Developing children who are autonomous learners and able to contribute constructively to decision-making, forms part of the reasons why the Ghana Education Service, in the year 2019, introduced the Standards-based curriculum for basic education in Ghana. Teachers were, thus, tasked to adopt the constructivist instructional philosophy to help realize this educational goal. Using a sequential mixed method, this research involved basic schools in the Sunyani-west municipal of Ghana as cases. The current study investigated the practice of shared control as a way of developing children’s autonomous learning abilities. The results of the study indicate that teachers hardly allowed learners to contribute to the management and planning of instruction. Teachers’ perception of the learners’ limited cognitive ability, policy constraints (lesson planning system, examination-driven nature of the curriculum), and some socio-cultural factors significantly contributed to the minimal practice of shared control during instruction. Further results show that the GES, ironically, worked against the possibility of ensuring shared control. Recommendations have, therefore, been offered for the consideration of policymakers and curriculum implementers.

This qualitative study investigates the incorporation of Lesson Study, a pedagogical approach from Japan, into Vietnamese primary education, with a specific focus on the perspectives of Vietnamese English as a Foreign Language (EFL) lecturers. These educators, though not directly involved in primary education, engage with it through various roles like teacher training and curriculum development. The research is based on in-depth interviews with nine EFL lecturers from two educational institutions in Vietnam. Employing thematic analysis, the study identifies five key themes: collaborative enhancement of teaching practices, navigating cultural and systemic challenges, improved understanding of student learning needs, professional growth and empowerment, and challenges such as resistance to change and time constraints. These themes underscore the potential of Lesson Study in fostering collaborative and reflective teaching practices, as well as professional development. However, they also highlight the obstacles imposed by traditional educational norms and practical limitations. The study emphasizes the necessity of support structures and resources for effective implementation of Lesson Study, advocating for adaptations to align with local educational contexts and cultural values. Contributing to the discourse on professional development in EFL teaching, this research underscores the importance of collaborative, reflective practices in educational innovation. Moreover, it stresses the significance of considering unique cultural and systemic elements in applying pedagogical methods like Lesson Study. Offering specific insights into its application in the Vietnamese primary education context, this study not only enhances understanding of cross-cultural educational transfer but also provides practical guidance for educators and policymakers. It paves the way for further research in diverse educational settings, expanding the international conversation on educational practices.

Quality school education depends on a host of factors like tangible learning outcomes, efficient governance, necessary infrastructure, equitable academic opportunities, etc. For evaluation of evidence-based policy making in the education sector, the Ministry of Human Development and NITI Aayog, Govt. of India developed School Education Quality Index (SEQI) and assessed performance of States and Union Territories of India. The paper describes methodologically sound measure of overall performance in school education (OPSCI), avoiding normalization/scaling, selection of weights and covers all chosen indicators to reflect overall improvement/decline of a State/country in current year with respect to base year. The proposed index considering multiplicative aggregation of the chosen indicators has wider applications, satisfies desired properties, facilitates construction of OPSCI for India, in addition to State-wise indices. Thus, it is possible to have inter-country comparisons and inter-region comparisons. OPSCI also helps in identification of critical indicators requiring managerial attentions, plotting path of overall progress across time by a State or a country, testing statistical hypothesis regarding equality of the index for two countries/States or equality of the index for a single country/State across time using conventional t-tests on the logarithms of the observations. OPSCI with theoretical advantages is recommended. Future studies suggested.

This study looked at how well functioning rehabilitation programme affect special needs students’ academic performance in Federal College of Education (Special), Oyo. A descriptive research design was employed for the study. The population of the study consisted of all the Academic staff from the School of Special Education, Federal College of Education (Special), Oyo. The sample size for the study was fifty (50) academic staff randomly selected from various departments in special education. A Self-developed questionnaire titled: Impact of an Effective Rehabilitation System on the Academic Performance of Special Needs Persons (IERSAPSP) was used by the researcher for data collection. The instrument was validated and the reliability coefficient 0f 0.86 was realized which implies that the instrument was reliable. Three research questions guided the study. The data collected were organized and analyzed using descriptive statistics frequency count and percentage. The findings showed that persons with special needs find it very difficult to adapt to school life and show signs of inappropriate or what might be considered immature behavior, but with effective rehabilitation system this will enable them to reach and maintain their optimal physical, sensory, intellectual, psychological, and social functional levels. It was recommended among others that the Government at all levels should ensure that a reasonable percentage of the Education Trust Fund Allocation is made available for the education of students with disabilities.

