Journal articles on the topic 'Non-government schools'
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Gurd, Bruce. "Rising accountability of Australian non-government schools." Public Money & Management 33, no. 6 (November 2013): 415–20. http://dx.doi.org/10.1080/09540962.2013.836002.
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Zehavi, Amos. "Regulating non-government schools: Explaining success and failure." Regulation & Governance 5, no. 4 (June 23, 2011): 446–64. http://dx.doi.org/10.1111/j.1748-5991.2011.01112.x.
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Ntare, Privatus. "DISTRIBUTION AND PREDICTIVE OWNERSHIP OF PRIMARY SCHOOLS IN TANZANIA MAINLAND." Business Education Journal 10, no. 2 (August 16, 2021): 1–10. http://dx.doi.org/10.54156/cbe.bej.10.2.288.
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This study attempted to explore the distribution of primary schools and the predictive ownership of primary school teachers in Tanzania's Mainland. The dataset used in this study was collected in 2016 by the Tanzania National Bureau of Statistics. To attain the objectives of this study the descriptive statistical analysis and logistic regression model were adopted. A total of 17,094 schools were included in the study. The findings revealed that there was an unequal distribution of primary schools as well as primary school teachers in Tanzania's Mainland. Tanga was the region with many government primary schools (992) and Dar es Salaam was the region with many non-government schools (245). Katavi was the region with few government primary schools (175) and non-government schools (2). There were more permanent female teachers (104052) than permanent male teachers (98028) while in the case of the temporary teachers, males (2660) were more than females (1970). Also, the data showed that 94.1% of all schools were owned by the government. The logistic regression results indicated that the permanent female teachers were negatively connected with non-government schools while the permanent and temporary male teachers were likely to be in non-government schools. The logistic regression model successfully predicted the school ownership for 13663 schools with a reasonably high accuracy of 94.75%
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Miller, Paul W., and Derby Voon. "Government Versus Non-Government Schools: A Nation-Wide Assessment Using Australian Naplan Data." Australian Economic Papers 51, no. 3 (September 2012): 147–66. http://dx.doi.org/10.1111/j.1467-8454.2012.00429.x.
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Babie, Paul. "Religious Freedom and Education in Australian Schools." Laws 10, no. 1 (January 30, 2021): 7. http://dx.doi.org/10.3390/laws10010007.
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This article examines the constitutional allocation of power over primary and secondary education in Australia, and the place of and protection for freedom of religion or belief (FoRB) in Australian government and religious non-government schools. This article provides both an overview of the judicial treatment of the constitutional, legislative, and common law protection for FoRB and a consideration of emerging issues in religious freedom in both government and religious non-government schools, suggesting that the courts may soon be required to provide guidance as to how the available protections operate in both settings.
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Humaira Akram, Prof. Dr. Samina Malik, and Prof. Dr. Nabi Bux Jumani. "Comparison of the Knowledge of Technology, Pedagogy and Content of Educators at Secondary Level." sjesr 4, no. 1 (March 6, 2021): 164–71. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(164-171).
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The innovative trends in 21st-century instruction have altered the entire landscape of pedagogy. Hence, this worldview move requires technological information and expertise from educators along with knowledge of instructional content. The main topic of the research work is based on a new, interdisciplinary framework for educators' knowledge of technological integration, the professed knowledge of modern equipment, art of teaching, and material. This structure is centered on Shulman's concept of knowledge of instructional material i.e. PCK to comprise information about modern equipment. Therefore, the purpose of this study is to; assess and compare the technical instructional and material understanding (TPACK) of IT educators in government and non-government schools. This study has followed a quantitative research approach. The target population comprised of all IT educators working in government and non-government high schools in the urban area of Islamabad. Using a proportionate stratified random sampling technique, 32 IT educators (from government schools) and 40 IT educators (from non-government schools) were selected for sampling. Data were collected using a self-developed research tool. Data analysis was steered using descriptive & inferential statistics. Outcomes of the study specified a noteworthy variance of government with non-government CS educators -about Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technical Pedagogic Know-how (TPK) nevertheless, non-noteworthy variance regarding Technological Content Knowledge (TCK) and TPACK.
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Griffiths, Joanne, Lesley Vidovich, and Anne Chapman. "Outcomes approaches to assessment: comparing non‐government and government case‐study schools in Western Australia." Curriculum Journal 19, no. 3 (September 2008): 161–75. http://dx.doi.org/10.1080/09585170802357470.
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Rodgers, Joan, Frank Neri, and Ian Moran. "Heterogeneous Treatment Effects? An Examination of Australian Non-Government Primary Schools." Australian Economic Review 49, no. 3 (September 2016): 272–89. http://dx.doi.org/10.1111/1467-8462.12161.
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Hardwick-Franco, Kathryn Gay. "Music Education In Remote Rural South Australian Schools: Does A Partnership With A Non-Government Organisation Work?" Australian and International Journal of Rural Education 28, no. 1 (December 9, 2017): 104–20. http://dx.doi.org/10.47381/aijre.v28i1.161.
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Schools in rural South Australia are remote from opportunities for students and teachers to engage in music learning and professional development. This aim of this research project was to investigate the degree to which partnerships between rural schools and non-government organisations (NGOs) can be effective and meet this need. Anderson and White (2011) note that partnerships in education, both in Australia and elsewhere, continue to be a prominent policy feature, as a preferred way of working to deal with key challenges for schools. This project employed a participant-observation methodology that incorporated methods of survey and invitational semi-structured interviews. It explored the ways in which schools benefited from partnering with a non-for-profit organisation in music education. Project results indicate that the quality of partnerships between an NGO (Musica Viva) and rural schools (government and non-government) have a positive impact on: student and teacher learning of music; the advancement of teachers’ music pedagogy and; student, teacher and community wellbeing. Importantly, this positive impact occurred in rural and remote schools with significant numbers of vulnerable, disadvantaged and disengaged students. Conclusions may be used to inform the development and strengthening of school-NGO partnerships to improve the quality of music education in rural schools. The project also offers itself as an example of how future investigations of school-NGO partnerships more generally might be pursued.
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WIBORG, SUSANNE, FRANCIS GREEN, PETER TAYLOR-GOOBY, and RACHEL J. WILDE. "Free Schools in England: ‘Not Unlike other Schools’?" Journal of Social Policy 47, no. 1 (April 27, 2017): 119–37. http://dx.doi.org/10.1017/s004727941700023x.
