PRAXEOLOGICAL ANALYSIS OF THE TEXTBOOK AL-'ARABIYYAH LIL-NISHI'N

The main focus of this study was to explore the role of Social Studies education in mitigating climate challenges. The mixed method approach was employed to carry out this study. All the 154 Social Studies teachers in 79 public Junior High Schools (JHSs) from the Cape Coast Metropolis participated in the study. The researcher used questionnaire and semi-structured interview guide to collect information from these participants. Responses from the questionnaires were analysed using the Statistical Product for Service Solution (version 22.0) software and the outcomes were presented in the form of frequencies, percentages, means and standard deviation. The findings from the study indicate that the Social Studies curriculum at the senior high school level does not adequately cover climate related issues. Although Social Studies education focuses on the physical environment and helps to address environmental challenges, one would expect that the curriculum would make adequate provision for such a critical component of the environment, but this is not the case as the curriculum covers less environmental-related issues. Although Social Studies teachers are the front liners when it comes implementing climate-related issues in the Social Studies curriculum, they are not adequately equipped with the knowledge, skills and competencies required for effective transmission of same to learners. At best, some of the teachers had climate related knowledge from subjects other than social studies, the knowledge they had acquired was not sufficient enough for their effective application in the classroom. It was recommended that integration of more climate-related topics and issues in a transdisciplinary manner into the Social Studies and other related curricula such as science, citizenship education, geography and human rights education, at the various levels of education in Ghana would be of great help. Teacher education institutions that prepare Social Studies teachers at the various levels of higher education in Ghana such as the colleges of education and the universities should adequately include climate change related topics in their curricula. It is crucial to strengthen teachers’ and educators’ capacities to deliver accurate information, integrate local content, promote critical thinking about climate change and take action on climate change mitigation and adaptation. Keywords: Climate Change, Environmental, Integration, Pedagogies, Social Studies. DOI: 10.7176/JEP/12-14-06 Publication date: May 31 st 2021

This article will discuss digital-based learning across subjects at all levels of educational institutions as a learning media tool. The discussion of digital-based learning is a very fundamental part to be understood by all educators, both at the school level and at the university level. This article is a literature review with a qualitative analysis knife method that explores in depth related to digital-based learning across subjects at various levels of education. Furthermore, digital-based learning for educators holistically is an obligation in mastering digitalization in the learning process because all materials or subjects at all levels of education are very in tune with technology. Based on the findings from the literature review results in various subjects and levels of education, digitalization in learning has increased student learning achievement. On average, educators who use digital-based learning across subjects encourage student achievement. But on the other hand, a phenomenon was also found, including students experiencing digital addiction for those who use cellphones, some teachers still have difficulty in digital-based learning, facilities for digital learners have not become full attention, internet access is limited, digital media innovation has not been maximized. Therefore, through this article, it is hoped that all educators such as teachers and lecturers will be more creative and explore the use of digital-based learning media that are more sophisticated and attractive so that students are more motivated in the learning process, so that student achievement continues to increase.

The present study was conducted in order to discover the overall perception of the youth which was represented by 79 UiTM Penang Malay students regarding the actions that could be taken to expand the mastery of Jawi at various levels of education in Malaysia. This research employed a quantitative method via the administration of a questionnaire containing 20 items to each respondent involved. The items were designed to answer the research question of the study, “What is the perception of UiTM Penang Malay students towards the initiatives that can be taken in order to expand the teaching and learning of Jawi at various levels of education in Malaysia?” The results revealed that most of the respondents contributed positive views towards the exposure and practice of Jawi at various levels of education and supported some initiatives suggested for expanding the teaching and learning of Jawi. For example, 33 respondents (41.8%, M= 4.24, SD= 0.738) strongly agreed with item 9 (“In my opinion, Jawi subject needs to be offered at all levels of learning (primary, secondary and tertiary levels) so that its learning can be more comprehensive”). Obviously, the respondents in majority favor the teaching and learning of Jawi to the point that they think it should be made a subject that is offered at all educational levels.

The purpose of this research is to find out the implementation of the Islamic Religious Education curriculum policy at various levels of education. the research method used is library research with a leatherative method. Data sources come from books. The data collection technique used is documentation while the data analysis technique consists of four stages, namely data collection, data reduction, data presentation, and inference. The results of the research found that the Islamic Religious Education (PAI) Curriculum at various levels of education (Schools, Madrasahs and Pesantren) consists of several aspects, namely aspects of the Qur'an-Hadith, faith or aqidah, morals, fiqh and aspects of tarikh (Islamic history).