This research aims to examine the effectiveness of the authentic assessment instrument based on Higher Order Thinking Skills (HOTS) integrated with character education on the theme "Heat and Its Transfer" to enhance the learning outcomes of fifth-grade students at SD Muhammadiyah Purworejo. A quantitative approach using the Quasi-Experimental method was employed, involving two groups: the control group and the experimental group. The authentic assessment instrument based on HOTS integrated with character education was implemented in the experimental group, while the control group used conventional assessment instruments. The results showed that the use of the authentic assessment instrument based on HOTS integrated with character education significantly improved the Higher Order Thinking Skills (HOTS) of the students. The average HOTS score in the experimental group was higher than that in the control group after the intervention. Furthermore, the use of this instrument also influenced the improvement of students' character. The analysis results demonstrated a significant improvement in the experimental group compared to the control group. Therefore, it can be concluded that the authentic assessment instrument based on HOTS integrated with character education is effective in enhancing HOTS and character of fifth-grade students on the theme "Heat and Its Transfer." This research has significant implications in the field of education, providing a foundation for the development of learning approaches that promote high-level thinking skills and students' character. It is recommended that this approach be implemented more widely in the learning processes of schools to support students' development in various aspects of learning.

Over a decade into the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, program implementers continue to encounter challenges, especially in terms of student-centered instruction (SCI). To ensure a student-centered program, the Department of Education crafted guiding principles to which MTB-MLE teaching and learning should be anchored. However, numerous implementation challenges could potentially affect the application of SCI in the classroom. Utilizing process evaluation adopted from Stufflebeam's (2000) CIPP model, this study investigated the extent to which MTB-MLE teachers carry out SCI in a public elementary school. This paper also examined teachers' challenges and coping strategies in relation to classroom instruction. Results revealed that SCI was strongly implemented in the MTB-MLE classes. Further, the following SCI-related challenges emerged: (1) learners' unruly behavior during activities; (2) difficulty in the use of mother tongue; and (3) lack of cooperation among students. To address these concerns, the teachers employed coping strategies, such as setting clear classroom rules, using translation and code-switching, and providing varied activities to match learners' interests. The findings of this paper may aid policymakers, curriculum designers, and school administrators in developing appropriate programs and activities aimed at enhancing teachers’ competence to implement a student-centered MTB-MLE education.

The main goal of this research is analyse the use of ICT by principals of vocational training institutes and schools of second change in Greece in the administration of these organizations. Especially, it would be examined whether leaders use ICT in their administration as well as the extend of its use. In this survey took part, total 187 directors, both of institutes of vocational training and of schools of second change. This survey was conducted in Greece during the period April- June 2020. This period was the period of Covid-19 and one of the reason that was used only the questionnaire via e mail was the above reason. For the purposes of this survey was used the the quantitative method using through a structured questionnaire so as to examine systematically the use of ICT. The purpose of the quantitative analysis is to discover the causes of the changes of this phenomenon through objective measurement and numerical analysis. This method through the use of numerical data, contributes to the generalization of the above, under examination topic. Having analyzing the results of the survey, it has emerged the following results: Firstly, the adequate use of ICT in administration of lifelong learning structures (LLL in advance) is considered important so as each organization can keep pace with the modern digitalized conditions. Furthermore, it leads to the reduction of unemployment as well as to the opening of each one educational organization to society the following conclusions emerged The optimist aspect is that the majority of these educational leaders judge positively the use of ICT in administration of LLL structrures. This research contributes to the acquisition of new knowledge and a better appreciation of the issue of ICT in educational organizations.

This qualitative study investigates the perspectives of Vietnamese linguistics scholars on the integration of corpus linguistics into primary English as a Foreign Language (EFL) education. Through semi-structured interviews with nine scholars from two leading Vietnamese institutions, the research explores the applicability, challenges, and strategies of implementing corpus linguistics for young learners in Vietnam. Participants, categorized into novice, mid-career, and near-end career stages, offer diverse viewpoints on this innovative teaching approach. The underpinning theoretical frameworks are sociocultural theory and constructivist learning theory. The thematic analysis reveals four key themes: tailoring corpus linguistics to young learners’ needs and abilities, the challenges in implementing corpus linguistics in primary EFL settings, the gap between theoretical knowledge and practical application, and the role of cultural context in corpus linguistics application. The study finds a consensus on the need for simplifying and contextualizing corpus materials to suit young learners’ cognitive and cultural backgrounds. Challenges identified include adapting corpus materials, teacher training inadequacies, and curriculum integration difficulties. The gap between theory and practice highlights the need for hands-on teacher training and comprehensive resource development. Furthermore, the importance of culturally relevant corpus materials is emphasized, balancing local and global cultural elements. This study contributes to the field of EFL education by highlighting the specific challenges and strategies for implementing corpus linguistics in the Vietnamese primary education context. It underscores the importance of culturally and pedagogically sensitive approaches in language teaching innovations.