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AbstractThe aim of this article is to investigate the argument that choice and competition will unleash entrepreneurial innovation in free schools. Free schools were introduced as a subset of the Academies by the Conservative–Liberal Democrat Coalition government, following the general election in 2010. The government made it possible for non-state providers to set up their own independent, state-funded schools in order to create more choice, competition and innovation. We conclude that a higher level of substantive innovation is taking place in regards to management practices than in respect of curriculum and pedagogical practices. Innovation in curriculum and pedagogical practices is very limited. Creating a free school offer that seems to differ from other schools appears to be done through marketing and branding rather than innovation. We argue that parents, OFSTED, and the relative isolation of free schools constrain innovation from taking place.
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Knipe, Sally. "Indigenous and Non-indigenous Students in Remote Locations: A National Neglect." Education and Society 38, no. 2 (December 1, 2020): 5–20. http://dx.doi.org/10.7459/es/38.2.02.
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This research examines national data and investigates the nature of provincial education in Australia, with a particular focus on students attending schools in isolated areas. Numerous government reports and research findings have acknowledged a range of issues regarding the academic performance of students from “rural” to describe the nature of educational research undertaken in non- metropolitan Australia as inadequate, and not reflective of the way schools are classified by government agencies.
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Panchenko, Vadim, Oleh Olkhovyі, Artur Oderov, Volodymyr Klymovych, Aleksandr Rolyuk, Ihor Romaniv, and Oleksandra Dovgan. "Application of Unjustified Indicators of Performance of Government Programs in the Field of Physical Culture and Sport as a Factor of Non-Certification." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 5 (October 27, 2021): 478–85. http://dx.doi.org/10.26693/jmbs06.05.478.
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The purpose of the work was to study the application of individual performance indicators in the State Targeted Social Program for the Development of Physical Culture and Sports until 2020 as an important aspect of compliance with state social standards and guarantees for the provision of social services in physical culture and sports and its effectiveness. Materials and methods. The study used theoretical analysis, systematization and generalization of scientific literature, documentary sources and guidelines in the field of physical education and identified the main problems of the physical training system. Results and discussion. The central executive body did not provide the use of available pre-published and statistically sound reference indicators, did not analyze its own statistics on the development of reserve sports and statistics of the State Statistics Service of Ukraine on the permanent deterioration of the demographic situation of the population of Ukraine. As a result, it was not possible to create conditions for training in children’s and youth sports schools for 270,506 children aged 6 to 18, which, in our opinion, made it impossible to form a full-fledged reserve sport. At the same time, even the increase in funding by the leadership of the united territorial communities in 2020 could not affect the development of reserve sports by attracting up to 13 percent of children and youth aged 6 to 18 to classes in children’s and youth sports schools and made it impossible to comply with state social standards. Conclusion. In the course of our study, the indicators of the effectiveness of the State Targeted Social Program and the dynamics of growth of reserve sports were analyzed and the destructive factors that affect the effectiveness of the formation of reserve sports were identified. Among other things, the use of knowingly inaccurate professionally unsubstantiated data for the formation of some basic and at the same time socially significant indicators of reserve sports growth in the State Targeted Social Program was revealed, as a result of which youth sports schools in terms of their funding, the number of which as of 2020 decreased from to 1231 children’s and youth sports schools instead of 1298 children’s and youth sports schools planned for funding in the State Targeted Social Program
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Hussain, Mehtab, Nazim Hussain, and Mobeen Kousar. "Role of Pakistan Reading Project (PRP) in Promoting Urdu Reading Skill at Primary Level in Azad Jammu and Kashmir." International Research Journal of Education and Innovation 3, no. 1 (March 31, 2022): 226–38. http://dx.doi.org/10.53575/irjei.v3.01.21(22)226-238.
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This study was arranged to compare the performance of PRP schools and Non-PRP schools in promoting Urdu reading skills of the learners at the primary level in District Kotli AJ&K. The objectives of the study were to compare improvement in Urdu reading skills of the learners at primary level in PRP and non-PRP Schools and to compare gender wise, area wise improvement in Urdu reading skills of the learners at primary level in PRP and non-PRP schools. The population of the study consisted of all 410 PRP schools (256 male 154female) and 620 Non-PRP Schools (309 male &311 female) of Dist. Kotli in AJ&K. Four PRP schools and four non- PRP schools (2 boys &2 girls) were selected randomly. In this way, total eight (8) schools were selected and total students were 191. The self-made test was made as a research instrument for this study. Data collection was made through a personal visit. Data were analyzed by using mean, standard deviation and independent sample t-test. The performance of PRP Schools is above than average marks in all reading components while Non- PRP Schools is above than in three reading components (comprehension, vocabulary and print concept) and below average in three reading components. On the basis of analysis and findings conclusion were drawn the students studying in PRP Schools were better than the students studying in Non-PRP Schools with respect to Urdu reading skills in District Kotli AJ&K. Boys were better than girls in PRP & non-PRP Schools, urban was better than rural students in PRP Schools and rural were slightly better than urban in Non-PRP Schools in Urdu reading skills. The findings, analysis, and conclusions give some ideas in improving Urdu reading skills. Education department with the help and co-operation of Government should provide the opportunities for the teachers to gain training about modern techniques of PRP. The government should upgrade their teachers and Headteachers regarding coaching according to the modern era. Department of education should organize a proper ongoing training for their teachers and Headteachers. These Urdu reading components and techniques of PRP should be the part of the curriculum of AJK as well in Pakistan.
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Volkova, E. Yu. "Transformation of the instruments of government regulation of the economy: from non-interference to strategic managementt." Economics and Management 28, no. 1 (February 4, 2022): 92–104. http://dx.doi.org/10.35854/1998-1627-2022-1-92-104.
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Aim. The presented study aims to investigate the evolution of interpretations of the government's role in the economy and to identify and describe the modern functions of the government in the economy and the corresponding regulatory instruments.Tasks. The authors theoretically analyze the approaches of major economic schools to the interpretation of the government's role in the economy in different periods; identify historical patterns in the transformation of government functions depending on external conditions; describe economic problems in the modern world; determine government functions and effective instruments for their implementation in the current context.Methods. This study uses general and special methods, such as induction and deduction, analysis and synthesis, generalization, systematization, comparative analysis, and content analysis. The methodological basis of the study includes the works of economists of various historical eras representing major economic schools, as well as modern research on the history of economic thought and government regulation.Results. The approaches of leading economic schools to substantiating the adequate degree of government intervention in the economy are analyzed – from the pre-scientific period to modern Nobel laureates. The historical and economic features of different eras are established, and the most effective instruments of government regulation of the economy are indicated for each era. Based on global development trends, the main economic features and problems of the XXI century are highlighted, which are universal in the context of globalization. The transformation of government functions in the modern economy is substantiated. The authors propose an original approach to the classification of government functions depending on their focus on solving specific problems and identify instruments for implementing new functions.Conclusions. The study highlights universal government functions in any society, such as producing public goods, protecting law and order, and updating legislation. The scope of government intervention in the economy and the selection of regulatory instruments are justified differently in the concepts of economic schools, depending on the characteristics of the external environment. During the development of human society, the degree of government influence on the economy changes. As social relations and technology become more advanced, government functions in the economy become more complex and new goals and forms of regulation appear. Government functions in the modern economy can be divided into four categories: ensuring economic development, facilitating technological progress, maintaining human capital, and economic globalization. The focus is shifting towards instruments for strategic planning, forecasting, and management and a program-oriented approach to the implementation of government functions.
