Relevant bibliographies by topics / Junior secondary education

Academic literature on the topic 'Junior secondary education'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Junior secondary education"

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Bartlett, Jedd. "Curriculum integration in the junior secondary school." Curriculum Matters 1 (June 1, 2005): 172–86. http://dx.doi.org/10.18296/cm.0062.

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Wong, Marina WY. "Developing Macau’s junior secondary schools music curriculum." International Journal of Music Education 36, no. 4 (June 15, 2018): 574–87. http://dx.doi.org/10.1177/0255761418774907.

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For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c) Do music teachers perceive that they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be center staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (1985, 2012 [1981])?
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R, Maharani Aulia, and Yulhendri Yulhendri. "Pengaruh Anggaran Pendidikan, Jumlah Guru dan Jumlah Kelas terhadap Partisipasi Pendidikan Sekolah Menegah Pertama di Kabupaten/Kota Provinsi Sumatera Barat." Jurnal Ecogen 3, no. 1 (March 5, 2020): 155. http://dx.doi.org/10.24036/jmpe.v3i1.8534.

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This study aims to determine and analyze: 1) The influence of the education budget on the gross enrollment rate of junior high school education, 2) The effect of the number of teachers on the gross enrollment rate of junior secondary school education, 3) the effect of the number of classes on the gross enrollment rate of school education junior secondary in regencies / cities in West Sumatra Province. This research is classified into descriptive and associative research. The data analysis technique used in this study in proving and testing the proposed hypothesis is a panel data regression model. The results of this study found that: 1) There is a negative and insignificant influence between the education budget on the gross enrollment rate of junior secondary education, 2) There is a negative and significant effect between the number of teachers on the gross enrollment rate of junior secondary education, 3) There is positive and significant effect between the number of classes on the junior high school education gross enrollment rate in the district / city of West Sumatra Province.Keywords: education budget, number of teachers, number of classes, rough participation rates
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Osei, George M. "Vocationalizing secondary education: the junior secondary schooling reform of 1987 in Ghana." Educational Review 59, no. 1 (February 2007): 71–85. http://dx.doi.org/10.1080/00131910600796991.

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Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.

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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.
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Scadding, Helen. "Junior Secondary Schools—an educational initiative in Ghana." Compare: A Journal of Comparative and International Education 19, no. 1 (January 1989): 43–48. http://dx.doi.org/10.1080/0305792890190105.

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Yeung, Alice H. W., Connie B. L. Chu, Samuel Kai-Wah Chu, and Charmaine K. W. Fung. "Exploring junior secondary students’ plagiarism behavior." Journal of Librarianship and Information Science 50, no. 4 (September 1, 2016): 361–73. http://dx.doi.org/10.1177/0961000616666625.

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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.
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Fofana, Ibrahim Yahaya, and Stella Baindu Fortune. "Challenges of Curriculum Implementation in Junior Secondary Schools." SMART MOVES JOURNAL IJELLH 8, no. 11 (November 28, 2020): 183–215. http://dx.doi.org/10.24113/ijellh.v8i11.10853.

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Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world. On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope. Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern. By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.
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HARROP, ALEX, and JEREMY SWINSON. "Teachers' Questions in the Infant, Junior and Secondary School." Educational Studies 29, no. 1 (January 2003): 49–57. http://dx.doi.org/10.1080/03055690303265.

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West, Anne, and Andreas Varlaam. "Choosing a secondary school: parents of junior school children." Educational Research 33, no. 1 (March 1991): 22–30. http://dx.doi.org/10.1080/0013188910330103.

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Dissertations / Theses on the topic "Junior secondary education"

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Burross, Heidi Legg. "Student perceptions of the transition to junior high." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289738.

