Search

The South African Basic Education System does little to provide skills, needed to survive outside the schooling system, for those who do not wish to pursue post-secondary school education. The education system produces secondary school graduates who are poised, as content carriers and an un-employable labour force. A research question grappled with in this paper is whether this secondary school curriculum design inherited from the colonial formal education system is beneficial for South African learners? The paper argues that the continuation of the provision of this curriculum is tantamount to contributing very little to the national educational strategic goals of creating a skilled workforce needed to run the South African economy. Additionally, this also contributes to the exacerbation of the unemployment in South Africa. From a decolonial point of view, the paper provides a comprehensive overview of the basic education curriculum from the colonial period until the contemporary period and shows how it has contributed to huge numbers of jobseekers visa-versa employees and subservient of the curriculum design and schooling system. Methodologically, this paper is informed by a qualitative research approach in the form of document review. The research revealed four major important elements in decolonization of the school curriculum namely; history lesson, social justice and self-determination, formulation and execution of the protection of indigenous knowledge systems and promoting the significance of indigenous languages and use. [ABSTRACT FROM AUTHOR]

Teaching and learning isiXhosa poetry continues to pose challenges for both teachers and learners in South African basic education. The abstract nature of poetry makes it difficult for both groups to grasp the figurative meanings embedded in each line of the poems. Teachers who rely on rote learning and learners who master cramming find teaching and learning poetry difficult, as these skills offer little or no results in the teaching and learning of poetry. It is against such a backdrop that this paper seeks to investigate the use of augmented reality (AR) in education and how it can assist in the teaching and learning of isiXhosa poetry. The use of AR in language learning has been extensively studied by several scholars. AR is found to enhance learning and decrease learners' cognitive load. In contrast, some scholars argue that it is not ready for total integration into language classes. Despite strides that have been made in the study of augmented reality in language learning and teaching, there is a paucity of extended research on the use of augmented reality in teaching and learning isiXhosa poetry. In this paper, I will review existing data and examine augmented reality activities and technologies that can be used in the teaching and learning of IsiXhosa poetry. This paper will contribute towards improving the teaching and learning of isiXhosa poetry in basic education and assist literature educators in integrating modern technologies in their teaching. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students' performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree's course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the ever-evolving landscape of educational technology, it is vital to understand the empirical relationships of teachers’ Technological Pedagogical and Content Knowledge (TPACK) and its interplay with explanatory factors such as cyber wellness, school climate, and digital nativity. This study employs Covariance-Based Structural Equation Modeling (CB-SEM) to analyze selfreported data from 311 basic education teachers in Central Visayas, Philippines. The model demonstrates robust validity and reliability, showing diverse direct impacts on the antecedent variables to the seven constructs of TPACK. The findings reveal 16 significant hypothesized paths, with digital nativity has a significant effect on all three core knowledge domains of TPACK while school climate and cyber wellness have a significant effect on two knowledge domains. Another significant finding shows that content knowledge emerged with the highest significant effect on technological content knowledge (β = 0.621). This connection highlights the fundamental role of content knowledge in successfully integrating technological competencies among teachers, especially from a developing economy. The study provides policy insights tailored to post-pandemic educational management. [ABSTRACT FROM AUTHOR]

Student socioeconomic segregation is one of the main sources of educational inequity in Argentina. The objective of this paper is to study the explanatory factors of school attendance in privately managed institutions at the secondary level. Furthermore, given the differences in the participation of the private sector by provinces, we particularly aim to compare these determinants to identify possible discrepancies related to geographic location. Some evidence was found that, beyond purchasing power, various social, economic, and cultural characteristics of households are associated with the type of school attended. Moreover, it can be observed that these relationships are not totally homogeneous between the provinces. [ABSTRACT FROM AUTHOR]

