuel Kileo. „Approaches Taken to Ensure Intellectually Impaired Pupils Receive Basic Primary Education at Patandi Primary School Meru District, Arusha Tanzania“. British Journal of Education 10, Nr. 14 (15.10.2022): 80–93. http://dx.doi.org/10.37745/bje.2013/vol10n148093.
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The study focused on formative evaluation on Approaches Taken to Ensure Intellectually Impaired Pupils Receive Basic Primary Education at Patandi Primary School Meru District, Arusha Tanzania. This study was guided one evaluation question. This study employed case study design under qualitative research approach where non-Probability sampling techniques were employed. The evaluation study seeks to evaluate the approaches taken to ensure that intellectually impaired pupils receive basic primary education at Patandi primary school. The respondents of this question are the District Education Officer, the ward education officer, the project coordinator and teachers who teach the intellectual impaired pupils at Patandi Primary School. The instruments of collecting data included, Interview guide for teachers, Interview guide to the project coordinator, Interview guide for the District Education Officer (DEO), Interview guide for ward educational officer and observation guide for pupils. Document analysis guide was used to obtain more information about the school. The data was collected and coded, organized, analysed under qualitative approach, then the relevant information was extracted, interpreted and discussed. The evaluator provided the instruments to two lecturers of Mwenge Catholic University who are experts of evaluation from education field to check the extent to which the instruments reflect the evaluation questions and the problem ad their recommendations were considered. The evaluator employed triangulation method for all evaluation instruments to ensure consistence of the information provided by the respondents by making comparison of the information that will be provided. Piloting of instruments carried out in one primary school which offers special education for intellectually impaired pupils in Moshi Municipality. The respondents of the theme under question one are; District education officer, ward education officer, project coordinator and the all 4 teachers who teaches pupils with intellectual impairment. The approaches including announcements and assessment of a child individually and registering a child as a pupil of Patandi Special Education primary school in stage one, stage two or Autism. The conclusion of this study showed that the youngsters with mental disabilities should be enrolled to school to acquire education on basic knowledge that could help them in their daily life. The recommendations showed that Parents/Guardians should be educated on Intellectual impairments that is not caused by superstitions but it is health/intellectual problem of a child. The government should increase number of Special Needs Educational Teachers and motivate them.
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Wijanarko, Andri, und Yustina Chrismardani. „PASAR TENAGA KERJA KABUPATEN BANGKALAN“. Media Trend 11, Nr. 2 (10.10.2016): 195. http://dx.doi.org/10.21107/mediatrend.v11i2.1748.
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<p>Kabupaten Bangkalan is a gateway that has been connected Madura island with Surabaya City, the capital city of East Java Province, through Suramadu bridge. This study investigates the pattern of labor demand in Bangkalan. The pattern of labor demand is very important to be known, especially by Division of Social, Manpower and Transmigration Bangkalan, the authorized which provide guidance and address the labor problems</p><p>The method used is technically primary data collection through surveys and interviews to the company (employer) in five main districts, namely District of Bangkalan, District of Socah, District of Kamal, District of Labang and District of Burneh. The purpose of this study to know the pattern of demand for labor in Bangkalan so that The Bangkalan Agency of Social, Manpower and Transmigration can use the results of such research in developing planning strategies more better targeted.</p>Based on the survey, in 2016 is expected to increase the labor demand at high school education level who initially was balanced between primary education and highschool education level of workers. Likewise, in 2017 and 2018 was still dominated by the high school education level of workers, followed by undergraduate level. Recommendations from this study is the need for attention and follow-up of the The Bangkalan Agency of Social, Manpower and Transmigration to be able to open a Training Center more in some locations, especially Training Centre at the district level to train the workforce skills at the level of high school education, and implement the Job Fair in order to facilitate labor undergraduate level to get a job.
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Ouyang, Yulu, und Keyue Sun. „Empirical Evidence Based on Geographic Regression Discontinuity Analysis of Housing in Guangzhou School District“. BCP Business & Management 26 (19.09.2022): 262–71. http://dx.doi.org/10.54691/bcpbm.v26i.1935.
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In recent years, the "school district housing boom" has become a general concern as it disrupted the housing market, undermining educational equity and class mobility. In view of the real problem of housing premium in school districts, this paper selects the housing data of primary school districts in Guangzhou as a research sample, quantifies it and discusses the impact of education supply on it, so as to provide references and suggestions for subsequent policy introduction. The main research conclusions of this paper are as follows: There is a premium for housing in Guangzhou’s school districts. After excluding the influence of location and physical factors, it is calculated that the housing price from Longdong School District to Yongping School District has increased by about 42.3%.
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ALWI, MUHAMMAD, PUTU KARISMAWAN, I. DEWA KETUT YUDHA S und IWAN HARSONO. „SARANA PENDIDIKAN, KESEHATAN DAN TINGKAT KEMISKINAN DI KECAMATAN TANJUNG SEBAGAI PUSAT PERTUMBUHAN KABUPATEN LOMBOK UTARA, PASKA GEMPA 2018 DAN MASA PANDEMI COVID-19“. GANEC SWARA 16, Nr. 2 (10.09.2022): 1616. http://dx.doi.org/10.35327/gara.v16i2.327.