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Ugbudu, Martin Iorgbir, and Esther Nguamo Ashir. "Government funding and quality of education in Nigeria: the imperative role of non-governmental organizations." Journal of Global Social Sciences 2, no. 7 (September 1, 2021): 1–15. http://dx.doi.org/10.31039/jgss.v2i7.22.
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The imperative for sound and quality education cannot be overemphasized. Education is fundamental to the construction of a knowledge economy and society in all nations. It provides the needed manpower for the overall turn- around of a nation. In Nigeria, the educational system is bedevilled by poor funding characterized by incessant strikes, closures of schools and decay in infrastructure. This study examines the issue of government playing a dominant role in financing public schools vis-a-vis the quality of education in Nigeria. The fundamental questioned that is posed is, in a nation where educational policies, infrastructure, personnel and programs are provided mainly by the government, can education develop beyond what the government can provide? Using a descriptive approach, the study, which relies on secondary data and adopts the systems theory as its frame of the analysis found out that government funding of the educational sector has eroded the quality of education in Nigeria. Based on this, it recommends a funding strategy where Non-Governmental Organizations will complement government efforts to fund education in the country.
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English, Rebecca. "Selling education through “culture”: responses to the market by new, non-government schools." Australian Educational Researcher 36, no. 1 (April 2009): 89–104. http://dx.doi.org/10.1007/bf03216894.
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George, Tayo O., W. K. Olayiwola, M. A. Adewole, and Evans S. Osabuohien. "Effective Service Delivery of Nigeria's Public Primary Education: The Role of Non-State Actors." Journal of African Development 15, no. 1 (April 1, 2013): 221–45. http://dx.doi.org/10.5325/jafrideve.15.1.0221.
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Abstract The study examines and analyses the role of Non-State Actors (NSAs) in public provision of primary education in Nigeria using descriptive and econometric techniques. The analysis demonstrates that the major source of funding of public primary education in Nigeria flows from the Federal Government to the State government and finally to the Local Government Education Authority (LGEA). The study shows that NSAs' activities are mainly the provision of school inputs with little or no role monitoring and management of public primary schools. It was found that the presence of private school inspectors has significant positive effect on pupils’ performance. Parents occupation and household qualities especially type of building were found to have positive impact on the pupils ‘performance. Based on these findings, the study recommends the need for adequate involvement of NSAs in the management of public primary schools and improved inspection of schools as ways of improving the quality of primary education in Nigeria.
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Zafar, Sumaira, Maha Qaisar, Zainab Sohail, and Arjumand Zaidi. "Development of Government Schools in Orangi Town, Karachi." Journal of Geoscience, Engineering, Environment, and Technology 2, no. 4 (December 1, 2017): 235. http://dx.doi.org/10.24273/jgeet.2017.2.4.348.
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The primary school system in Pakistan needs improvement in order to provide the basic right of education to all. Government schools are not enough to cater the needs of increasing population of the country. The main goal of this study was to present a methodology for the development of government schools based on geographical information system (GIS) through a case study of Orangi Town in Karachi. In this study, first the adequacy of government schools in the study area was evaluated and then the need for additional schools with their suitable locations were identified. Data regarding school locations and students enrollments were collected from Sindh Basic Education Program of a non-profit NGO iMMAP. School building footprints were digitized from 2001 and 2013 Google Earth archived images. Population in 2013 was estimated by projecting 1998 census data downloaded from the website of the Census Bureau of Pakistan. An educated assumption of 20 % of the total population of Orangi Town was used to calculate number of primary school-aged children. Study results showed that schools existed in 2013 were not sufficient to serve all these children. This study also revealed that new schools were built during this time period, but the population growth rate was much higher than the growth rate of schools that created a big supply-demand gap. The most progressive Union Council (UC) of Orangi Town was Haryana Colony where 17 new schools were constructed between 2001 and 2013 though the required number of schools still fall short. New sites for schools were also proposed to optimally serve Orangi Town’s residents using GIS proximity analysis.
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Mendoza Egusquiza, Carla Lizette. "Development of Soft Skills from Out-of-School Experiences in Peru. Learnings from Non-Profit Organizations’ Activities in Public Schools in Lima." Contratexto, no. 036 (October 21, 2021): 87–117. http://dx.doi.org/10.26439/contratexto2021.n036.5193.
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This research aimed to examine the enhancement of soft skills in public education in Peru through analysing non-profit organisations’ techniques at the school level. The objectives were (a)To understand how the quality of education in Peruvian public schools assures the development of soft skills, (b)To explore the potential of non-profit organisations in supporting the development of soft skills in public schools. Interviews with three non-profit organisations and a government official, alongside reports, were analysed based on an OECD model. The findings include government initiatives that indirectly develop soft skills, but management issues might lead to teacher-centred rather than student-centred methodologies, deterring skills development. Unfriendly environments characterise vulnerable areas for skills development; non-profits become supportive disruptive spaces to cultivate values, ethics, and skills. The discourse analysis concludes that, despite their small scope, they mainly develop collaboration and task performance skills, impacting career decisions, families and communities. Non-profits employ a playful and concrete methodology that fosters the development of soft skills, but which is difficult to implement in public schools due to a lack of resources and school management. Further research should explore non-profits’ impact on skills development. This study is a pioneer in this field in LATAM.
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Murungi, Catherine Gakii, Begi Nyakwara, and Teresa Mwoma. "Children’s safety and security in non formal pre-primary schools: The intervention measures." Journal of Education and Learning (EduLearn) 15, no. 4 (November 1, 2021): 505–10. http://dx.doi.org/10.11591/edulearn.v15i4.20287.
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This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county and the head teachers/managers and teachers working in these pre-primary schools. A sample size of 54 pre-primary schools was selected. A total number of 136 participants from the sampled pre-primary schools participated in the study comprising of 78 preschool teachers, 54 head teachers, and four education officers. The findings revealed various intervention measures by participants such as intervention by: county government, school management such as picking and dropping children, fencing school and having lockable gates.