Introduction: To summarize the development of Innovative Undergraduate Dental Talents Training Project (IUDTTP) and investigate the training effect of this extracurricular dental basic research education activity from 2015 to 2020 to obtain educational implications. Materials and Methods: The Guanghua School of Stomatology established the IUDTTP in 2015. The authors recorded the development process and analysed the participation situation, training effect, academic performance and overall satisfaction during 2015–2020 through documental analysis, questionnaire and quiz. The t‐test, chi‐square test and ANOVA were used to test the difference. Results: The educational goal, education module and assessment system of IUDTTP evolved and developed every year. A total of 336 students and 79 mentors attended the IUDTTP from 2015 to 2020, with the participation rate increasing from 45.1% to 73.5%. The participants exhibited favourable basic research abilities, manifesting as the increase of funded projects and published papers and satisfying quiz scores. Almost all students (94.94%) admitted their satisfaction with the IUDTTP. Moreover, the attended students surpassed the non‐participants in terms of GPA, the number of acquired scholarships and outstanding graduates (p <.05). Likewise, the enrolment rate of postgraduate participants was significantly higher than non‐participants. Conclusions: To date, the training effect indicated that the IUDTTP has fulfilled the education aim. It brought positive effects on promoting research interest, cultivating research capacities and enhancing academic performance. The potential deficiencies of extracurricular educational activities, including inflexibility in schedule and insufficiency in systematisms, may be remedied by more systematic educational settings in the future. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on selected data from research developed at a Federal Institute in the South of Brazil with students from the National Program for the Integration between Professional and Basic Education for Young People and Adults (Proeja). We aimed to observe which emotions are present in the Proeja English classroom, how they manifest, and how the course can contribute to learning. Therefore, Sociocultural Theory, affective variables, and motivation studies related to language teaching and learning support this investigation. The results indicate that insecurity, shyness, and anxiety are negative emotions that can appear together, causing the student's silence and hindering the learning process. On the other hand, there are clues that the learner can participate in further learning opportunities even after experiencing negative emotions. [ABSTRACT FROM AUTHOR]

There is a lack of research on students' conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students' (age 6–16 years; N = 1282) implicit conceptions of giftedness and intelligence and the mindsets underlying such conceptions. More particularly, the study aimed to investigate how giftedness and intelligence are constructed and understood in the minds of students and how students' mindsets are actualized in their descriptions of giftedness and intelligence. The results indicated that, from very early on, students differentiate between the two concepts. Giftedness and intelligence were both seen as malleable, but views on giftedness were more fixed than were conceptions of intelligence. Both age- and school-related differences were found in students' conceptions. Furthermore, the study demonstrated differences in conceptions of giftedness and intelligence between growth- and fixed-mindset students. [ABSTRACT FROM AUTHOR]

Maslow's theoretical hierarchy of needs suggests need fulfillment is ordered, where basic needs are at least partially satiated before more advanced needs may be pursued. The implication, then, is that an individual is motivated to fulfill their physiological needs before they can seek higher-level needs. Using interview data from 32 single mothers, this paper examines whether mothers—who need to fulfill their children's basic needs—follow or deviate from the ordered direction of Maslow's hierarchy. Findings show mothers' motivations are social, not individual, as they strategically pursue higher education as a way to provide housing, food, and safety to their children—which inverts Maslow's hierarchy. Mothers participate in The House of Educational Attainment (THEA), an organization that provides unilateral support, including apartments, to single parents as they pursue baccalaureate degrees. Support for more programs like THEA is needed if our national goal is for single mothers to achieve self-sufficiency. [ABSTRACT FROM AUTHOR]

China's five-level education and teaching research system (ETRS) has been instrumental in advancing Chinese basic education. It includes the central-, provincial-, municipal-, and countylevel education and teaching research institutions and school-based teaching research offices, which jointly contribute to the enhancement of the quality of education and teacher professional development. There is close collaboration as well as a clear division of responsibility among these institutions. This article expounds on the ETRS's functions and characteristics, shedding light on its significance for Chinese basic education with a view to providing implications for global education development. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Online English writing and peer assessment have always occupied an important place in the assessment of composition at the basic education level as an important writing style and assessment tool. Therefore, this paper constructs the IOA-English analysis model based on the intelligent optimization algorithm as the theoretical basis. An in-depth study of online English writing patterns and the time devoted to them, and the intensity and effectiveness of peer assessment among college students. The results of the study are as follows: the computational analysis shows that the time required for the pre-writing preparation stage is 5-10 minutes, with a difficulty factor of 0.3. The final draft submission phase required the least amount of time, 3-7 minutes, with a difficulty factor of only 0.1. The writing revision stage, the most important stage, takes 10-15 minutes and has a difficulty factor of 0.6. The time for the writing revision phase can be divided into two parts: the first part is the time for tasting the model essay, which is about 3-8 minutes. The second part is the writing and revision time, which is about 12-17 minutes. More than 91% of the students were aware of the importance of peer assessment and were brave enough to express their opinions in cooperative learning and to take care of each other's learning needs in peer assessment. [ABSTRACT FROM AUTHOR]