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Earthquake 2018 and than Covid-19 Pandemic as starting point to conduct research about condition of educations, healties and rate of poverty in Tanjung Districts, North Lombok, West Nusa Tenggara Province. Base on analysis data of centre of Statistic Bureau of North Lombok (BPS) and population projection of Tanjung districts untill 2025, the condition are: fasilities of kindergarten has not been enough yet. The distibution of that finfrastructure among the vilages is not equal. The elemnteray or primary school (Sekolah Dasar), junior high school ( Sekolah Menengah Pertama) are more than enough, Midle high school (sekolah Menengah Atas) are not enough yet. The aditional education fasilities in 2022 need to add, such as 20 units of new kindergarten, 1 units of Midle high school. Health fasilities relatively has not been enough yet, compare to district Tanjung population as much 220.412 and the position distric Tanjung as capital of North Lombok regency e.g community helath centre and sub community health centre (Puskesmas dan Puskesmas Pembantu), polyclinic and laboratory, hospital, private doctor services, farmacy are not enough yet realtively to population. It should there 5 unit of Community health centre dan 82 sub cummunity helath centre, 10 private doctor services, 1 unit of laboratory, 3 unit of hospital C or 1 B type. Base on qualitative data that rate of poverty in Tanjung district is relativly high. The lowest education level, skill, Lack of employment opurtunity, and capital are the prime faktor of poverty
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Motala, Rashid, Sumeshni Govender und Dumisani Nzima. „Attitudes of Department of Education district officials towards Inclusive Education in South African primary schools“. Africa Education Review 12, Nr. 4 (02.10.2015): 515–32. http://dx.doi.org/10.1080/18146627.2015.1112129.
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Saragih, Desi. „Learn From Home Policy Implementation in Primary-Level Student During Academic Year 2020-2021 in Medan“. Indonesian Journal of Multidisciplinary Science 2, Nr. 7 (25.04.2023): 2738–54. http://dx.doi.org/10.55324/ijoms.v2i7.476.
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Using data from the Regional Education Office of Medan City and triangulating with Policy Actor from North Sumatera Education Quality Assurance (BPMP Sumut), this study explores the Learn From Home (BDR) Policy implementation in Medan City during the Academic Year of 2020-2021 with a qualitative assessment referred to guidelines from the Indonesia Ministry of Education, Culture, Research, and Technology (MoECRT) Minister Circular Letter No. 04/2020 and Secretary General Circular Letter No. 15/2020. Findings indicated that during the Academic Year of 2020-2021, 88% of Primary students participated in BDR Online (Daring), while 12% in BDR Offline (Luring), with a case of 786 untracked students in two sub-districts. Public Schools tend to have higher Student-Teacher ratios than Private Schools. Across sub-districts in Medan City, 75% (10,010 teachers) are Honorary teachers, and 25% (3,311 teachers) are State Civil Workers (ASN). Collectively, the Total of Students per Study Group (Rombongan Belajar/rombel) follows the Minister of Education and Culture Regulation No. 22/2016 concerning Process Standards for Primary and Secondary Education with a ratio of students-rombel between 21 to 28. At Public Schools, the ratio of students-rombel is slightly exceeded the suggested ratio, with the total number of students per rombel between 22-29. However, the findings mainly vary when comparing schools in the same sub-district or across the sub-district. Based on qualitative assessment findings indicated that Learn from Home (Belajar Dari Rumah) Policy implementation was misaligned in two areas; (1)Data collection on students' BDR situation and (2) students' admission (PPDB) mechanism.
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Lie, Meidiana, und Soegianto Ali. „Impact of Health Education on Epistaxis First Aid Knowledge among Primary School Teacher in Penjaringan District“. MITRA: Jurnal Pemberdayaan Masyarakat 3, Nr. 2 (20.11.2019): 120–29. http://dx.doi.org/10.25170/mitra.v3i2.378.
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Epistaxis is defined as bleeding of the nose that frequently occurs in children. Although epistaxis is not a serious condition, the correct first aid management is necessary to prevent the complication. Primary school teachers take the role of parents in school, therefore they are expected to know the right first aid management of epistaxis. It is expected that health education on epistaxis will increase the knowledge of first aid management on epistaxis. This training aims to know the impact of health education on the knowledge of epistaxis first aid management among primary school teachers in Penjaringan District. The training was evaluated in the pre and post intervention. The respondents were five primary school teachers from elementary schools in Penjaringan Districts, North Jakarta. Data were collected by questionnaire based interview taken from Dr.Nymbaka O. Kevin M. Med ENT, Head & Neck Surgery Resident “An Assessment of Knowledge, Attitude and Practice in First Aid Management of Epistaxis” before and after the health education. The results showed that there was an increase of number of teacher with good level of knowledge on epistaxis management from 5,3% to 96,1% after the health education. The paired t-test analysis shows the increase was statistically significant. Evaluation of the training confirmed that epistaxis health education improved the knowledge of epistaxis first aid management among primary school teachers in Penjaringan District.
