In 2007, some curricular changes of teacher training system were initiated in Mozambique with teacher training course model 10+1. The changes included the teaching of English together with other new subjects that required the training of teachers capable of implementing them to meet the needs of primary education curriculum. In order to examine the implementation of the curricular changes in primary teachers’ institutes, an in-depth study was conducted with attention paid to the integration of complementary subjects for English course at Chicuque teacher-training institute, using a qualitative study. Data were collected through in-depth interviews and document analysis. During the fieldwork, qualitative data were initially analysed through manual methods of coding, clustering and summarizing. At the later phase, electronic methods were used for data processing in Word and Excel software. The personnel’s qualifications, specialization and position were used as the criteria for inclusion of 37 participants involved in curriculum design, Education management and teachers of English in primary schools based on a non-probability and purposive sampling technique. The results indicated that curricular change in study has never been implemented owing to the flaw found in the policy formulation. This article claims that if the curriculum itself is designed with omissions of key guidelines, it will be unlikely to have an effective implementation and suggests a deep evaluation of teacher training policies to review the study plan of the English Course for primary education.   Key words: Teacher training, curricular changes, implementation, policy formulation.&nbsp

The study examined parents' involvement (PI) and students' academic performance (SAP) in Ryakasinga Centre for Higher Education (RCHE) -Sheema district -Uganda.The objectives were to examine the effect of parenting, learning at home, and volunteering on students' academic performance in RCHE.The study was underpinned by Systems theory.The sample size was 117 with 43 teachers and 74 Form 4 students selected using simple random sampling giving a sample size of 117.The response rate was thus 93.6%.Data were collected using a questionnaire and analyzed using SPSS.The findings revealed positive significant relationships between parenting (r=0.576**),learning at home (r=0.378**), and volunteering (r=0.519**).Regression analysis indicated significant prediction effects of parenting (t = 5.363, p< .05),learning at home (t = 3.11, p = 0.003), and volunteering (r=0.519**) on academic performance.The study concluded that communication was a major reason for success in SAP and that a good learning environment positively influences SAP.Recommendations for policy and practice are provided.

Tertiary education is a turning point in anybody&#39;s life. Students&#39; choice of tertiary education is crucial for them, their family members, and the country. All parents would like to see their children reach the heights in education and develop many career prospects. In Sri Lanka, critical job profiles are limited to medical doctors, engineers, accountants, and lawyers. However, the fact remains that this type of lean job market is not realistic or sustainable. Firstly, a country needs not have many professionals from a handful of fields. Secondly, not all students have the capacity to complete the coursework of their respective programs. On the other hand, many vacancies in different fields must be filled consistently, and a country cannot be sustained otherwise. Making a shift in students&rsquo; psychological paradigm is essential in this scenario. This paper introduces a new concept called vertical education integration (E.V.I.). E.V.I. provides a strategic solution to bridge various gaps in the current education system. This concept has been tested and proved for successful results in Sri Lanka. &nbsp; Key words: Education, Industry, University, School.

Teachers are seen as change agents in the world of social justice because they embody the educational ideals of equality and fair treatment. The aim of this study is to examine the more conservative personal and social attitudes of teachers that may affect how their social justice beliefs play out in the classroom. The research findings reveal important results about the relationship between the attitudes of resistance to change and opposition to equality at the personal and social levels, which underlie conservatism, and social justice beliefs about teaching. &nbsp; Keywords: Social justice, conservatism, resistance to change, opposition to equality.