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Kolade, Oluwaseun. "Universal basic education in Nigeria: can non-state actors make a difference?" Quality Assurance in Education 27, no. 2 (April 1, 2019): 179–96. http://dx.doi.org/10.1108/qae-08-2018-0091.
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Purpose Against the backdrop of falling standards and failing government policies in the education sector in Nigeria, this paper aimed to investigate how and why non-state actors can make a significant impact on the achievement of Sustainable Development Goals for universal basic education (UBE). Design/methodology/approach This study draws from semi-structured interviews of 15 heads and proprietors – six state-funded schools, six faith schools and three other privately owned schools – to examine and compare the different motivations, guiding principles and overall impact of these actors in the education sector. Findings Religious actors, along with private providers, are making a significant contribution to the provision of basic education in Nigeria. Students from faith schools tend to perform better academically and they also tend to be more disciplined and resourceful. However, because these schools are fee-paying, fewer households are able to access them. Practical implications The findings highlight the need to facilitate better cooperation and knowledge transfer activities between public, private and faith schools. It also emphasises the need for better government commitment and investment in provision of resources and facilities, effort in regulating the curriculum and regular inspection and quality monitoring of public schools. Originality/value The study highlights, on the one hand, the superior capacity of non-state actors – especially religious actors – to deploy their vast social capital towards the mobilisation of funds and human resources. On the other hand, while they have made inroads in their share of total national school enrolment, non-state actors have not made significant impact on access to quality education, owing to high fees and entry barriers faced by poorer households.
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Kumar, Ashok. "A Comparative Study of the Factors Contributing to Excellence in Government and Non-Government Primary Schools Of Kanpur Mandal." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 5 (2014): 15–20. http://dx.doi.org/10.9790/7388-04531520.
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Costa, Deborah A. "Transforming Traumatised Children within NSW Department of Education Schools: One School Counsellor's Model for Practise – REWIRE." Children Australia 42, no. 2 (June 2017): 113–26. http://dx.doi.org/10.1017/cha.2017.14.
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Adequately supporting the needs of maltreated and traumatised children within New South Wales (NSW) public education system schools is often frustrated by poor perception of the impact of developmental trauma on children's school-based functioning and the need for additional, specialist support; the push for, and provision of, behaviour diagnoses for these children to fund basic assistance and supervision; competing demands on an overextended School Counselling resource impacting capacity for school-based trauma informed psychological services, and seemingly stretched capacity of government/non-government agencies to reliably provide effective support. This is accompanied by a lack of understanding of behavioural signals of distress children display and underreporting to agencies; persistent, simplistic behaviourist views of children's behaviours within schools and low-level collaboration between schools and external agencies. Facilitating a trauma sensitive environment within NSW schools can ameliorate these frustrations and attend to these inadequacies in a pragmatic, achievable way. This practice paper presents a School Counsellor-led model (REWIRE) for achieving this.
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Wang, Samuel C. "Project Hope and the Hope School System in China." education policy analysis archives 7 (September 7, 1999): 28. http://dx.doi.org/10.14507/epaa.v7n28.1999.
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I investigate the creation, development, contributions and limits of Project Hope, a huge government-endorsed education project seeking non-governmental contributions to overcome educational inadequacy in poverty-stricken rural communities in transitional China. By reexamining the composition of sponsored students, the locations of Hope Primary Schools and non-educational orientations for building and expanding schools, I argue that Project Hope and its Hope School system have not contributed to educational access, equality, equity, efficiency and quality as it should have. Poverty-reduction-oriented curriculum requirements in Hope Primary Schools are theoretically misleading and realistically problematic.
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Chiwoya, Alvin, and Harrison Daka. "Comparative Study on Job Satisfaction Between Teachers in Government and Non-Governmental Junior Secondary Schools in Monze Urban District, Southern Province, Zambia." International Journal of Research and Innovation in Social Science 06, no. 06 (2022): 895–901. http://dx.doi.org/10.47772/ijriss.2022.6635.
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The study compared job satisfaction of teachers in government and non-governmental junior secondary schools in Monze Urban District of Southern Province, Zambia. A descriptive research design was used for the study. The sample comprised of 90 teachers that were randomly selected using simple random sampling technique from the nine junior secondary schools. Ten (10) teachers were selected per school and this brought the total study sample to ninety (n=90). Data collected was analysed using SPSS version 23. From the research findings, it was evident that teachers were satisfied with the work itself, working relationship, supervision and the working environment but were not satisfied with the incentive pay and the working conditions. The study also showed a significant difference in job satisfaction between teachers in government and private schools with respect to work itself and supervision, and between teachers in government and mission schools with respect to working relationship. It was therefore recommended that the Ministry of General Education, District Education Boards, school proprietors and managers ensure that fringe benefits such as housing allowance, transport allowance, beneficiary tuition allowance and working conditions are improved in order to enhance job satisfaction of teachers
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Hakim, Afzal, Rizwana Shaheen, Manisha ., and Himani Tak. "A cross sectional study on the knowledge, attitudes and practices towards menstrual cycle and its problems: a comparative study of government and non-government adolescent school girls." International Journal Of Community Medicine And Public Health 4, no. 4 (March 28, 2017): 973. http://dx.doi.org/10.18203/2394-6040.ijcmph20171309.
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Background: Young girls up to 20 years of age comprise a quarter of Indian female population. A vast majority of adolescent girls in India are affected by reproductive health issues and menstrual problems are one of them. These problems arise mostly due to false beliefs & poor awareness regarding menstrual cycle. The objective of the study was to assess knowledge, attitude and practices towards menstrual cycle and its problems among school girls. Methods: A cross sectional study among 250 girls (age 13-19 years) each from government and non-government schools of Jodhpur City was carried out by interviewing them with predesigned & pretested questionnaire. Results: Most of the girls of non-government schools considered menarche as a different experience of life (34.8%) and unhygienic (27.6%) while 41.6% of government school girls were scared due to menarche and 30% considered it as unhygienic. 59.6% of non-government school girls knew about menstrual cycle before menarche while 48.8% of government school girls had such knowledge. Mother was the commonest channel of information in both study groups. 12-14 years was the most common age groups in which menarche occurred in both study groups. About 2/3 of non-government school girls were using sanitary pads while only ¼ of government school girls had such practice. High cost was the major reason for not using sanitary pads in Govt. school girls. Pain Abdomen was the commonest complaint faced during menstrual cycle followed by backache. About 4/5th of non-government school girls and about 2/3rd of government school girls attended school during menstrual cycle. All subjects faced some kind of domestic restriction due to disbelief in relation to menstrual cycle. Irritability was reported as most common psychological problem during menstrual cycleConclusions: There is a need for adolescent girls to have accurate and adequate information about menstruation appropriate sanitary and hygienic management.