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Ssebyatika, Elly, und Richard O. Awichi. „Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools“. East African Journal of Education Studies 2, Nr. 1 (13.10.2020): 129–40. http://dx.doi.org/10.37284/eajes.2.1.222.
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The major purpose of the study was to model the effect of education maturity on academic performance in primary schools in Wakiso district using multi-level composite indicators. Specifically, the study sought out to establish the extent to which supervision of teaching affects the academic performance of primary schools in Wakiso district; how teaching and learning resources affect the academic performance of primary schools in the district; how continuous school assessment affects the academic performance of primary schools in the district and how classroom environment affects the academic performance of primary schools in the district. The study employed a case study design together with methodological triangulation so as to minimize the challenges of using a single approach. The study used a census of primary schools. However, of the 350 schools, 218 provided all the required information on the study objectives. The main tools of data collection were document review and observation guide for the selected primary schools. The inferential analyses showed that at a 1% significance level, the use of resources and classroom environment significantly affected the academic performance of pupils in Wakiso district for the period under study. Secondly, teaching and learning resources significantly affected the academic performance of pupils in the district. Thirdly, at a 5% level, assessment, recording and reporting significantly affected the academic performance of pupils in the district and lastly, supervision of teaching and learning significantly affected the academic performance of pupils. The study recommends that modelling academic performance using attributes of education maturity yields very significant information that helps greatly in making decisions on school performance and this should be encouraged and upscaled by the line ministry of education.
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Tokbipi, Miss Sobita. „PROBLEM OF EDUCATION IN KARBI ANGLONG DISTRICT“. International Journal of Research -GRANTHAALAYAH 5, Nr. 9 (30.09.2017): 91–94. http://dx.doi.org/10.29121/granthaalayah.v5.i9.2017.2204.
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The Karbi Anglong district of Assam is very rich in natural resources. This district has very low infrastructure facilities as well as low percentage of literacy. Our government both at the centre and in the state have tried to improve and expand education since the attainment of freedom. In Karbi Anglong district, many children leave the schools even before completing the primary education.
The present education system in Karbi Anglong district is not satisfactory with respect to competitive world. The problem of education is somewhat different from other district of Assam. The rate of literacy is still very low in this district because there are many hindrance in the education system. Another very serious problem of education in Karbi Anglong district is the differences in educational attainment between male and female. This district is facing from big educational problem even though our government has taken many steps and measurement. Therefore, our state government should take proper action to some extent to be at par with the modern competitive world. The present problem of education should be identified and proper step should be taken to solve this problem.
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Mardhatillah, Mardhatillah, Musdiani Musdiani und Khausar Khausar. „Analysis the Role of Headmaster in Applying Quality of Education in Primary School Kabupaten, Aceh Barat“. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, Nr. 3 (27.07.2019): 19–27. http://dx.doi.org/10.33258/birle.v2i3.349.
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The aim of this Research is to find out the headmaster's role in implementing quality education management in primary school (SDN) Gunung Keling, Meureubo district, Aceh Barat Regency, to find out what constraints the principal faces in implementing quality management of education in primary school (SDN) Gunung Keling, Meureubo district, Aceh Barat regency. The study used a qualitative approach. This type of Research is descriptive (descriptive research). Research time is on August 8 to 27, 2018. His data collection techniques such as: observation methods, interview methods and documentation methods. The research data to be analyzed in this study is the role of the headmaster in implementing education quality management in primary school of Gunung Keling, Meureubo district, Aceh Barat regency, namely: the role of the headmaster as Educator, Manager, Administrator, Supervisor, Leader and Motivator. What obstacles faced by headmaster in implementing education quality management in primary school of Gunung Keling, Meureubo district, Aceh Barat regency, seen from the results of the study are: to overcome the obstacles to improving teacher quality carried out is to continuously carry out communication and educational quality culture campaigns for teachers who are still low on awareness and in overcoming the lack of teaching staff for permanent subjects, the school requests teachers to work through the Aceh Barat district Education Office.
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Luaylik,, Nur Fathin, Ach Resa Fachrizi und Achmad Imam. „Strengthening Character Education in Formal Education Units Based on Minister Regulation of Education and Culture Republic of Indonesia (Study at Public Alementary School Pakong 1, Pakong District, Pamekasan Regency, Indonesia)“. International Journal of Social Science And Human Research 05, Nr. 11 (07.11.2022): 4917–23. http://dx.doi.org/10.47191/ijsshr/v5-i11-14.
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Indonesia is one of the countries that has experienced difficulties in implementing public policies, one of which is the implementation of the regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018 concerning strengthening character education in formal education units at Public Primary School Pakong, Public Primary School Pakong 1 is a school that is very much a role model. for other schools at Public Primary School Pakong 1, but in fact children in Pakong sub-district have characters that are still less than the standard of good character, this can be seen from the way the children communicate, whose language is not appropriate for their age. Therefore this research was conducted. This type of research is descriptive qualitative. The theory he uses is the theory of public policy implementation from George Charles Edward III. With theoretical indicators, namely communication, resources, disposition, and bureaucratic structure. The results of this study are true that the implementation of the regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018 concerning strengthening character education in formal education units at Public Primary School Pakong 1, Pakong District, Pamkeasan Regency. It can be seen from the four indicators of the theory of public policy implementation, namely the communication carried out is still not optimal, because the community and parents of students still do not understand about strengthening character education. Existing resources are also still lacking due to competent human resources but are not juxtaposed with complete facilities such as school fields, and prayer rooms. The disposition at Public Primary School Pakong 1 is also still lacking, this can be seen from the desire of the implementers in the implementation of strengthening character education to be carried out only with minimal standards and not maximized. The bureaucratic structure at Public Primary School Pakong1 is good but still requires strengthening and consistency from each implementer.