The Net Promoter Score (NPS) is a popular metric for measuring customer loyalty and is claimed by Reichheld to predict a company's growth. However, various academic studies provide controversial results regarding its reliability and prediction powers. This study analyzes how respondents answer the likelihood-to-recommend (LTR) question in different predescribed and validated situations. One thousand participants are presented with situation descriptions that consist of previous and recent experiences with a bank and are asked how they would respond to the LTR question after such an experience. The results indicate that respondents do not always give a high score for good experiences, and a low score for bad experiences. However, with a high number of respondents, the different answering approaches even out, and the NPS results are higher for good than for bad experiences. Additionally, we notice that whereas negative experiences are evaluated as low by all respondents, Generation X and Boomers tend to give lower scores for neutral and positive experiences. Those with lower income and basic education give lower scores for neutral experiences. The recent experience influences the customer's likelihood of recommending more than the previous experiences with the company. [ABSTRACT FROM AUTHOR]

The use of movement in music education addresses the most natural way to express and represent music itself through the body. It belongs to the history of pedagogy in music education and empirical research from the 1970s. For this study, we conducted a systematic review of works that link music and movement pedagogy, from early childhood to secondary education, to establish a revision framework of the existing literature as a reference to advance in the field of pedagogy and music education research. We analysed 29 articles found in the Scopus database from 2013 to 2023. The results are presented in a PRISMA 2020 Flow Diagram and can be categorised into two emerging areas of intervention: (1) Music and Movement Education; (2) Teaching with Music and Movement in Special Education. Research findings are analysed and presented, and their contributions to education and teaching implications are discussed. Music education and movement pedagogy fosters correlative physical, cognitive, and emotional development and promotes education for all students as an inclusive musical pedagogical approach. [ABSTRACT FROM AUTHOR]

The Teaching Campus Program is an important initiative to improve the literacy and numeracy skills of elementary school students in Indonesia. The aim of this research is to evaluate the effectiveness of these programs in achieving their goals using the Systematic Literature Review (SLR) method. Of the seven articles analyzed starting from campus programs teaching classes 1, 2, 3, 4, 5 and 6, it was found that these programs succeeded in increasing students' interest in learning, reading, writing and numeracy skills, as well as strengthening their personality and social skills. A holistic approach that includes the use of technology and community involvement has proven effective in creating a supportive learning environment. However, challenges such as program consistency and resource support must be addressed to ensure long-term sustainability. Therefore, these programs have great potential to improve the quality of basic education in Indonesia, but further efforts are needed to maximize their impact. [ABSTRACT FROM AUTHOR]

Copyright of Taiwan Journal of Sociology of Education is the property of Taiwan Association for the Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This phenomenological research investigates the lived experiences and interpretations of learners, teachers, and head teachers as users of schoolbuilt environments (SBEs) in the context of basic education in Ghana. Ten participants (four learners, four teachers, and two school leaders) were sampled purposively from two basic education schools (one public and one private). To explore the meanings attributed to these spaces, the study used qualitative interviews, photo elicitation, physical observations and thematic analysis to shed light on the often-overlooked aspects of users' lived experiences. The findings revealed that SBEs elicit both positive and negative emotions and convey messages of support or neglect, influenced by physical, functional, psychosocial, and aesthetic factors. Positive and supportive SBEs provide conducive and safe instructional and non-instructional spaces, whereas negative and neglectful SBEs contribute to inequities in teaching and learning outcomes. This research emphasizes the importance of policymakers and designers taking user perspectives into account to address SBE inequities and promote justice within educational settings. [ABSTRACT FROM AUTHOR]