This study was to determine the relationship between e-library and quality assurance in the Federal Government Colleges (unity schools) in Rivers and Bayelsa states, Nigeria. The population comprised of the teachers and students (SS3 and JS3) of the six unity schools in Rivers and Bayelsa States Nigeria numbering 3186 (teachers 1019, students 2167). A research sample of 637 was used through proportional stratified random sampling technique using 20%. A self-designed questionnaire known as E-library and Quality Assurance Questionnaire (ELQAQ) was used to elicit information from the respondents. Three research questions and one null hypothesis were formulated. Mean, rank order, standard deviation and z-test were used to find solution to the research questions and the hypothesis. The major findings of the study include that Federal Ministry of Education (F.M.E.) is a pacesetter of quality education, the library (print or non-print/digital) is the heart beat of the school system as it increases ones reading habit, e-library has the capacity of storing large content of information which can be accessed from anywhere, not all unity school (under study) have functional e-library, the print library is still useful, unity school teachers and students prefer a blend of the print and e-library as both have their advantages. Based on these findings, it was recommended that the print library should not be relegated but upgraded periodically to complement the digital library for quality service delivery, the Federal Ministry of Education Nigeria should endeavor to complete and equip the e-libraries as planned, the Inspectorate division of the F.M.E. should always inspect schools facilities for quality assurance, more qualified ICT teachers should be recruited in the unity schools (as model schools) to promote computer literacy and the F.M.E. should implement effective and regular capacity building in the unity schools of Nigeria to maintain qualitative education as&nbsp; quality teachers produce quality students. &nbsp; Key words: Federal Government College, library, e-library, quality assurance.

This study investigated lecturers&rsquo; perception of contributory pension scheme implementation and job commitment in South-South Nigerian universities. To guide the study, two research questions and one hypothesis were raised. A descriptive survey research that adopted correlational design. The population of the study was all the lecturers in the six federal universities in South-South Nigeria. The sample consisted of 579 lecturers in four selected universities established before the introduction of Contributory Pension Scheme. A multistage stratified random sampling was used in selecting the sample size of the study. Two research questionnaires were used for data collection, &ldquo;Contributory pension scheme implementation Questionnaire (CPSIQ)&rsquo;&rsquo; and &ldquo;University Lecturers&rsquo; Job Commitment Questionnaire (ULJCQ)&rdquo;. The reliability of the questionnaires were determined using Cronbach alpha statistics with values of 0.96 for CPSIQ and 0.83 for ULJCQ respectively. The data collected were collated and analyzed with Mean (x?) and standard deviation to answer the research questions while the Pearson Product Moment Correlation Statistic was used to test the hypothesis at 0.05 level of significance. The study revealed that the level of contributory pension scheme implementation as perceived by lecturers in South-South Nigerian Universities was low. It also revealed that the level of Job Commitment of University Lecturers in South-South Nigerian Universities was low; and that there was a significant relationship between Contributory Pension Implementation and Lecturers&rsquo; Job Commitment in South-South Nigerian Universities. The study therefore, recommended among others that government and university management should address the concerns of lecturers about the implementation of Contributory Pension Scheme in Nigerian Universities by ensuring prompt and regular remittance of deductions to lecturers&rsquo; Retirement Savings Accounts (RSA) so as to create confidence. &nbsp; Key words: Contributory Pension Scheme, implementation, job commitment.

The main objective of this study is to investigate policy implications for the abolition of corporal punishment in secondary schools in Kenya.Adopting a survey design, using questionnaires, interviews and documentation, a sample of 355 was selected from target population of 3228 teachers, students and parents.The data were analysed thematically.Results indicate that awareness concerning abolition of corporal punishment is lowest among students with 80%; parents, 94% and teachers, 100%.Due to differences in attitudes towards the policy of abolition of corporal punishment, schools have been forced to evaluate other means of instilling discipline such as counselling and suspension which appeared to be regarded as the most effective alternative methods.Other alternative methods were ranked differently except suspension, pinching or pulling ears, which were ranked equally by all the categories of respondents.Despite the ban, corporal punishment is thriving illegally.The study recommends in-service courses for teachers, public education on harmful effects of corporal punishment and the promotion of positive non-violent, democratic, participatory approaches to child training and education at the national level.At school level the study recommends change of attitudes of teachers, parents and students, frequent open discussions in school gatherings and in special forums like staff, student and parent meetings.