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The purpose of this research was to explore variables related to the transition from elementary to middle level school. Student perceptions of the transition, attributions in motivation, and anxiety were all measured, which are similar to variables reported by other transition researchers in the literature. Instruments administered to the students included the Locus of Control and Attribution Style Inventory (Jerabek, 2000; Appendix D), "What I Think and Feel" Manifest Anxiety Scale for Children-Revised (Reynolds and Richmond, 1978; Appendix E), and a Junior High Transition Questionnaire (Appendix F). Fifty-two sixth grade students in five classes at two schools made up the sample. The demographic variables these students possessed include both genders, ages 11 and 12, several ethnicities, and prior school transition experience. Measurements occurred at baseline (early spring) and just before and just after a school-sponsored intervention program The intervention program was a half-day visit by the sixth graders to the junior high school. Literature before 1997 (since the string of school-related violence deaths) was compared to research since 1997 and the findings of this research in terms of differences in school-related safety issues. Pre-1997 literature did not use safety language as strong as was used post-1997. Some of the students in this research had concerns about their safety, mentioning weapons, drugs, and gangs as some of the specific worries. Analyses of mean differences using ANOVA and t-tests found few differences among the demographic groups on the measures. Anxiety did fluctuate over time for the sample, with greatest anxiety reported just before the intervention. Student attributions were related to anxiety levels in the sample. Degree of anxiety changed over time in different ways for students with internal attributions versus students with external attributions. Students with higher anxiety levels asked more questions about the school transition and junior high experiences on the questionnaire than did the lower anxiety students, but the low-anxiety group had questions that were more specific. Students with prior school transition experiences tended to have greater anxieties than students without school transition experience.
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Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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Emadinwe, Florence. "The feasibility of sex education in Nigerian junior secondary schools." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316035.

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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Kwababa, Masibulele Lennox. "Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006963.

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The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Leung, Lai-yung, and 梁麗容. "Value orientations in junior secondary social studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.

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鄭自良 and Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.

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Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.

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Lau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.

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Books on the topic "Junior secondary education"

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Jorgensen, Robyn, and Kevin Larkin, eds. STEM Education in the Junior Secondary. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5448-8.

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Boediono. Demand for junior secondary education in Indonesia. Jakarta: Central Program Coordination Unit (CPCU), Junior Secondary Education Project, 1997.

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National Council for Curriculum and Assessment. The Junior Certificate examination: Recommendations to the Minister for Education. Dublin: National Council for Curriculum and Assessment, 1990.

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Building on success: An evaluation of the junior certificate school programme. Dublin: Stationery Office, 2005.

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National Council for Curriculum and Assessment. A guide to the Junior Certificate =: Treoir don Teastas Soisearach. Dublin: National Council for Curriculum and Assessment, 1989.

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Committee, Prince Edward Island Junior High Review. Junior high school review: Report of the Junior High Review Committee. [Charlottetown, P.E.I: The Committee], 1994.

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Sutherland-Addy, Esi. Gender equity in junior and senior secondary education in Sub-Saharan Africa. Washington, D.C: World Bank, Africa Region Human Development Dept., 2008.

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World Bank. Africa Regional Office. Human Development Dept., ed. Gender equity in junior and senior secondary education in Sub-Saharan Africa. Washington, D.C: World Bank, Africa Region Human Development Dept., 2008.

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Marks, Gary N. Reading comprehension and numeracy among junior secondary school students in Australia. [S.l.]: Australian Council for Educational Research, 1997.

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Smyth, Emer. Choices and challenges: Moving from junior cycle to senior cycle education. Dublin: Liffey Press in association with The Economic and Social Research Institute, 2011.

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Book chapters on the topic "Junior secondary education"

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Bodin, Antoine, and Bernard Capponi. "Junior Secondary School Practices." In International Handbook of Mathematics Education, 647–74. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_18.

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Jorgensen, Robyn, and Kevin Larkin. "What Is Unique About Junior STEM?" In STEM Education in the Junior Secondary, 5–14. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_2.

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Dobinson, C. H. "Education in the junior secondary school stage." In Jean-Jacques Rousseau, 86–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168492-14.

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Wolfmeyer, Mark, John Lupinacci, and Nataly Chesky. "Inserting Critical Mathematics into STEM Education." In STEM Education in the Junior Secondary, 273–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_13.

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Tytler, Russell, David Symington, Gaye Williams, and Peta White. "Enlivening STEM Education Through School-Community Partnerships." In STEM Education in the Junior Secondary, 249–72. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_12.

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Rosa, Milton, and Daniel Clark Orey. "STEM Education in the Brazilian Context: An Ethnomathematical Perspective." In STEM Education in the Junior Secondary, 221–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_11.