This study analyzed the tasks associated with measures of central tendency proposed to Chilean students from 5th to 8th year of basic education. For this purpose, the activities involving mean, median, and/or mode were identified through the revision of two series of textbooks (16). The units of analysis were (1) type of measure, (2) task, (3) context, (4) support, and (5) cognitive skill. The main findings allowed us to indicate that the texts are aligned with the curricular guidelines, with tasks mostly associated with mean and mode, prioritizing calculation. Additionally, the tasks lack a context that gives meaning to the data. The support in which the data is presented is written and tabular. Finally, regarding the type of cognitive skills with the greatest presence in the textbooks, these are at a basic level. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Good manufacturing practices play an important role in obtaining safe food and preventing foodborne diseases. To achieve this goal, food handlers must receive appropriate training to be aware of their responsibilities. In this work, compliance with specific personal hygiene requirements by food handlers was assessed in a cross-sectional study of traditional small retail establishments, namely butcher (n = 56) and fishmonger (n = 17) shops in Almada, Portugal. Food handlers (n = 140, of which 113 worked in butcher shops, and 27 worked in fishmonger shops) were interviewed for data collection, and retail establishments were audited considering specific hygiene requisites. In fishmonger shops, most food handlers are women (89%), aged 18 to 45 years (70%), with a high school degree, having worked for less than 5 years in this activity, while in butcher shops most food handlers are men (90%) over 45 years old (58%), with a basic education level, and more than 26 years of experience. Most food handlers (>95%) attended recent food safety and hygiene training courses and were able to recognize that hand sanitizers cannot replace a proper hand wash, and to identify Staphylococcus aureus transmission routes to food. However, approximately 23% of retail establishments failed to provide hot water in the handwashing basin and exhibited improper placement of handwashing instructions. Furthermore, these establishments did not implement corrective actions following non-conforming microbiological results of hand hygiene monitoring. These findings reinforce the need for consistent management commitment, and for providing food handlers with regular training, which is crucial for maintaining a strong food safety and hygiene culture in these traditional small retail establishments. [ABSTRACT FROM AUTHOR]

The Brazilian Legal Amazon, crucial for ecosystem services such as biodiversity, carbon sequestration, and climate regulation, has declined over time in its capacity to absorb carbon dioxide. In response, global policies are being developed to mitigate climate change, which has emerged as a central issue in the planetary health approach. The objective of this study was to investigate how elementary school students in a rural school in the Southern Amazonas state perceive climate change and understand its implications for the health of the planet. Understanding the phenomenon's complexity, we conducted research with students from riverside communities in the Southern Amazon region. The data were analyzed using relative, absolute and percentage frequency tables, with a Fisher's test applied at a 5% significance level. A significant finding was the predominant difficulty students had in accurately conceptualizing climate change, highlighting notable gaps in their understanding of these wide-ranging issues. In the context of the global climate crisis we are experiencing, the integration of concepts related to climate change in basic education becomes indispensable. This study emphasizes not only the existing knowledge gap but also the urgency of educational approaches that prepare children and young people for the challenges of mitigation, adaptation, and understanding the complexities of climate change and its planetary implications. [ABSTRACT FROM AUTHOR]

Objective: This study explores the age effects of the sport education model(SEM) on the impact of basic psychological needs (autonomy, competence, relatedness) and intrinsic motivation (interest, enjoyment, satisfaction) among adolescent students. Method: Retrieval of relevant literature from PubMed, Web of Science, Scopus, and China National Knowledge Infrastructure (CNKI). The search period ranged from the starting year to January 7, 2024. Subsequently, literature screening, data extraction, and quality assessment will be conducted, and data analysis will be performed using "Review Manager 5.4" software. Result: Overall, SEM has a positive and statistically significant impact on the basic psychological needs (MD = 0.36,95% CI [0.22, 0.50]) and intrinsic motivation (MD = 0.75, 95% CI [0.58, 0.93]) of adolescent students (P<0.01). Subgroup analysis revealed age effects on the impact of SEM on the basic psychological needs of adolescent students: pre-peak height velocity (PRE-PHV) (MD = 0.39, 95% CI [0.23, 0.56], I2 = 45%, P<0.01), mid-peak height velocity (MID-PHV) (MD = 0.22, 95% CI [0.01, 0.42], I2 = 82%, P<0.05), post-peak height velocity (POST-PHV) (MD = 1.27, 95% CI [0.79, 1.74], I2 = 0%, P<0.01). Similarly, age effects were found for intrinsic motivation: MID-PHV (MD = 0.86, 95% CI [0.62, 1.11], I2 = 68%, P<0.01), POST-PHV (MD = 0.56, 95% CI [0.40, 0.72], I2 = 0%, P<0.01). Conclusion: The SEM is an effective approach to enhancing the basic psychological needs and intrinsic motivation of adolescent students. However, it exhibits age effects among students at different developmental stages. Specifically, in terms of enhancing basic psychological needs, the model has the greatest impact on POST-PHV students, followed by PRE-PHV students, while the improvement effect is relatively lower for MID-PHV students. The enhancement effect on intrinsic motivation diminishes with increasing age. [ABSTRACT FROM AUTHOR]