This study aims to analyze and to compare the effects of various levels of education on the economic growth of some selected countries in Sub-Saharan Africa (SSA) between 1980 and 2015.It is hypothesized in the study that various levels of education have significant positive impacts on the economic growth of some selected sub-Saharan Africa countries over the stated period. Fixed effect Least Square Dummy Variable (LSDV) and a robust version of System Generalized Methods of Moment (SYSGMM) are adopted as model estimating techniques. Results from the LSDV model indicate increasing positive impacts of various levels of education on the economic growth of the thirty selected SSA countries. This trend of significance is corrected in the dynamic model, but with negative effects on the lower levels of education on growth while higher education output which negatively impacted on growth is reversed. The study systematically compares the effects of education on growth when higher education is included and when it is excluded both at the enrolment and output level in the regression model. We found different results at each instance for the various levels. Therefore, the major conclusion of this study is that higher education human capital at the output level appears to be the most significant of all the levels of education. However, this advantage enjoyed by higher education could have been as a result of cumulative effects from other levels of education over time. We, therefore, conclude that higher education should be supported with strong education policy implementation, as this could have a positive impact on SSA economic growth.

This study aims to analyze and to compare the effects of various levels of education on the economic growth of some selected countries in Sub-Saharan Africa (SSA) between 1980 and 2015.It is hypothesized in the study that various levels of education have significant positive impacts on the economic growth of some selected sub-Saharan Africa countries over the stated period. Fixed effect Least Square Dummy Variable (LSDV) and a robust version of System Generalized Methods of Moment (SYSGMM) are adopted as model estimating techniques. Results from the LSDV model indicate increasing positive impacts of various levels of education on the economic growth of the thirty selected SSA countries. This trend of significance is corrected in the dynamic model, but with negative effects on the lower levels of education on growth while higher education output which negatively impacted on growth is reversed. The study systematically compares the effects of education on growth when higher education is included and when it is excluded both at the enrolment and output level in the regression model. We found different results at each instance for the various levels. Therefore, the major conclusion of this study is that higher education human capital at the output level appears to be the most significant of all the levels of education. However, this advantage enjoyed by higher education could have been as a result of cumulative effects from other levels of education over time. We, therefore, conclude that higher education should be supported with strong education policy implementation, as this could have a positive impact on SSA economic growth.

Introduction. Ensuring the sustainability of the public finance system forms the basis for sustainable development and growth of the national economy. The sustainability of the public finance system is influenced by both macro-financial indicators and indicators of government spending and debt. It is well known that the demographic burden on the budget will grow in the future. This will be manifested in an increase of government’s social spending. Therefore, studies of the impact of demographically-driven costs on the sustainability of public finances in the future are relevant. Insufficiently studied – in this particular context – are the government’s spending on education, which led to the choice of the subject of the study. Purpose. The purpose of the research is in analytical assessment of the impact of changes in the volume of spending on education (caused by the demographic aging in Ukraine) on budgetary sustainability. Method (methodology). The methodological basis of the study is the theoretical provisions of the economic science of public finance in general and public funding of education in particular. The article uses general scientific methods of theoretical and empirical knowledge: analysis and synthesis of data on financing of various levels of education and their age structure; mathematical modeling and forecasting in assessing the demographic impact on public finance’ sustainability; systemic analysis of the results. Results. The article reflects the main results of the analysis of demographically determined trends in the volume of financing of various levels of education in Ukraine, determines the age proportions of financing of education in the base year and decomposes the corresponding spending by the age structure of the population; changes in the volume of budget financing of various levels of education in Ukraine in the medium and long term (taking into account forecasts of demographic aging of the population), estimates the impact of demographically determined changes in the volume of budget financing of education on the sustainability of public finance in the medium term. The results can be applied in budget planning, in the development of a budget declaration and program-targeted documents regarding financing of the education sector in Ukraine.

Introduction. The article presents the results of investigating the problem of labor education in the context of current changes in the social and educational environments. The purpose of the article is to identify the features of labor education in modern social and educational spheres from the standpoint of continuity of the tasks of its implementation at various levels of education and consistency with the tasks of general education. Materials and Methods. The theoretical research methods include sources analysis and analysis of educational programs for different levels of education. Empirical research methods used in the study include exploration of teaching experience and a questionnaire. The survey involved: 8,850 preschool teachers from 53 regions of the Russian Federation; 317,166 parents (legal representatives) of preschool-age children from 87 regions of the country; 4,913 deputy directors of comprehensive schools, representing 61 regions; 190,080 parents of school-age students, representing 88 regions. Results. The conducted research revealed: insufficient formalization of theoretical provisions; disunity of existing individual practices of labor education, their insufficient continuity at different levels of education and consistency with the tasks of general education; low activity of parents in the implementation of tasks of labor education as the child develops, vagueness of parents’ ideas about the significance and content of labor education at different levels of education. Methodological bases and conditions for the implementation of labor education in modern social and educational environments are formulated. Conclusions. The identified features of labor education at the present stage reflect the insufficient development of theoretical and methodological foundations for organizing labor education of students and actualize the need for further study of the problem, as well as the development of a model of labor education taking into account continuity at various levels of education and consistency with the priority tasks of general, secondary vocational education and model (federal) educational programs.