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Lan, Nguyen Thi Huong. „Activities experience activities of small students in elementary schools in Thuy Nguyen District, Hai Phong City by access to capacity“. International research journal of management, IT and social sciences 9, Nr. 5 (23.08.2022): 759–65. http://dx.doi.org/10.21744/irjmis.v9n5.2175.
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In order to perform well the organization of experiential activities for students of primary schools in Thuy Nguyen district, Hai Phong city in the direction of approaching the capacity, primary schools in the district have been invested and created favorable conditions for education. however, there are certain limitations as well. The results of the survey on the actual situation of experiential activities for students in primary schools in Thuy Nguyen district, Hai Phong city in the direction of competency approach are the basis for proposing measures to manage experiential activities in the direction of competency approach. , along with the requirement of renovating school administration in order to effectively implement the 2018 National Education Program, contributing to improving the quality of comprehensive education.
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Grzybowski, Jerzy. „Belarusian education in General District Latvia (1941–1945)“. Studia z Dziejów Rosji i Europy Środkowo-Wschodniej 56, Nr. 3 (03.01.2022): 57–83. http://dx.doi.org/10.12775/sdr.2021.en6.03.
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The article deals with the Belarusian school system in Latvia under German occupation. Belarusians were one of the most numerous minorities in that country, both in the inter-war period and during World War Two. In German-occupied Latvia, Belarusian nationality was declared by more than 50,000 people. For political reasons, the occupation authorities allowed Belarusian schools to operate in areas with significant Belarusian population. As a result, thirty-five primary schools, two middle schools, and one secondary agricultural school, employing about a hundred teachers in total, were opened. These schools were attended by a few thousand pupils, the majority of which were children of petty and landless peasants. The Belarusian school system struggled because of numerous material issues.
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Okwang, Alem Robert, und David Mwesigwa. „Physical Facilities as Predictors of the Quality of Girls’ Education at Primary School Level in Oyam District, Lango sub-region, Uganda“. American Journal of Creative Education 5, Nr. 2 (24.11.2022): 31–41. http://dx.doi.org/10.55284/ajce.v5i2.778.
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The significance of school environmental factors to girls’ education remains central because they have a tremendous impact on the quality of teaching and learning of pupils as well as the extent of attention they pay to lessons when in classrooms. This means that schools that fail to provide a conducive atmosphere for teaching and learning may hardly achieve quality in their pupils particularly the aspect of educational excellence. This situation continues to be among the reasons for wider disparities in the performance of girls and boys in a number of districts in Uganda. The main thrust of this research was to determine the effect of physical facilities on girls’ education in Oyam district. The study was guided by the cross-sectional survey using a mixed methods approach and structured questionnaires were administered to 139 respondents. Both Means and Standard Deviations were used to describe the variables while correlation analysis and regression analysis were used to determine the relationship and the effect respectively. The results reveal that physical facilities predict approximately 21% variation of all the possible factors that are likely to account for the quality of girls’ education in Oyam district (Adj. R2= 0.205). It is encouraged that a conducive school environment in terms of quality physical facilities becomes a central concern among key stakeholders if the quality of girls’ education is to be enhanced in Oyam district.
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Gubbins, E. Jean, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, Carolyn M. Callahan, Annalissa V. Brodersen und Melanie Caughey. „Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?“ Gifted Child Quarterly 65, Nr. 2 (27.01.2021): 115–31. http://dx.doi.org/10.1177/0016986220988308.
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The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.
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Chach, Ghati. „The Challenges of Primary Education Level in Tanzania. Case study Tarime district“. IOSR Journal Of Humanities And Social Science 16, Nr. 3 (2013): 01–06. http://dx.doi.org/10.9790/0837-1630106.
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Hangsing, Elizabeth. „A Study of Pre-Primary Education in Papumpare District of Arunachal Pradesh“. Studies on Home and Community Science 5, Nr. 3 (Dezember 2011): 183–87. http://dx.doi.org/10.1080/09737189.2011.11885348.
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Salingkat, Suhartini, Saipul Bachri S. Lajiba, Ahmadin Ahmadin und Edy Wibowo. „Analysis of Local Culture in Primary School Education Curriculum in Banggai District“. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, Nr. 2 (31.08.2023): 767–80. http://dx.doi.org/10.37680/qalamuna.v15i2.2903.