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Hubber, Peter, Russell Tytler, and Gail Chittleborough. "Representation Construction: A Guided Inquiry Approach for Science Education." In STEM Education in the Junior Secondary, 57–89. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_5.

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Larkin, Kevin, and Robyn Jorgensen. "Introduction." In STEM Education in the Junior Secondary, 1–3. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_1.

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Finger, Glenn. "Digital Technologies and Junior Secondary: Learning with and About Digital Technologies." In STEM Education in the Junior Secondary, 197–219. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_10.

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Roth, Wolff-Michael. "STEM and Affect in Adolescence: A Cultural-Historical Approach." In STEM Education in the Junior Secondary, 15–36. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_3.

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Conference papers on the topic "Junior secondary education"

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Jun, Li. "Statistics Education for Junior High Schools in China." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04402.

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The Ministry of Education of China is pushing a reform to include statistics and probability in its national elementary and secondary curriculum. The new Standards, Standards-based textbooks, and some preliminary feedback from teachers will be illustrated in this paper.
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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.
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Triasningsih, E., Laurens Kaluge, and Sudiyono. "High Order Thinking Ability Through Social Studies Problem-Based Learning at a Junior Secondary School in Eastern Java." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.046.

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Assuah, Charles. "ENHANCING GHANAIAN JUNIOR SECONDARY SCHOOL STUDENTS’ UNDERSTANDING OF THE CONCEPT OF DIVIDING A NON-ZERO REAL NUMBER BY ZERO." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1145.

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Jong, Morris, and Michael Jiang. "MOTIVATIONAL AFFORDANCES OF MOBILE INQUIRY-ORIENTED AMBIENCE-AWARE FIELDWORK SUPPORTED BY EDUVENTURE IN JUNIOR SECONDARY SCIENCE EDUCATION FROM THE TEACHER PERSPECTIVE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1629.

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Fitria, Rani. "Evaluation Program of Physical and Health Educational Learning in Junior Secondary School In The Gayo Lues Region of Aceh." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.168.

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Turmudi and Eri Erlina. "Constructing formula of pyramid volume by comparing volume of prism with the beach sand and container media in junior secondary school: A lesson study." In THE 5TH INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION IN MATHEMATICS: ICREM5. AIP, 2012. http://dx.doi.org/10.1063/1.4724136.

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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.
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Eya, Patrick. "Introduction of Technologies in Teaching Rural Nigerian Children to Promote Equity and Inclusion." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8744.

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Over 70% of the population in Nigeria are located in rural areas. Education is still largely delivered through the traditional method of teacher centered pedagogy. Rural areas in Nigeria is characterized by lack of basic infrastructural facilities. Outbreak of Covid-19 pandemic has necessitated changes in educational structure, learning environment, learning devices and teaching approaches. According to Gambary (2021) “our education can solve no problems if technologies meant to support innovative teaching and learning are not available at all levels of education”. In this 21st century, emphasis has been on the learner-centered education. This approach can only be successfully implemented if technologies are introduced. Unfortunately in Nigeria, these changes do not seem to have gotten to the rural areas. Consequently learners in these rural locales and their teachers are put at a disadvantage and the situation is further exacerbated for the females, girls, disabled and other vulnerable groups. The issues of equity and inclusive education will suffer. The purpose of the study was to determine the technologies employed in teaching and learning in Nigeria, the extent to which they are utilized, and motivate the learners. The study adopted descriptive survey design. The study was carried out in Igbo-Eze North Local Government Area of Enugu State. Population was made up of 71086 learners and 4276 teachers in the public junior secondary schools. Researcher developed questionnaire was the main instrument used for data collection. Data was analyzed using frequency count and mean. Results show that technologies are not available and the few that were available were not utilized effectively. The teachers and the students agreed that technologies are source of motivation, promote equity and enhance inclusion in education. Based on the findings seven recommendations were made.
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Martins, Felipe Nascimento, Ivan Seidel Gomes, and Carmen R. Faria Santos. "Junior Soccer Simulation: Providing all Primary and Secondary Students Access to Educational Robotics." In 2015 12th Latin American Robotics Symposium (LARS) and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR). IEEE, 2015. http://dx.doi.org/10.1109/lars-sbr.2015.16.

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Reports on the topic "Junior secondary education"

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Bano, Masooda, and 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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2

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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3

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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