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Stewart, Douglas J., and Charles J. Russo. "A comparative analysis of funding non-government schools in Australia and the United States." Education and the Law 13, no. 1 (March 2001): 29–41. http://dx.doi.org/10.1080/09539960120046736.
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Bhamani, Shelina, and Nadia Ayub. "Conduct Problems in Children Attending Pre-Primary Schools in Rural Areas of Pakistan." Journal of Education and Educational Development 1, no. 1 (June 4, 2014): 40–53. http://dx.doi.org/10.22555/joeed.v1i1.12.
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The aim of this study was to explore the conduct problems faced by school going children in the rural areas of Pakistan. Two hypotheses were formulated to explore the significant differences between the intervention and non-intervention groups and gender on the variables of conduct and internalization. The data of a total 386 young children were collected from three different regions, who were enrolled in government pre-primary classes. The children under study comprised two kinds of schools: intervention schools that had early childhood interventions, and non-intervention schools. The data analysis revealed no significant difference between children in intervention and non-intervention schools. However, there was a gender difference found in the variables of conduct and internalization. The conclusion of the study was framed to provide implications of the study for professionals.
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Copley, Paul A., and Edward B. Douthett,. "Are governmental accounting measures value relevant to the citizenry?" Journal of Public Budgeting, Accounting & Financial Management 26, no. 4 (March 1, 2014): 583–613. http://dx.doi.org/10.1108/jpbafm-26-04-2014-b003.
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We examine the relevance of governmental accounting information to the citizenry by analyzing the association between various financial and non-financial measures of local government performance and residential property values. The link between government performance measures and residential property values is based on a model of housing value capitalization developed by Yinger (1982). Using a model of firstdifferences, we find that changes in housing values are associated with government financial measures, including reported surplus and changes in outstanding debt. Further, we find that changes in housing values are also associated with non-financial measures of performance by county schools. Overall our results suggest that both financial and non-financial government performance measures are economically relevant to citizen property owners.
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Razak hazami, Lalu Abdul, Mahyuni Mahyuni, and Nuriadi Nuriadi. "An Analysis of Pedagogical Instabilities in the Non-Government Teachers (GTTs)." International Journal of Multicultural and Multireligious Understanding 7, no. 11 (December 2, 2020): 107. http://dx.doi.org/10.18415/ijmmu.v7i11.2141.
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This paper was aimed to investigates pedagogical competence in the non-government teachers in Jerowaru District, East Lombok. The method used in this study was a descriptive-qualitative study where the purpose was to describe the phenomena that occur regarding the lack of non-government teachers’ competencies in the teaching and learning process. The study was focused on analyzing three vocational schools in Jerowaru District where the total population of teachers was 60 teachers with 50% which means that 30 of them were purposively taken as a sample in the study. The result shows that many of the non-government teachers are unstable in terms of pedagogical competence. The main cause of the problem that occurred came from the facilities and access to the internet so that they lack material and media support in the teaching in the learning process. Besides, salary also becomes concerned for these teachers, where they only received one salary in a matter of three months. Regarding covid-19, the assistance provided by the relevant government is also inadequate so that it clearly affected their teaching competence.
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Gill, Angrej Singh. "State, Market and Social Inequalities: A Study of Primary Education in the Indian Punjab." Millennial Asia 8, no. 2 (October 2017): 194–216. http://dx.doi.org/10.1177/0976399617715826.
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The article, using the National Sample Survey (henceforth NSS) data, establishes that the non-state providers, particularly the private-unaided sub-sector, have predominantly captured the primary school education market in Punjab. The predominance of these schools in the state has made the primary education a tradable commodity, catering to the demands based on the ability of the households to pay. In such a situation, the type of school (government or private) the households in the state are able to choose for their wards, particularly at rural level, is largely contingent on their caste and gender, which clearly shows that a new form of social inequality has emerged in Punjab (given not only that the learning environment in the government schools is perceived to be of formidable concern, but these schools are also non-English medium). The article suggests that without a properly functional state-financed school education system, the market forces will continue to strengthen the prevailing social inequalities.
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Pawlak, Robert. "School Reforms and Educational Inequalities in Post-Communist Poland." Filosofiya osvity. Philosophy of Education 19, no. 2 (December 23, 2016): 189–205. http://dx.doi.org/10.31874/2309-1606-2016-19-2-189-205.
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The paper is devoted to the presentation of the results of a study about stratification in the school system in Poland. The research was conducted in Krakow, the former capital of Poland, in 2011-2012. The data come from statistics on local education system, individual in-depth interviews with school masters and teachers from lower secondary schools as well as politicians representing the local government. Special attention was paid to school recruitment policies, unequal access to education for students from different backgrounds, and the local government strategy for education. As a result, three types of lower secondary schools were identified: 1) elite non-public schools; 2) the best public lower secondary schools and 3) schools for students from poor families, facing enormous problems and substantial educational needs. We concluded that the education policy of the local authorities of Krakow is not effective in terms of equalization of opportunities of the children and youth from socially neglected and marginalized communities.
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Solekhah, Heny. "PAUD is My Second Child: How Early Childhood in Indonesia Strives to Develop." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (March 24, 2020): 121–33. http://dx.doi.org/10.31098/ijeiece.v1i2.50.
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This research is aimed to investigate how the teachers of Early Childhood Education (ECE) in Indonesia or Pendidikan Anak Usia Dini (PAUD) have been struggling to sustain and develop their schools. The data was collected through a focus group discussion with teachers in Kelompok Bermain (KB) from four sub-districts in Kendal, Central Java. It is followed by individual interviews and the teachers’ document analysis. The government policies are also gathered and analysed to know to what extent the government supports the teachers and their schools. The research found that despite the different reasons for being PAUD teachers, they established (ECE) from ‘zero’ and put their schools as a priority over themselves; being proactive and communicative the only ways to develop both their professionalism and institutions; Dana Desa and Dana Kelurahan are two desired financial resources; and they hope that the government could raise their status from non-formal educators to be formal and bring equality. In conclusion, the teachers have struggled to advance their professionalism and institutions despite disadvantaged circumstances and expecting that in the future they will gain more government support.