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This study explores the diversity of local cultures in implementing the curriculum in elementary schools in Banggai District, an area rich in distinctive and diverse local cultures. To maintain the noble values of the Indonesian nation, this cultural diversity needs to be preserved and developed through education. One way to make this happen is through utilizing local culture in the curriculum structure, known as local content. This research uses a local cultural analysis approach in the development of the basic education curriculum, with the following stages: first, identification of the curriculum context, which includes an analysis of characteristics, potential, advantages, local wisdom, and regional needs/demands. Second, an analysis of local culture, which will be developed in the basic education curriculum, includes four clusters of local content covering socio-cultural-political, economic, environmental, and other local-specific dimensions. The results of the study indicate that several elementary schools in Banggai Regency have implemented local content subjects in accordance with Banggai Regent Regulation No. 56 of 2017 concerning Local Language Local Content Curriculum (Saluan & Balantak). Based on an analysis of the context and potential of local culture and aspects of basic education curriculum development, several local cultures can be developed, including developing tourist destinations, developing regional languages, developing regional skills and craft industries, and preserving regional arts and sports.
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Sitati, Emmily Mugasia, Anne A. Ngaira, Clarice W. Mwita, Wilson Amolo, Maurice L. Akala und Willaerd Ngaira. „PERCEPTION OF DISTRICT QUALITY ASSURANCE AND STANDARDS OFFICERS ON LEADERSHIP STYLES OF DISTRICT EDUCATION OFFICERS IN KENYA“. Problems of Education in the 21st Century 39, Nr. 1 (05.03.2012): 105–18. http://dx.doi.org/10.33225/pec/12.39.106.
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Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. Descriptive survey design was used and the study sample included a total of 29(10%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs’ personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation. Key words: leadership styles, perception, quality assurance.
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Leksansern, Arisara, Poschanan Niramitchainont, Panchit Longpradit, Sovaritthon Chansaengsee und Prasert Leksansern. „Model of Sustainable Collaborative Network for Educating Digital Literacy: A Case Study of Schools in the Sub-districts of Nakhon Pathom Province, Thailand“. Discourse and Communication for Sustainable Education 14, Nr. 2 (01.12.2023): 91–112. http://dx.doi.org/10.2478/dcse-2023-0020.
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Abstract This study aimed to investigate the need for digital literacy for teachers in schools in the sub-districts of Nakhon Pathom Province; to design a model of teacher digital literacy development and create a model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province, Thailand. The research was action research. The samples were teachers from schools in the sub-districts of Nakhon Pathom Province; by selecting schools from the Office of Nakhon Pathom Primary Education Service Area Office 2, 32 teachers from Phutthamonthon District, Bang Len District, Nakhon Chai Si District, and Sampran District. The findings indicated that the digital literacy needs assessment of teachers, based on the application of OCSC (2020) digital literacy framework, suggested that the highest PNImodified score was 0.492 for Using Digital Media Creation Software, whereas the lowest PNImodified score was 0.205 for Using the Internet. The model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province is developed based on the system theory and education philosophy as core principles. The model consists of 4 main components such as 1) education philosophy; 2) input from external driving forces, organization factors, operation factors, and teachers’ factors; 3) processing factor in developing digital learning management skills and building a sustainable collaborative network; and 4) output of students, teachers, school administrators and schools.
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Septiaseh, Dwi, und Mami Hajaroh. „Trends in Primary School Education Rates and Planning of Educational Participation Policies in the Musi Rawas District“. International Journal of Research and Review 10, Nr. 12 (27.12.2023): 452–61. http://dx.doi.org/10.52403/ijrr.20231250.
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The purpose of this study is to determine the prediction of gross enrollment at the primary school level in Musi Rawas Regency, South Sumatra Province. Furthermore, to identify the programs and policies of the Musi Rawas district government to increase the gross enrollment rate at the primary school level based on the results of the APM prediction. The method used is descriptive quantitative, with secondary data analysis and supplemented by interview results. Data analysis uses the Parabolic Quadratic model trend with the equation Y = a + bX +cX2. The results show that the trend of primary school APK in 2023-2032 tends to decrease by 37.25%. Then for the programs implemented by the Musi Rawas district government to increase the APK at the primary school level, such as compulsory education, PIP, edu tech, school and teacher activist programs, and education socialization, while for the policies, they include institutional operations, quality improvement and improving educators. The Musi Rawas district government, especially the Education and Culture Office, followed up on the results of the trend analysis by increasing the APK at the school education level. Keywords: Trends, Enrollment Rate, Primary School Education, Policy Plan
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Afriadi, Bambang. „A Review Of Tolerance Education In The Development Of Children To Adulthood“. EDUCATIO : Journal of Education 5, Nr. 1 (30.05.2020): 18–53. http://dx.doi.org/10.29138/educatio.v5i1.229.