The study was aimed to identify bullying behavior in students from various levels of education. This study presented bullying patterns in every level of education like bullying forms, involvement of other parties (friends and teachers) to bullying behavior. The study was conducted to 567 students (95 elementary school students, 200 junior high school students, 134 senior high school students, and 138 college students) The samples were taken from schools and universities located in Tembalang and Banyumanik Semarang. Samples were determined using stratified random sampling technique. Bullying data was obtained from Bullying Experience for Students Questionnaire. The descriptive analysis result concluded that most of students have experienced bullying. Students who receive the most bullying are elementary school students (n = 78; 82.98%). For elementary school students, unpleasant treatments are most often occurs in the classroom and school yard. In college students, unpleasant treatments are most often occurs in the cafeteria and outside the campus. The higher the education level, the percentage of subjects reporting decreases (SD= 60.22%; SMP= 12.36%; SMA= 6.80% dan PT= 5.26%). At all levels of education, most subjects did something when bullying happened to their friend. The percentage of subjects who had conducted bullying a friend at various levels of education is quite high. At the high school level, the percentage is highest, reaching 70%.

Teachers are professional educators who must meet academic qualifications, competencies, and educator certificates. The phenomenon in the field, non-science teachers who teach science subjects still found and it was affect the learning process. Genetics is one of the contents in biology which familiar as a difficult content by students. This is due to the weak mastery of the depth and breadth of material content at every level of education. This study examines the depth and breadth of mastery of the genetics content required for teachers at various levels of education. This study uses a qualitative approach with the grounded theory method. The researcher collected data in stages, namely data collection from teachers and experts. The data collection process was carried out for 15 months and involving 15 participants form nine teachers and six biology experts. The data analysis process in grounded theory research goes through three stages, namely open coding, axial coding, and selective coding. Based on the findings of this study, the depth and breadth of genetics content that must be mastered by teachers at each level of education is different. A new theory has been successfully synthesized, namely that the higher the level of education, the higher the depth and breadth of content that must be mastered by a teacher. In this case, it means that the depth of content (vertical dimension) and breadth of content (horizontal dimension) are directly proportional to the level of education.

In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. EFL learners need to adapt when they enter the classroom. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 (thirteen) journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. By knowing these results, this narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes.

1. Introduction Equality of opportunity in education is an objective supported nowadays by all ideological viewpoints, all political parties, and all countries; a political program is inconceivable today that does not include among its points a promise to establish, or at least to struggle to establish, equality of all citizens with regard to access to the various levels of education — both primary and secondary general compulsory education, and other levels that are not mandatory — independently of the economic and social position of the candidates. This ideal, however, is far from being a reality throughout the entire world, though there can be no doubt that more progress has been made in some places than in others; the aim has been to achieve a situation, considered just, in which merely being born into a specific family, with a particular economic, social, and cultural level, does not predetermine or even predestine the possibilities of the individual for attaining a certain level of education.

In the era of globalization and digital transformation, learning Arabic faces a variety of challenges, mainly due to its linguistic complexity that differs from the student's native language. Teaching technique skills are an important factor in creating effective and meaningful learning. This study uses a descriptive qualitative approach through a literature review to examine the concepts, types, and strategies of applying teaching skills in the context of Arabic language learning. The results of the study show that mastery of basic skills such as asking questions, explaining, managing classes, and providing reinforcement plays a very important role in improving students' language competence actively and contextually. The preparation of a literature-based conceptualization strategy that can be used as a practical reference in the development of the professional competence of Arabic teachers at various levels of education. The quality of Arabic learning is greatly influenced by the extent to which teachers master and apply teaching technique skills in a planned, varied, and in accordance with the main contribution of this learning process which lies in the preparation of literature-based conceptualization strategies that can be used as a practical reference in the development of professional competencies of Arabic teachers at various levels of education. The findings of this study have a positive impact on improving the quality of Arabic teaching in a sustainable manner.

This research aims to analyze the effectiveness of the Teams Games Tournament (TGT) learning model on student mathematics learning outcomes. The research method used is literature study, by collecting and analyzing various relevant academic sources, including journals, articles and research reports. Literature analysis shows that the application of the TGT model consistently has a positive impact on students' mathematics learning outcomes at various levels of education. The TGT model increases learning motivation, student engagement, and understanding of mathematical concepts. The study also found that TGT helps develop social and cooperative skills among students. The results of this literature review indicate that the TGT model is an effective learning strategy and can be recommended for use by educators in an effort to improve student mathematics learning outcomes. Researchers suggest that implementing the TGT model can be an effective alternative learning strategy for improving mathematics learning outcomes in elementary schools. Further research is recommended to explore the application of this model to other subjects and different levels of education.

In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education. It is shown how the emphasis shifts between different sub goals at different levels of education from kindergarten and lower grades of primary school to workplace learning. At the end, the use of the model is shown on a case study that deals with teaching information technology use at university level.