Abstract
There are wide disparities between the proportion of men and women not only in higher education but also down to the elementary levels. Some researchers have found out that the percentage of women in higher education in Africa is less than 20 percent. ln Nyanza province for instance, record have it that the student who scored plain A in Kenya Certificate of Secondary Education from Ogembo division was only one girl out of 268 students who sat for the examination in Gucha Sub county. Indeed, if this trend continues, there is fear that in future we may not be able to produce female students especially from rural areas joining professional courses such as Law, Pharmancy, and Engineering among others. The purpose of this study was to identify the factors that affect girls’ secondary education achievement level and to establish the possible measure that would be taken to in order to improve the girl-child education. The research question included-what factor affects the secondary education level of the girl child and what possible measures would be taken to improve the girl-child secondary education level. Both stratified and simple random sampling techniques were used to find out the sample for the study. Questionnaire was used to collect data and observation schedule of records in schools. Data collected was analysed by use of descriptive statistics and results presented in percentage means and frequency counts. Conclusions and recommendation were also made based on research findings.
Highlights
One challenge for those supporting Information and Communication Technology (ICT) is that the introduction of ICT has been closelyassociated with curriculum change more or less since its first introduction into education (Dias and Atkinson, 2001)
This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subject at intermediate schools in Riyadh, Saudi Arabia
I gave him contact details for a Sony representative based in the United Arab Emirates (UAE), who set up labs in schools across the Gulf countries, and would be able to advise on what equipment could be fitted into the room, as well as a quotation on price, to be forwarded to the Ministry of Education
Summary
One challenge for those supporting ICT is that the introduction of ICT has been closelyassociated with curriculum change more or less since its first introduction into education (Dias and Atkinson, 2001). Primarily relevant in the context of maths teaching, Papert (1984) provides a benchmark for those advocating educational change, for according to Papert “the computer is going to be a catalyst of very deep and radical change in the educational system” as it will give more opportunities to change the conditions of learning by providing new relationships between knowledge and learning Picking up this theme, Watson (2001) argues that ICT use in general should not be viewed only as a catalyst for change and as requiring changes in learning approaches, teaching methods, and ways of accessing information. All of the above skills are integrated to prepare them for distance learning, which is totally dependent on ICT tools This kind of cooperation will enhance students and teachers to think and understand teaching and learning strategies. This step will enable them to overcome problems in future (Al-Harby, 2014)
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