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The purpose of this study is to reveal the objective facts of children to recognize differences in their developmental period to the next stage of development in society. The method of writing this article is to use primary and secondary data related to this topic. Supporting data from the author is from the results of the 2017 national religious harmony questionnaire, in the Jakarta area of Johar Baru District, Johar Baru and Kemayoran District, Kemayoran District, as primary data from this study. In this discussion the fundamental is the collection of discussion reports that are relevant to the issues discussed as secondary data, secondary data sources in the form of journal articles, news articles, books and other supporting data. The results of the discussion showed tolerance, who wanted to understand other points of view. It also means learning a different reality. Teachers and parents and even the community must be aware of the ways in which the reasons for a five-year-old child differ from the reasons for a fifteen-year-old child, it is also important to realize that school structure and expectations influence the way children grow and learn. Whereas the data questionnaire shows that the tolerance level between the two districts is in a relatively good position. The answers to the results of this study indicate that children are also accustomed to living and playing or socializing with diversity from an early age.
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Amoah, Charles Agyei, Eric Kwadzo Klutse, Eddison Foster Mawusi und Solomon Sukpen. „Impact of Music Education at Colleges of Education on Primary School Pupils in Nanumba North District“. International Journal of Scientific Research and Management 8, Nr. 05 (20.05.2020): 1383–407. http://dx.doi.org/10.18535/ijsrm/v8i05.el04.
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This paper presents how music education in the Colleges of Education influences the teaching of Music and Dance on the primary school. This study aimed to evaluate the training of the student-teachers in preparation to teach Music and Dance as well as to explore the relationship between Music Education at the Colleges of Education and the primary schools. Qualitative method was used and data were obtained through interviews and observations. Fifteen (15) respondents were selected from three (3) schools in the Nanumba North District – Bimbila were randomly sampled for the study. Findings revealed that the amount of training or preparation received in Colleges of Education has been inadequate and has no influence on what entails in the Creative Arts (Music and Dance) syllabus. Hence making teachers handicapped in handling Music and Dance lessons. The work recommends that more attention should be given to teacher preparation in Music and Dance in terms of contents and the methodology to meet the demands of Creative Arts (Music and Dance) syllabus. Also, there should be a revision of subjects that comprise Creative Arts in the Colleges to conform to Creative Arts in the primary school.
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Kikechi, Ronald Werunga, Chepkwony Silas M. Kisebe, Kihumba Gitahi und Oliver Sindabi. „THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA“. Problems of Education in the 21st Century 39, Nr. 1 (05.03.2012): 71–81. http://dx.doi.org/10.33225/pec/12.39.72.
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The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme. Key words: free primary education, assessment, Kenya Certificate of Primary Education.
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Zhao, Xuan. „Innovation of teacher induction: Review on regional standardized training of beginning teachers in Shanghai“. Journal of Education and Training 6, Nr. 1 (31.12.2018): 55. http://dx.doi.org/10.5296/jet.v6i1.13981.
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Since 2012, Shanghai has promoted regional standardized training of beginning teachers (RSTBT) for 6 years. Regional Education Bureau (REB), Teachers Training Colleges (TTC), kindergartens, primary and secondary schools (K-12 schools) of all 18 Districts have taken part in this program. Y district lied in the northeast of Shanghai. Its regional education bureau and teacher′s training college promoted inductive training for new teachers, and finally accumulated rich experience in teacher induction.
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Orland, Martin E. „Relating School District Resource Needs and Capacities to Chapter 1 Allocations: Implications for More Effective Service Targeting“. Educational Evaluation and Policy Analysis 10, Nr. 1 (März 1988): 23–36. http://dx.doi.org/10.3102/01623737010001023.
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The purpose of this paper is to provide the most recent national information available on the relationship between school district poverty, local fiscal needs and capacities, and Chapter 1 allocation levels. Two central questions will be addressed. First, what is the relationship between a school district’s poverty rate (the primary basis for Chapter I allocations) and its local revenue raising capability? Second, how are Chapter 1 funds allocated among districts with different poverty rates, fiscal capacities, and local revenue bases? Following a presentation of findings related to these questions will be a discussion of some of their implications with regard to targeting federal compensatory aid to the “right” school districts, schools and students.
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Khalifa, Muhammad A., und Felecia Briscoe. „A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism: Willful Blindness to Racial Inequities“. Teachers College Record: The Voice of Scholarship in Education 117, Nr. 8 (August 2015): 1–34. http://dx.doi.org/10.1177/016146811511700801.
