Basic Education System Research Articles

Use of School Data Management System (SDMS) For Performance of Students in Twelve Years Basic Education in Rwanda

This paper assessed the use of school data management system in performance of students in twelve years basic education in Musanze District. The Research project aimed to achieve the following objectives: to evaluate the DSMS types of financial services in use for the performance of students of 12YBE; to assess the role of SMS academic evaluation in the performance of students of 12YBE; to show how SDMS helps in school infrastructure management for the performance of students of 12YBE; and to ascertain the effects of SDMS personal identification in the performance of students of 12YBE. The research project employed a descriptive survey design, incorporating both quantitative and qualitative methodologies. The target population was 1,130 respondents projecting in education sector Musanze District. In this Research project 339 respondents were sampled from 1,130 teaching staff. This sample was scientifically determined using an appropriate research project formula. The sample size was determined using Slovin’s formula. Stratified random sampling was implemented, wherein strata were established according to the schools. The primary data were collected using questionnaires elaborated for 339 respondents. For validity, the questionnaire was shared with seasoned research project for their inputs which were taken into consideration before piloting the questionnaire and conducting comprehensive data collection. The data analysis encompassed both quantitative and qualitative methods. Quantitative research project involved precise measurement techniques to yield accurate mathematical outcomes. Data were presented in tables and graphs, and quantitative data were analyzed and interpreted using the Statistical Package for Social Sciences (SPSS) software. The findings were done for only 330 respondents as 9 questionnaires were not returned. So, the findings from 330 respondents showed that the use of School Data Management Systems (SDMS) in Rwanda’s 12-Year Basic Education system has demonstrated significant potential to enhance educational practices and improve student outcomes. The comprehensive analysis conducted in this Research project reveals strong correlations between SDMS implementation and various facets of student performance, academic evaluation, infrastructure management, and personal identification. Recommendations have been provided to both SDMS users in schools and MINEDUC to optimize SDMS utilization, ensure sustainable implementation, and foster data-driven decision-making.

Understanding the Implementation of Law 10.639/03 through Aspects of Brazilian Society and the Education System

ABSTRACT This manuscript analyzes the development of African studies in Brazil in the context of the implementation of Law 10.639/03, enacted in January 2003, which constituted an important step for teaching about Africa and the African diaspora in schools. We will present information that helps to understand key characteristics of Brazilian society, using data provided by the Instituto Brasileiro de Geografia e Estatística, with a focus on the functioning of the Brazilian educational system. In this context, it is important to highlight the role of public measures implemented in the 2000s that facilitated a more democratic education and addressed racial and social inequalities. Central to this agenda is the understanding of the implementation of Law 10.639/03, which mandated the teaching of African history and Afro-Brazilian peoples’ history throughout the country’s basic education system. The impact of this law was extensive and also affected higher education, which had to adapt to train professionals capable of implementing this mandate. However, as we argue, it is not possible to understand Law 10.639/03 in isolation; it must be studied in conjunction with other public policies, considering the Brazilian educational system and the societal interest in learning more about African history.

Revisiting the Challenges of Teaching and Learning Indigenous South African Languages

Whereas South Africa has made significant strides after the official end of colonialism and apartheid in 1994 concerning the advancement of indigenous South African languages, there are observable challenges that demonstrate endurance even in the post-colonial and post-apartheid contexts. In particular, there are enduring challenges in the teaching and learning of these languages within the basic and higher education system. With this view in mind, the aim herein is to explore and discuss four noteworthy challenges that obstruct the optimal teaching and learning of indigenous languages in the South African context. It must be noted that this article concentrates on indigenous South African languages in general, and not specific ones. The objective is to uncover and sensitize the language and education policymakers as well as affected stakeholders such as parents, learners, and students that challenges in the context of language in education exhibit determination, hence the necessity to scholarly revisit them in a bid to solicit reasonable solutions to the conundrum. The four noteworthy challenges, which are discussed in the body of this scholarly discourse, are recognized as a source of discussion. The findings and discussion underline that challenges within the language in education in the South African context are multifaceted. One of these challenges could be pinned on colonial and apartheid legacies that appraised oppressive languages to the detriment of indigenous South African languages and dialects. In fact, the Bantu Education Act of 1953 is implicated in this article as one of the principal drivers of the subjugation of these languages. In the same vein, this article implicates some post-colonial and post-apartheid perceptions towards the subjugation of these vernacular languages. The closing remarks highlight the necessity to recurrently debate challenges of indigenous languages within the educational system.