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Riyadi, Sugeng, and Slamet Akhmadi. "Pemberdayaan Masyarakat Pondok Pesantren Berbasis Pengembangan Lembaga Keuangan Mikro Syariah : Studi Kasus pada Pondok Pesantren Darussalam Dukuhwaluh Kabupaten Banyumas." el-Jizya : Jurnal Ekonomi Islam 10, no. 1 (July 29, 2022): 51–66. http://dx.doi.org/10.24090/ej.v10i1.6371.
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The pro-life skills movement towards Islamic boarding schools is quite encouraging. This is marked by a pro-active policy from the government that is more open in order to prepare pesantren alumni to take part in development participation. However, in the opinion of researchers, the opportunities provided are still independent grants. The point is, the government assistance is still in the form of mere material funds in the form of various entrepreneurial competitions as well as freelance fund faucets that emphasize the connectivity of Islamic boarding schools to the government and are non-auditing. Of course, this phenomenon will later lead to the pretension of unhealthy competition, stigma of nepotism and lead to apathy among Islamic boarding schools that are not covered by grant funds for these various government programs. On the other hand, the absence of auditing efforts on the progress of entrepreneurship assistance will cause the recipients of funds to be indifferent to the consequences of productivity and accountability. This discourse certainly requires an accurate integrative solution called continuous mentoring.
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Bulkley, Katrina. "The Accountability Bind." education policy analysis archives 9 (October 1, 2001): 37. http://dx.doi.org/10.14507/epaa.v9n37.2001.
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Charter schools involve a trading of autonomy for accountability. This accountability comes through two forces—markets through the choices of parents and students, and accountability to government through the writing of contracts that must be renewed for schools to continue to operate. Charter schools are supposed to be more accountable for educational performance than traditional public schools because authorizers have the ability to revoke charter contracts. Here, I focus on one central component of accountability to government: performance accountability or accountability for educational outcomes to charter school authorizers through the revocation or non-renewal of charter contracts. In this paper, I suggest that contract-based accountability for educational performance in charter schools may not be working as proponents argued it would. This article explores some explanations for why there are very few examples of charter schools that have been closed primarily because of failure to demonstrate educational performance or improvement. Future work will need to test if these challenges for authorizers hold in a variety of contexts. The conclusion examines the implications of these findings for the future of charter school accountability.
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Razem, Reem J. "Parents’ Attitudes towards the Implementation of Arabic as an Additional Language in Dubai: An Exploratory Case Study." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 849. http://dx.doi.org/10.17507/tpls.1008.02.
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As part of the Ministry of Education (MoE) language policies, the UAE government made Arabic language a compulsory subject for non-speakers in all private schools. The UAE government stipulates that private schools must offer a core programme in Arabic as a second language. Thus, non-Arab expatriates are required to study Arabic as an Additional Language (AAL) from Grade 1 to Grade 9. This qualitative case study aims to explore the attitudes of parents towards the implementation of Arabic as an Additional Language (AAL) in one of the private British schools in Dubai, wherein AAL has been rated ‘Acceptable’. This exploration is a snapshot of attitudes held by parents as key stakeholders in the triad of school, teachers, and parents’ partnership towards the learning and teaching of AAL- whether approving or disapproving of it. It will illuminate some of the arising issues related to potential gaps between the implementation of AAL (practice) and the MoE framework (Theory). Ultimately, this paper aims to uncover challenges and proffer recommendations. To enhance the implementation of AAL in schools, this paper will propose potential parental engagement initiatives that can yield valuable policy decisions.
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Munawiroh, Munawiroh, Achmad Dudin, Husen Hasan Basri, and Ta’rif Ta’rif. "Evaluation Research on Diniyah Formal Early Implementation in Pesantren." Journal of World Science 1, no. 11 (November 11, 2022): 1018–24. http://dx.doi.org/10.58344/jws.v1i11.123.
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Introduction: The government and Islamic boarding schools strategically improve the quality of the implementation of Formal Diniyah Education, known as Formal Diniyah Education (PDF), professionally and effectively. In this regard, Islamic boarding schools and the government must prepare policies on PDF development. However, PDF in Islamic boarding schools is not optimal, so it is strategic to be evaluated as material for improving the quality of PDF in Islamic boarding schools in the future. Method: This evaluation research uses a qualitative approach by taking cases from several PDFs in the pilot project of Indonesian Islamic boarding schools. Result: Among the research findings, it is stated that: The level of PDF quality is primarily determined by the optimal level and whether PDF implementation in Islamic boarding schools is exemplary. Among the findings: the recognition of PDF in Islamic boarding schools must be accompanied by professional monitoring of the quality context of the application of PDF in Islamic boarding schools, the PDF curriculum still overlaps with Ma'had Ali's curriculum, lack of learning management and lack of optimal professional guidance for PDF, PDF achievements of non-Muslims. Academic (psychomotor) in pesantren is not too much attention. Conclusion: The government and Islamic boarding schools need to pay attention to the effectiveness of the application of PDF in Islamic boarding schools so that the quality of PDF in Islamic boarding schools is always maintained, through several strategic efforts, namely: in collaboration with the Ministry of Religion, Balitbang need to recommend to Pusdiklat and Pusdiklat, and pesantren need to pay attention to the optimal performance of students PDF at the boarding school.
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Tariq, Nadia, Tamkeen Nishat Jaffry, and Sadaf Khalid. "Earthquake Preparedness in Schools of Islamabad." Journal of Islamabad Medical & Dental College 8, no. 3 (September 29, 2019): 141–45. http://dx.doi.org/10.35787/jimdc.v8i3.398.
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Background: Pakistan is located in the Himalayan region, which has the highest vulnerability to earthquakes. The Islamabad-Rawalpindi area lies in a tectonically active zone, where earthquakes have been frequent in the recent geological past. Earthquake preparedness in schools is relatively under studied area in Pakistan. The objective of this study was to determine the level of preparedness of schools for earthquakes and to compare it between urban and rural, government and private schools in Islamabad Capital Territory.
Material and Methods: It was a cross-sectional comparative study. The study population was schools of Islamabad Capital Territory. The total sample size was 74 and non-probability purposive sampling technique was used. Data was collected through a structured questionnaire pretested on 5% of the sample size and respondents were administrative staff of schools. Data was analyzed using SPSS version 21. Data of the categorical variables was presented in the form of frequencies (percentages). Statistical significance of association between school profile and level of preparedness was determined by using bivariate tabular association analysis (Chi square).