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Background Racialized suspension gaps are logically and empirically associated with racial achievement gaps and both gaps indicate the endurance of racism in American education. In recent U.S. Department of Education and the U.S. Office of Civil Rights data, it was revealed that nationally, Black boys are four times more likely to be suspended than White boys. In some geographic areas and for certain offenses, some intersections of race, class, and gender are dozens of times more likely to be suspended for than others. Although most educational leaders and district-level official express disapproval of racism in schools, racialized gaps in achievement and discipline stubbornly persist. Purpose/Objective The purpose of this study was to examine how school district-level administrators react to investigations and indications of racism in their school districts. It is relevant because in many school districts that have disciplinary and achievement gaps, the administrators ostensibly and publically express a hope to reduce or eliminate the racist trends. Yet, one administration after another, they seem unable to disrupt the racially oppressive discipline and achievement gaps. In this study, we examined administrators’ responses to our requests about their districts’ racialized disaggregated disciplinary data, and their responses to our sharing of our findings with them. We use counternarrative autoethnography to describe that school district administrators play a significant role in maintaining practices that reproduce racial oppression in schools. Setting This study was conducted in large urban school districts in Texas. The profiled districts were predominantly Latino; however one district was over 90% Latino and the other just slightly more than half with sizable White and Black student populations in some schools and areas. Participants As this is an autoethnography, we are the primary participants of this study; we interrogate our experiences with school district administrators in our investigations of racial disciplinary gaps. Research Design Our autoethnography is counternarrative, as it counters bureaucratic narratives of impartiality, colorblindness, and objectivity espoused by school districts. In addition to our own self-interviews, we base our counternarrative on the examination of 11 phone calls and 35 email exchanges with district administration, and on field-notes taken during seven site visits. These collective experiences and data sources informed our counternarratives, and led to our findings. Our research encompasses three phases. The initial phase was our attempt to obtain disciplinary data from various school districts in Texas. Only two school districts made the data accessible to us, despite being legally obligated to do so. For the second phase of our study we calculated risk ratios from those two school districts to determine how many more times African Americans and Latinos are suspended than Whites in all of the schools of TXD1 and TXD2. The third phase was the district administrators’ reactions to our presentation of our findings in regards to their district schools with the most egregious disciplinary gaps. Based on the administrative responses to them, we thought that it was important to highlight our experiences through a counternarrative autoethnography. Conclusions From our qualitative data analysis we theorize three bureaucratic administrative responses contributed to the maintenance of racism in school—(1) the administrators discursive avoidance of issues of racial marginalization; (2) the tendency of bureaucratic systems to protect their own interests and ways of operating, even those ways of operating that are racist; and (3), the (perhaps inadvertent) protection of leadership practices that have resulted in such racial marginalization. These responses were enacted through four technical–rational/bureaucratic administrative practices: subversive, defensive, ambiguous, and negligent.
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Dr. Devendra Kumar. „A Comparative Study of Teachers’ Attitudes Toward Population Education in Upper Primary Schools in the Moradabad District“. Knowledgeable Research: A Multidisciplinary Journal 2, Nr. 04 (30.11.2023): 44–48. http://dx.doi.org/10.57067/kr.v2i1.193.
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This research paper, titled “A Comparative Study of Teachers’ Attitudes Toward Population Education in Upper Primary Schools in the Moradabad District” examines the critical issue of population growth and its multifaceted consequences. As India grapples with being the world’s most populous country, this study examines the attitudes of teachers in Moradabad district, shedding light on their perspectives on population education. The objectives of the study encompass understanding variations in teachers’ attitudes based on urban and rural settings, gender, age, educational qualifications, and professional qualifications. Additionally, it was observed that official training on population education is limited, indicating a neglect of its incorporation into curricula.
The study concludes by highlighting the research's educational implications, emphasizing the teachers' pivotal role in disseminating population education. The findings provide valuable insights for developing effective strategies to foster interest among teachers, authoring textbooks, and creating teacher training curricula. The research underscores the importance of addressing population education at various educational levels and within District Institute of Education and Training (DIET) programs.
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., Asyhariah. „PENGARUH PENDIDIKAN, PELATIHAN, DAN PENGALAMAN MENGAJAR GURU TERHADAP PROFESIONALISME GURU DI SEKOLAH DASAR ( SD ) NEGERI 050662 PERDAMAIAN KECAMATAN STABAT KABUPATEN LANGKAT“. JMB (Jurnal Manajemen dan Bisnis) 2, Nr. 2 (04.09.2020): 123–30. http://dx.doi.org/10.30743/jmb.v2i2.2896.
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The formulation in this research is how the influence of education, training and experience teaching teachers to the professionalism of teachers in elementary School (SD) Negeri 050662 Peace District of Stabat District, Langkat, and the purpose of this research is to Know and analyze the influence of education, training and experience teaching teachers to the professionalism of teachers in elementary School (SD) Negeri 050662 District Peace Stabat District Langkat. This research is a quantitative descriptive study. Data collection techniques are conducted through interviews, questionaire questions and documentation studies. Sample in this study as many as 30 teachers in elementary School (SD) Negeri 050662 District Peace Stabat District Langkat. Variables are measured at Likert scale. Hypothesis testing using multiple linear regression analyses through F-test and T-Test. The results of the test in unison showed that the education, training and teaching experience have significant effect on the professionalism of primary school teachers (SD) of the 050662 District peace Stabat with the value of coefficient of determination of 0.554 or 55.4%. In partial, education has a positive and significant effect on the professionalism of elementary school teachers (SD) of state 050662 peace of Stabat subdistrict with a regression coefficient value of 0330 or 33.0%. The training has a positive and significant effect on the professionalism of primary school teacher (SD) Negeri 050662 District Peace Stabat with a regression coefficient value of 0355 or 35.5%. The teaching experience has a positive and significant effect on the professionalism of primary school teacher (SD) Negeri 050662 District Peace Stabat with a regression coefficient value of 0365 or 36.5%. The highest value of a regression coefficient is a teaching experience of 0365 or 36.5%.