Exploring Primary Education in China: Approaches to Improving Teachers' Job Satisfaction

The job satisfaction of primary school teachers in Shandong Province is an issue that demands urgent attention. Research has shown that teacher job satisfaction directly impacts their professional development and the quality of education, with the principal’s leadership style potentially exerting significant influence. Although transformational leadership is theoretically advantageous, its practical application within China’s basic education system requires further empirical validation. This study collected quantitative data from 389 primary school teachers in Shandong Province via an online survey to explore the relationship between transformational leadership and job satisfaction. The findings indicate that, first, significant differences exist between various dimensions of job satisfaction, suggesting that teachers have inconsistent perceptions regarding aspects such as working environment and compensation. Second, while certain aspects of transformational leadership, such as concern for the subordinates’ quality of life, received positive evaluations from teachers, other areas, like compensation and promotion opportunities, show considerable room for improvement. Lastly, the data reveal a strong positive correlation between transformational leadership and job satisfaction, particularly in leadership practices that promote teachers’ well-being and personal development. These results challenge the idealized view of transformational leadership as a panacea for all organizational challenges. The study suggests that while transformational leadership can motivate teachers, its effectiveness is limited when not aligned with broader organizational policies and practices. Therefore, for transformational leadership to be genuinely effective, it must be complemented by structural reforms, especially in addressing the specific needs and concerns of teachers.

The Functionality of Financial Control Activities in a Decentralised Basic Education Program in Uganda

Financial control activities are critical in enhancing financial accountability. This article aimed at determining the functionality of financial control activities in decentralised basic education programmes. It sought to investigate how control activities in the Universal Primary Education programme (UPE) affect the internal controls and subsequently financial accountability of the grant. The researchers conducted an exploratory review of the literature and used semi-structured interviews to collect primary data. The findings focused on physical controls in the UPE capitation grant. Under physical controls, emphasis was placed on mechanisms for securing cash and inventory. The findings revealed that physical control of the custody of cash in UPE schools is weak. This puts other school assets at risk of burglary by individuals who may get to know that there is cash in the office. The weak physical controls create an urge for the head teachers to divert resources. A scrutiny of the inventory management process exposed some gaps affecting the entire physical control system. The inventory management system is heavily compromised. Given the foregoing findings, we can argue that the financial control activities in this UPE programme are dysfunctional. The functionality of financial control activities will be enhanced if the physical control activities are strengthened and all the receipts and inventories are properly recorded. Keywords: Functionality, Financial Control, Decentralised Basic Education System and Financial Accountability

Universal Basic Education Implementation Issues in Nigeria: Options of Innovation for Improvement in the Administration of Basic Education System

The paper explored Universal Basic Education, UBE implementation issues in its systemic administration and management of basic schools in Nigeria. On a more specific note, it discusses: the roles of Universal Basic Education at federal and State government levels; beneficiaries of UBE; existing implementation issues of UBE; and other Basic Issues termed unique UBE implementation Programme. All these put together may work against innovative ideas that existed with the UBE programme as stipulated in the Basic Education Act of 2004. The paper concluded and recommended the following among others, the actual statistics of out-of-school children should be obtained and balanced provision of education resources to rehabilitate them should be done by the commission, and UBE teacher’s capacity building boost should be revisited to train many of them to acquire knowledge regarding UBE operations in addition to their existing academic qualifications.

Comparative Study of Basic Education in Indonesia and Finland

This research aims to compare the basic education systems between Indonesia and Finland. The research method used is literature study with a qualitative approach. Data was obtained through literature analysis, including books, scientific journals, articles and research reports that are relevant to the topic being researched. The research results show that the education system in Finland has advantages in terms of strong government support, free education for all teachers, high teacher qualifications, and collaboration between society, teachers and students. On the other hand, Indonesia faces challenges in implementing education, including transparent monitoring and evaluation, harmony between the school environment, family and community, and teacher qualifications that are not yet optimal. This study provides an understanding of best practices that can be adopted by both countries to improve education and the preparation of competent human resources in the future.