In the majority of South African schools, maintaining discipline remains a challenge -- a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners' code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school's specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children's schooling, as a means of supporting teachers. [ABSTRACT FROM AUTHOR]

This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children's participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children's participation. We present two case studies of 9–10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children's interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity—experiences, ideas and the system through which they interact with the world. Repetition framed children's productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children's perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education. [ABSTRACT FROM AUTHOR]

Purpose: The level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni's participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state? Design/methodology/approach: A quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni's Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses. Findings: The descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear. Research limitations/implications: In terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent. Originality/value: Researchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill. [ABSTRACT FROM AUTHOR]

This study was conducted to assess the challenges, coping, and interventions by three (3) secondary schools in Tacloban City for SY 2021-2022 on the delivery of basic education during the COVID-19 Pandemic. The study used a total population sampling which includes 77 teachers. The study employed a descriptive research design to describe the challenges, coping, and interventions made by teachers in the delivery of basic education during the pandemic. High risk of imposture to COVID-19, low internet connectivity on the side of the learners, limited comprehension and lack of interest from students, non-submission of outputs on time, and the assessment of students' outputs were the challenges encountered by teachers. On the other hand, the following were the coping strategies employed by teachers: maintaining a positive attitude, using social media such as "Facebook" and "messenger" in communicating to students and parents, using online platforms such as "google meet" and "zoom" to deliver instruction, creating messenger group chat in school to monitor students' performance, and conducted a virtual meeting with parents. The use of modules and online platforms was the common intervention made by the 3 schools in the delivery of basic education. In case of disruption of classes due to any form of disaster, it is highly recommended to adapt the interventions made by the 3 schools. [ABSTRACT FROM AUTHOR]

Introduction: Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. Methods: Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. Results: Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. Conclusion: The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study was conducted to identify and assess the current status of public education standards in the Philippines through the lived experiences encountered by the school heads of the Division of Bohol. A descriptive qualitative design was used, and (18) school heads from the Division of Bohol were the study's respondents. The result shows that accessible instructional materials, application of the appropriate pedagogical approach, dedicated and committed teachers, highly qualified teachers, well-trained teachers, specialized teachers, sufficient facilities and laboratories, enough funding, sufficient budget for maintenance and other operating expense (MOOE), enough budget for faculty development programs are factors that contribute to the quality of education. Furthermore, the measures that could be taken to improve the Philippine education system are infrastructure development, strengthening partnership and collaboration among stakeholders, prioritization of faculty development, and hiring of full-time nonteaching staff were the identified actions. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to apply and analyze the impact of the semantic feature analysis (SFA) strategy on vocabulary development and comprehension of texts and theoretical concepts in Portuguese school-age students with and without special educational needs (SEN) attending inclusive schools. Method: The research design was quasi-experimental. The SFA was administered in ten sessions of approximately 60 min each. The sample was a convenience sample and consisted of selecting three classes in each school: (i) in the first cycle of basic education, 65 students were divided into a control group, an experimental group and a structured teaching group; (ii) in the second cycle of basic education, 55 students were divided into an experimental group, an online virtual school and a control group. Results: (1) The SFA strategy is motivating, appealing, inexpensive, flexible and easy to implement; (2) learning the SFA strategy is easy and can be successfully taught in any classroom; (3) the performance of the students assigned to the experimental groups was significantly higher in both cycles compared to all the other groups; (4) the effect sizes were 0.87 in the first cycle and 0.88 in the second cycle. Conclusion: The SFA strategy effectively promotes the development of vocabulary, concept knowledge and text comprehension in school-age children, being more effective than regular teaching. [ABSTRACT FROM AUTHOR]