Teacher motivation is by and large the major determinant of students' success during the schooling process. This is primarily because a motivated teacher is likely to be more engaged and enthusiastic in the workplace. Kenya's education sector has in the recent past experienced industrial disharmony which has been occasioned by teachers' demand for higher remuneration. This demand, however, could be a pointer to the existence of other unmet needs among teachers in the country. This is what informed the study whose overall objective was to determine whether besides compensation other factors, specifically work environment, opportunities for career progression, performance appraisal, recognition and training opportunities could also be impacting teachers' motivation in public secondary schools in the country. Additionally, the study sought to establish the relative influence of the six factors (predictor variables) on teachers' motivation (criteria variable). Data were collected through a self - delivered questionnaire from 255 teachers who were randomly selected from 752 teachers in public secondary schools in Kwale County. Data were analyzed by way of arithmetic mean and multiple regression analysis at 0.05 alpha level. The findings demonstrated that the factor that had the highest teachers' motivation impact was opportunities for career progression (mean=3.720; β=0.238), followed by compensation (mean=3.477; β=0.175), recognition (mean =2.489 β=0.0168), performance appraisal (mean =2.410;β=.120), training opportunities (mean=2.388; β=0.075) and lastly work environment (mean =2.053;β=.041). The six predictor variables accounted for 81% of total variation in teachers' motivation. These findings have important lessons and implications for teachers' motivation in the country. Specifically, teacher managers at the school and national level should rethink their approach to teachers' motivation. In particular, they need to not only focus on teacher remuneration but also the unmet needs in areas relating to work environment, performance appraisal, training opportunities and recognition. Key words: Teachers' motivation, secondary schools, Kenya.

This paper investigates the potential influence of socioeconomic factors in the students&rsquo; choice for tertiary education. The approach of this study combines an opinion survey, desk research and a case study.&nbsp; Shifting of a psychological paradigm is easier said than done. It may need social awareness about the existing problems, gaps, significance and negative/positive impact of different scenarios, and availability of potential solution. The data analysis and discussions have been done under identified key socioeconomic factors relevant to education. Parental levels of education, income, and financial status have been given priority in the discussion. Parents&rsquo; involvements in education and material support have been recognized as influential factors in students&rsquo; choice in university education. The language of instruction and peer group in school environment was considered finally. However, none of these factors are within the control of a person or an institute. The objective of the study is to explore factors required to establish favourable socioeconomic conditions providing students with right direction while implementing necessary policy changes to create suitable pathways in the tertiary education. The paper recommends vertical integration of teaching majors from school, to the university, to the industry which would provide many benefits. &nbsp; Key words: Psychological paradigm, students&rsquo; choice, tertiary education, socioeconomic factors.

This brief report article presents the current educational challenges refugees face in Uganda based on their perceptions. The perceptions of the refugees were collected through an approach that ensured that refugee leaders, students, and non-students commented on the education of refugees in Uganda. 15 individual interviews with refugee students in Kampala in 2021 were complemented by data collected from 2 Focus Group discussions in 2020. The individual interview participants included 3 secondary school students, 10 university students, and 2 Vocational Education and Training (VET) students. Focus Group one was a group of refugee leaders in Rhino Refugee settlement area, and Focus Group two was for urban refugee youths in Arua City. This brief report article contributes to understanding the educational challenges of the refugees in Uganda through a broader focus that includes post-secondary education than concentrating on access to primary and secondary education, which are the main focus of research and policy interventions. Furthermore, the challenges presented, such as tuition fees at institutions of higher learning, the stigmatisation of refugee students, the lack of educational advice and career guidance for refugee students, and the COVID-19 effects, show that there is need to expand policy interventions to address educational challenges faced by the refugees. &nbsp; Key words: Refugees, refugee challenges, educational response, refugee perceptions, Uganda.