Management of inter-municipal consortia for the brazilian basic education system using school census data and artificial intelligence algorithms

Management of inter-municipal consortia for the brazilian basic education system using school census data and artificial intelligence algorithms

Analisis Perbandingan Komparasi Pendidikan Negara Maju untuk Kemajuan Pendidikan Sekolah Dasar di Indonesia

This research discusses the important role of basic education in national development, with the pressure of dissatisfaction between the education systems in developed countries and Indonesia. Drawing insights from superior education models in Finland, Japan and Singapore, this research aims to identify key factors that contribute to the success of these systems and recommendations that can be applied in the Indonesian context. Analysis focuses on curriculum development, teacher quality, technology integration, student-centered learning, and parent/community support. Developed countries prioritize curricula that emphasize 21st century skills, rigorous teacher selection, effective use of technology, student-focused learning, and strong parent/community involvement. By synthesizing the findings of this observational research, this study offers implementable insights for policy makers to improve the basic education system in Indonesia. These recommendations include curriculum reform, teacher training initiatives, technological infrastructure improvements, student-centered pedagogical approaches, and community engagement strategies. Ultimately, this research emphasizes the importance of learning from global best practices while considering Indonesia's unique cultural, social, and economic context to improve basic education nationally.

South African Basic Education System: Colonial Legacies in the Curriculum Design and a Way Forward

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 job-seekers 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.

Impact of homework time on adolescent mental health: Evidence from China

Fierce competition in China's basic education system results in students spending too much time on homework. However, few studies have explored the mental health effects of homework time. Using data from the China Education Panel Survey (CEPS), this paper empirically examines the impact of homework time on adolescent mental health through the fixed-effects model and instrumental variables regression. Additionally, this study explores the moderating effects of teacher support and parent involvement. The results indicate that homework time has a negative effect on adolescent mental health, but only when the amount of time spent on homework exceeds about 1 hour and 15 minutes. Overall, there is a non-linear relationship between homework time and adolescent mental health. Teacher support, particularly emotional support, can mitigate the adverse mental health effects of excessive homework time, whereas parental involvement does not show the same positive effect. The analysis of heterogeneity reveals that adolescents from rural schools or medium family economic backgrounds experience a more pronounced negative impact from excessive homework time compared to those from urban schools, poorer or richer family backgrounds. Furthermore, students with outstanding academic performance are affected more significantly than their peers with poor academic performance. The empirical results echo the targets of the Chinese "double reduction policy" which requires strict control of homework time. Education policymakers should reasonably regulate homework time and systematically explore education concepts and teaching methods that are compatible with the reduction of homework time.

A Historical Overview on Fulfillment of the Right to Basic Education Among Albanians from Middle Ages to Beginning of The Last Decade of the XX Century

Albanians are among the peoples of the Balkans who for centuries have faced the denial of the right to be educated in their native language. The attitude and action of the Ottoman occupier for the prohibition of education in the Albanian language in all Albanian regions during all occupational period was added the effect of the prohibitive action of the religious institutions and neighboring countries that aimed at the territorial annexation of Albania. The realization of the right to education in the Albanian language among Albanian people has been one of the main objectives of the Albanian National Movement for freedom and independence. The declaration of independence also marks the beginning of education in the Albanian language for Albanians as a public right. The decisions of the Vlora government were the first important efforts to realize this right. Economic and social development, the level of culture and traditions, the heritage related to long period under occupation, the geopolitical factors and developments in the first half of the century XX do not promote the process for the development of the basic education system in Albania. At the end of the second world war, Albania was the country with the highest level of illiteracy in the Balkan region. The development of the education system has been one of the main priorities of the Government in the period after the second world war. The right to education was defined as a constitutional right and basic education as a legal obligation for every Albanian citizen. During the period of the dictatorship of the proletariat, the main characteristic of the education system in Albania was its high level of ideologization. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