"Lesson honing through different approaches" (LHDA) is a form of teaching research in Chinese basic education. This article gives a brief overview of this school-based teaching research method and describes general implementation procedures of LHDA using LHDA-based secondary mathematics teaching research as an example. Issues with the execution of LHDA are also discussed. [ABSTRACT FROM AUTHOR]

Teachers-in-charge and principals in basic education are responsible for the school operations and yet they encounter challenges in utilizing school resources. With this, a multiple case study was conducted to discover teachers-in-charge and school principals' unique experiences, coping mechanisms, and insights about utilizing school resources. Case one involved seven teachers-in-charge who were subjected to in-depth interviews. Case two, on the other hand, involved seven principals who participated in the focus group discussion. Thematic analysis was used to identify essential themes and followed the cross-case method to identify similarities between the two cases. The common experience themes between the two cases were multitasking due to insufficient personnel and adjusting to the lack of existing facilities. The coping mechanism that was common to the two cases was welcoming community support. Lastly, the common theme between the two cases for insights and lessons was fostering positive relationships is essential in building trust. The study further found that adequate funding is necessary for school heads to maintain smooth school operations. Flexibility and adaptability in addressing the real-time needs of the school are paramount. Prioritizing resource allocation and implementing innovative strategies to maximize resource utilization were also highlighted as essential. Creating an open and supportive environment allows school heads to build strong relationships with the school community, fostering higher engagement and commitment to the school's mission. This study serves as valuable information for researchers planning to investigate related topics. [ABSTRACT FROM AUTHOR]

Project-based learning is a form of student-centered and inquiry-based learning. It differs from traditional instructional approaches by emphasizing students' acquisition of transferable knowledge through active exploration of real-world problems and challenges. For China's basic education community, project-based learning is still a relatively novel notion, and its popularization is subject to a variety of challenges. This study aims to pinpoint the barriers to the successful implementation of this pedagogical method in Chinese basic education. Recommendations on how to enhance its application are also proposed. [ABSTRACT FROM AUTHOR]

History helps society understand its past and its influence on the present and future. South Africa is a country with a unique history, comprising of varying accounts from the different people that make up its 'rainbow' nation. In 2018, South Africa's Department of Basic Education; announced that history would be a compulsory subject for learners from Grades 10–12 starting from 2023. Changes would include a revised curriculum, teacher training and other issues. Expectedly archives would also be factored into this transformation process, as they are integral to history. Therefore, this study investigated the involvement and readiness of archivists in South African public archival repositories to support this development. Nineteen (19) archivists from the National Archives and Records Service of South Africa and the nine (9) Provincial Archives participated in an online survey. The findings indicate that there was minimal involvement of archivists. Nevertheless, the archivists were confident that they had the content and skills, to some extent, to support the revised curriculum. The study recommends that archivists be more proactive in raising awareness about the archives and linking various stakeholders, such as the Department of Basic Education, with these valuable records. [ABSTRACT FROM AUTHOR]

This article investigates the socio-economic and cultural factors affecting gender issues in education in developing countries, with specific reference to Rwanda. It highlights the context of gender equality in basic education, in higher education and among academic staff in higher education in Rwanda. The article identifies a number of socio-economic and cultural factors promoting inequality in the education of women in developing countries. The methodology used was a qualitative approach that involved conducting a desktop study to analyse available literature, as well as regulatory and of- ficial documents. [ABSTRACT FROM AUTHOR]

Copyright of Revista FSA is the property of Revista FSA (Faculdade Santo Agostinho) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

China has the largest-scale education system in the world. Its five-level education and teaching research system has had far-reaching effects in promoting its basic education, enhancing the quality of education, and upgrading the nation's talent pool. The system has been in constant improvement, playing an irreplaceable role in school and teacher development and the national curriculum reform. This article focuses on discussing the significance of this unique research system, with a view to providing valuable insights for sustaining development of education worldwide. [ABSTRACT FROM AUTHOR]