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Widanarto, Agustinus. „KAJIAN PENYUSUNAN DATA BASE PENATAAN KECAMATAN DI KABUPATEN BANDUNG“. CosmoGov 3, Nr. 2 (07.10.2017): 187. http://dx.doi.org/10.24198/cosmogov.v3i2.14728.
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The title of this research was A Study of the Creation of a Database for an Arrangement of Localities in Bandung District. Its background was a study of local potentials in attempt to measure and evaluate the variables or criteria of the local potentials required to know a possible arrangement of localities in Bandung District. The research results were expectedly useful as a material in determining the best choice for the Regional Development and Arrangement in Bandung District. The objective of the research was to obtain a description on the capacity of localities in implementing regional autonomy, and to know the possibility of development and arranging the whole localities in Bandung District to perform development and arrangement in kecamatan (sub district) level. The research was an application of measurement and evaluation models to the capacity of the potentials that describe and explain the strength level or effect of the observed variables on the success of governmental implementation, in order to enhance the implementation of public services, development, and democratization. By the approach, it could be found out objectively and deeply the capacity of the potensials that the sub-distric possess in implementing governance by measuring the indicators and sub-indicators of some variables, namely: demography,orbitation, health education, religious facility, sport facility, transportation, communication, public lighting, political awareness, security and social order, agriculture, fishoing, husbandry, labor, social-cultural, community economy, social community, and administrative aspects. Both primary and secondary data were obtained from 31 (thirty one) sub- districs in Bandung District, in form of qualitative and quantitative data. A sub- district might be split if it owns potentials at a high interval (1.008< TS<1.680). It might be split on condition that its potentials were at an interval of (644< TS< 1.008), and decided as fail or rejected to be split if a sub-district achieved a total score of less than 644. The evaluation and measurement results of the potentials of sub-district in Bandung District could be explained as follows: The scoring of village monographic secondary data on the 31 sub-districs to be split produced a result that there were 14 (fourteen) sub-districts falling into a category of being feasible to split, namely: Rancabali, Pangalengan, Pacet, Cicalengka, Nagreg, Rancaekek, Majalaya, Ciparay, Baleendah, Margaasih, Margahayu, Dayeuhkolot, Bojongsoang, and Cilaunyi.
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Venkataraman, M., und Eyob Keno. „Decentralization and Primary Education Service Delivery“. African and Asian Studies 14, Nr. 3 (05.08.2015): 165–88. http://dx.doi.org/10.1163/15692108-12341339.
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Ethiopia’s post 1991 decentralization drive is fairly a recent phenomenon borne out of the realization that devolution of political powers to constituent units would be the best alternative in ensuring development. The move, which was also inevitable given the history of a little over two decades of authoritarian rule in the country, was deepened culminating in the launching of District Level Decentralization Programme (dldp) in 2001 in order to enhance the scope and quality of the delivery of social services to the grass root level communities. This article aims to assess the extent of service delivery with education sector as its focus taking the case of two selected Woredas from Oromo Nationality Zone of Amhara National Regional State and find out constraints if any on the provision of the same. Using primary data collected from sampled population of the two Woredas, the article analyzes how far Ethiopia’s decentralization drive has produced the desired results in terms of performance of the woredas in service delivery and thereby benefiting the concerned community people at large. The findings of the study reveal that although there have been significant improvements made in extending educational service delivery in the two woredas, the quality of it is constrained in view of existing challenges such as lack of adequate financial support, trained manpower, increasing rate of teacher attrition, lack of adequate participation by the community and planning and these have to be tackled with in order that meaningful devolution of powers at the grass root level is assured.
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Patrick, Mbyemeire, Byabashaija Deusdedit, Muhwezi John Bos und Muganzi Vally Silver. „Decentralization Policy and Performance of Universal Primary Education in Uganda“. Scholars Journal of Arts, Humanities and Social Sciences 9, Nr. 6 (30.06.2021): 297–302. http://dx.doi.org/10.36347/sjahss.2021.v09i06.013.
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This study assessed the correlation between decentralisation policy implementation and Universal Primary Education (UPE) performance in Uganda. It was guided by the objective of assessing the relationship between political decentralisation and Primary Leaving Examinations (PLE) performance in Katerera County in Rubirizi district, in Uganda. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 139 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using frequencies, percentages, Pearson’s correlation and regression analysis for quantitative data and thematic analysis was used for analyzing qualitative data. The study findings established a significant relationship between political decentralisation and PLE performance of UPE schools in Katerera County and a unit increase in political decentralisation affects the PLE performance of UPE schools in Katerera County by 17%. The study concluded that decentralisation policy implementation contributes 61% to the PLE performance of UPE schools in Katerera County; Rubirizi District. From the study findings, the researcher recommended that central government should put much efforts in implementing decentralisation policy since it was found to have a significant relationship with performance of UPE schools, reduce bureaucracies for releasing money for buying scholastic materials, encourage parents to give financial support to their respective schools and increasing funding for local governments especially in the education sector.
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CLARKE, PREMA. „Culture and Classroom Reform: The case of the District Primary Education Project, India“. Comparative Education 39, Nr. 1 (Februar 2003): 27–44. http://dx.doi.org/10.1080/03050060302562.
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