Results: Out of 74 schools, 61 were private and 14 were government schools. 46 schools were located in urban areas while 28 were in rural area of Islamabad Capital Territory. Out of the total schools, 66.2% had written preparedness plan for earthquake and 73% of the schools had a safety committee to lead disaster response planning. Most of the schools (82.4%) had minimum of two exits in high occupancy rooms. There was significant association of location of school with preparedness plan for earthquake (p=0.009), and type of school with two evacuation drills annually (p=0.03).
Conclusion: Private schools and those located in urban areas are better prepared for earthquakes as compared to government schools and the ones located in rural areas.
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Drew, Joseph, Michael A. Kortt, and Alexandra Bec. "Administering faith: Does the religious institution administering a school influence educational achievement?" Journal of Sociology 55, no. 2 (February 13, 2019): 342–65. http://dx.doi.org/10.1177/1440783319829248.
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Australia’s education landscape is almost unique among developed nations in having a high proportion of students taught at non-government schools by a diverse range of religious providers, which receive relatively high levels of government funding. It therefore offers the ideal setting for a study on the outcomes achieved by students at schools administered by the major faith providers relative to their peers in government institutions. We take advantage of a six-year panel of nationwide academic test data, along with a comprehensive suite of control variables, to test whether there are differences in average school performance. We find strong evidence to suggest that significant differences in achievement exist between various faith-based providers that cannot be explained solely with reference to educational advantage and prior performance.
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Chao, Stelah Didas, Peter Siamoo, and Gadi M. Koda. "The Influence of Funds Provided by The Government on the Availability of Teaching and Learning Resources in Public Secondary Schools in Moshi District Tanzania." international journal of Education, Learning and Development 10, no. 10 (September 15, 2022): 1–17. http://dx.doi.org/10.37745/ijeld.2013/vol10n10117.
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This study was guided by convergent design under mixed-method approach to explore the influence of funds provided by the government on the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study was guided by Systems theory of Organization pioneered by Ludwig von Bertalanffy in 1969 and one research question. The target population was all public secondary schools, Public secondary school teachers, Heads of public secondary schools, Schools board chairpersons and District Education Officer of Moshi District in Kilimanjaro Region. Sampling of schools, teachers, school board chairperson and students were by both probability and non-probability sampling techniques. Instruments for data collection included Questionnaires and interview guides. After pilot testing, the reliability of the questionnaire was ensured by using the Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency regards to adherence to data collection procedures and ethics. Quantitative Data was analyzed by descriptive while qualitative analysis was by coding and creating themes and final data has been merged to ensure confirmation or disconfirmation of the findings. The study found that Government funds influence the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study concluded that government funds were used to ensure the availability of teaching and learning resources yet are not adequate that why most of teaching and learning resources are not adequate in Moshi Public secondary school. The study recommends that Ministry of Education, Science and technology in Collaboration with President Office Regional Administrative and Local government should continuous to provide funds to ensure availability of teaching and learning resources in Public secondary schools.
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Anita, Dewi Evi. "Implementasi Wajar Dikdas di Pondok Pesantren Salafiyah." Wahana Akademika: Jurnal Studi Islam dan Sosial 3, no. 2 (December 28, 2016): 3. http://dx.doi.org/10.21580/wa.v3i2.1141.
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<p><strong>Abstrak</strong></p><p>Education has a role in feeding the nation, either through formal or non formal education. Since 2000 the Government announced compulsory primary education in boarding schools, with first consideration Salafi students boarding schools Salafiyah is the compulsory age students. Second, it is expected students after graduation from boarding schools Salafi have an equal chance in gaining employment. Consideration of the annual programme of Wajar Dikdas in boarding schools Salafiyah APIK Kaliwungu and Darul Falah Jekulo Kudus based on mutual agreement between the Minister of religious affairs with the Minister of national education, about the Government programs to complete compulsory primary education in boarding schools Salafi, due to quantity the number of boarding schools Salafiyah very much, mostly located in rural areas and yet affordable by institutions of formal education or not evenly education, the high number of drop outs, pessimism urgensitas against education for community life and future students. Wajar Dikdas program at the boarding schools Salafiyah APIK Kaliwungu and Darul Falah Jekulo Kudus is not a primary education at both the boarding schools.</p><p><strong>Keywords:</strong> Pondok Pesantren Salafiyah, Wajib Belajar Pendidikan Dasar</p>
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Solekhah, Heny. "PAUD is My Second Child: How Early Childhood in Indonesia Strives to Develop." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (March 25, 2020): 117–27. http://dx.doi.org/10.31098/ijeiece.v1i2.151.
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This research is aimed to investigate how the teachers of Early Childhood Education (ECE) in Indonesia or Pendidikan Anak Usia Dini (PAUD) have been struggling to sustain and develop their schools. The data was collected through a focus group discussion with teachers in Kelompok Bermain (KB) from four sub-districts in Kendal, Central Java. It is followed by individual interviews and the teachers’ document analysis. The government policies are also gathered and analysed to know to what extent the government supports the teachers and their schools. The research found that despite the different reasons for being PAUD teachers, they established (ECE) from ‘zero’ and put their schools as a priority over themselves; being proactive and communicative the only ways to develop both their professionalism and institutions; Dana Desa and Dana Kelurahan are two desired financial resources; and they hope that the government could raise their status from non-formal educators to be formal and bring equality. In conclusion, the teachers have struggled to advance their professionalism and institutions despite disadvantaged circumstances and expecting that in the future they will gain more government support.DOI: http://doi.org/10.31098/ijeiece.v1i2.50
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Deer, Christine E., Thomas W. Maxwell, and Joseph D. Relich. "Student Perceptions of School Climate over Time: Two Secondary Schools." Australian Journal of Education 30, no. 2 (August 1986): 188–99. http://dx.doi.org/10.1177/000494418603000206.
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This paper reports the results of a two-year study of student perceptions of school climate. The students concerned were from two non-metropolitan government secondary schools in Years 7 to 12 in New South Wales. Two scales, originally developed in the United Kingdom by Finlayson, Banks and Loughran in 1971 and later modified by Lane, Crane and Thomas in 1982, were used to measure student perceptions. These scales were Teacher Concern for Students and Student Alienation. Student data over the two years, 1982 and 1983, were matched so that only those students present on each occasion were included in a repeated measures analysis. The two school climate scales were used as dependent variables, while the independent variables were sex and year level. There was a statistically significant interactive effect between year level, sex and testing occasion on both scales but the pattern of significant simple effects differed across the two schools. The simple effects interactive patterns are examined in detail and reasons for their occurrence are proposed.
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Boender, Welmoet, and Leni Franken. "Hoe geven we les in en over de islam?" Religie & Samenleving 17, no. 3 (November 17, 2022): 173–97. http://dx.doi.org/10.54195/rs.13312.
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How do we teach about and into Islam in Flemish and Dutch schools? This is the leading question of this special issue of Religie & Samenleving. Its relevance must be understood against recent societal developments (secularization, increasing religious diversity) as well as against pedagogical-didactical developments about teaching about, teaching into and teaching from religion in governmental and non-governmental (denominational) schools. This introductory essay elaborates on the historical and legal background of formal Islamic religious education in Belgium (Flanders) and in the Netherlands. Hereto, we first outline the constitutional frameworks in both countries, in which the provision of government-subsidized religious education should fall. Subsequently, we describe the organization of Islamic religious education, which in the Netherlands is mainly offered at Islamic schools, while in Belgium it is a subject facilitated by the government in official schools. We also show how Catholic schools in Flanders have reflected on a suitable offer for the increasing number of pupils with a Muslim background in these schools. We end our introduction by showing how in recent years, teacher education institutions in both countries have invested in preparing their students for teaching about or in Islam.
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Romanowski, Michael H., and Saba Mansoor Qadhi. "Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools." SAGE Open 12, no. 2 (April 2022): 215824402210995. http://dx.doi.org/10.1177/21582440221099523.
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Launched in 2014, Teach for Qatar (TFQ) is a local non-governmental organization under Teach For All (TFALL) that recruits and prepares graduates and professionals as teaching fellows in the Qatari government schools. This qualitative exploratory study used semi-structured interviews to identify TFQ Fellows’ challenges they faced and the resources available during their teaching in Qatar’s Government Schools. Findings indicate that these TFQ Fellows experienced similar challenges that TFALL participants face worldwide and regional, including unreal expectations, unexpected workloads, and unmotivated and unprepared students. It was reported that TFQ provides a comprehensive and valuable resource and support system that enabled these individuals to complete their 2-year commitment. The discussion offers additional insights into the TFQ program and how these findings might benefit teacher education programs and programs like TFQ.
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Choudhury, Mehnaz Tazeen. "An Exploration of Classroom Practices in Secondary Schools." Shanlax International Journal of English 7, no. 4 (August 31, 2019): 1–10. http://dx.doi.org/10.34293/english.v7i4.621.
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This study was undertaken in the secondary schools of Dhaka, Bangladesh. Students from Bengali medium schools of Bangladesh do not achieve even a minimal amount of proficiency in English even after completing high school. Moreover, they are seen to remain teacher dependent even at tertiary level. Learner autonomy is seen as a crucial need of the time in the context of Bangladesh. Either classroom practices or teacher beliefs, or both are responsible for this state of affairs. Therefore, it became imperative to research to find out the classroom practices of English language teachers and see whether they were autonomy supportive. This was exploratory qualitative research, and the participants were class VII English language teachers from five government and non-government Bengali medium schools. Classroom observations and semi-structured interviews were used to collect the data. Findings of this study have implications for teacher training programs and how they need to be redesigned to bring about a change in teacher beliefs and approaches.
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Fakunle, E. F., and B. K. Ajayi. "Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State." Research Journal of Education, no. 68 (December 21, 2020): 144–48. http://dx.doi.org/10.32861/rje.68.144.148.
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The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.
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Manu, Blessing Dwumah, Huaisheng Zhang, Daniel Oduro, Anastasia Krampah-Nkoom, Isaac Adjei Mensah, Oswin Aganda Anaba, and Adubofour Isaac. "School Board Efficiency in Financial Management and Human Resource in Public Senior High Schools: An Evidence from Ashanti Region, Ghana." International Journal of Social Science Studies 8, no. 1 (December 24, 2019): 79. http://dx.doi.org/10.11114/ijsss.v8i1.4556.
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Education reform has led to the replacement of public senior high schools by the governing council, which is responsible for handling and managing the flow of resources in Ghana. Notwithstanding these lawful necessities and government financial provision for schools, it is unfortunate that poor facilities, poor performance and low morale among both teaching and non-teaching staff continue to impede the academic achievement of most Ghanaian public Senior high schools. The purpose of this study was to evaluate the efficiency of Board of Management (BOM) in financial and human resource management in Ashanti region of Ghana. This research adopted descriptive survey design. Thirty-five headmasters and 215 BOM participants from 35 public senior high schools in Ashanti region, Ghana contributed in the study. Using representative survey questionnaire, data were gathered. The study established that, in supervising and managing financial activities in the sampled schools, the BOM was not up to task. Nevertheless, it was observed that, BOM were efficient in managing human resources and its related activities. The study proposes that, the Ministry of Education develop a strategy or framework that obligates the government to provide BOM members with functional training as required by the basic law of education.
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Nisa, Zaib. "Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 95–105. http://dx.doi.org/10.35993/ijitl.v7i1.1214.
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This study investigates the elementary teachers’ perceptions about stakeholders’ (parents, heads, students) attitude towards subjects not assessed by Punjab Examination Commission (PEC) in public elementary schools. The study focuses on the quantitative research method and survey research design. The study includes population of 254 elementary public schools of Sialkot. However, the researchers have chosen only 95 public elementary schools of Tehsil Sialkot as the target population. Likewise, the study has focused only 48 public elementary schools of Tehsil Sialkot as sample for this research using simple random technique. Similarly, the study deploys Self-tailored questionnaires for data collection. The study has analyzed the collected data on the theoretical framework of the descriptive (Mean, Frequency), inferential (t test), and p value. The study concluded that the respondents’ attitude towards non-assessed subjects in public elementary schools Sialkot has been at a low level. The study recommends that government must revise teachers’ evaluation policy, which is only based on students’ scores. The study suggests that the teachers’ evaluation criteria must be broadened in order to and some other factors may also be considered while evaluating teachers.
Keywords: Stakeholders’ attitude, teachers’ perception, Punjab Examination Commission, non-assessed subjects
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Gede Dharma Arya, Wicaksana, and Dewi Ni Putu Febriana. "E-LEARNING ACCESSIBILITY IN STATE-OWNED SCHOOLS IN NORTH BALI." Lingua Scientia 26, no. 1 (July 22, 2019): 8. http://dx.doi.org/10.23887/ls.v26i1.18833.
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This study aimed at investigating the implementation of e-learning in one of government non-favourite schools in Singaraja. This study was the result of the real implementationof e-learning in Bali in which the government expected e-learning to be applicable in every school in Bali since the launching of Balinese version of E-learning 2017. This research was a descriptive qualitative research. This study used snowball sampling in which the public opinion was counted. The data were collected by using observation and interview guide. The result of the study showed that the implementation of e-learning was not running well and became a serious problem. Some sollutions were offered in this study.