Competency-Based Education Reform of Thailand's Basic Education System: A Policy Review

Purpose This study was conducted to review the ongoing competency-based education reform in Thailand during the 21st century. In particular, the historical development of Thai competency-based education and the ideological foundation of its competency-based curriculum were explored. Design/Approach/Methods Publicly available policy-related documents addressing competency-based education reform in Thailand were reviewed, and key points that established the ideological foundation of the Thai competency-based curriculum were examined. Findings The development of competency-based education reform in Thailand has changed over time in response to government direction and societal conditions. However, unified ideologies for developing competency-based education are lacking, potentially leading to confusion among the various stakeholders involved. The results of this study indicate that although Thailand's competency-based education system has been developed systematically, it lacks clear communication regarding the driving forces behind the curriculum. Originality/Value This policy review investigated the foundations of Thailand's competency-based education reform to highlight the direction and trends of competency-based education in the country. Competency-based education reforms in Thailand differ from international education reforms—they are founded on a standards-based curriculum and are developed further. This distinction should be considered when assessing the necessity of a competency-based curriculum.

Resisting change: Explaining education policy reforms in Ghana

AbstractThis article examines the complexities surrounding the implementation of comprehensive sexuality education (CSE) within Ghana's basic education system, exploring the intersection of religious, cultural, and political factors. Introducing CSE has sparked significant public discourse and resistance in Ghana, where religious and cultural beliefs are deeply ingrained and often institutionalized in politics. The study utilizes punctuated equilibrium theory to understand the sustained opposition to CSE policy changes. It examines the historical progression of Ghana's educational reforms, highlighting the struggle to maintain cultural and religious values while promoting human rights and gender equality. The contribution of this study is its exploration of the political institutionalization of religion in Ghana, investigating the combined impact of religious bodies, political entities, and civil organizations in shaping public opinion on education policy reform. It further underscores the intricate task of navigating socio‐cultural beliefs and human rights in policy‐making processes.Related ArticlesBingham, Natasha. 2016. “Fighting for Our Cause: The Impact of Women's NGOs on Gender Policy Adoption in Four Former Soviet Republics.” Politics & Policy 44(2): 294–318. https://doi.org/10.1111/polp.12155.Holst, Cathrine, and Mari Teigen. 2024. “The ‘Boy Problem’ in Public Policy.” Politics & Policy 52(1): 1–19. https://doi.org/10.1111/polp.12570.Nchofoung, Tii, Simplice Asongu, Vanessa Tchamyou, and Ofeh Edoh. 2022. “Gender, Political Inclusion, and Democracy in Africa: Some Empirical Evidence.” Politics & Policy 51(1): 137–55. https://doi.org/10.1111/polp.12505.

Multicultural Literacy Development Strategy in Basic Education Curriculum in Indonesia


 
 
 Multicultural literacy is becoming increasingly important in today's globalized world, particularly in diverse societies like Indonesia. This paper explores strategies for developing multicultural literacy in the basic education curriculum of Indonesia. Employing qualitative methods, this study conducts a comprehensive literature review and library research to examine existing frameworks, policies, and practices related to multicultural education in Indonesia's basic education system. The research identifies key challenges and gaps in the current curriculum and proposes strategies to enhance multicultural literacy among students. The study underscores the significance of incorporating diverse cultural perspectives, histories, and values into the curriculum to foster empathy, respect, and understanding among students from different ethnic, religious, and socio-economic backgrounds. Furthermore, the paper highlights the need for teacher training programs to equip educators with the necessary knowledge, skills, and pedagogical approaches to effectively implement multicultural education in the classroom. The findings suggest the importance of integrating multicultural literacy across various subjects and learning activities to promote inclusive learning environments and prepare students for active citizenship in a multicultural society. The proposed strategies aim to address the complexities of cultural diversity and promote social cohesion and harmony in Indonesian schools. Overall, this research contributes to the ongoing discourse on multicultural education and offers practical insights for policymakers, educators, and curriculum developers in Indonesia and other diverse societies.
 
 

Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership

National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have shown that participative approaches to reform leadership are beneficial; however, in practice, participative incentives are randomly used in national reform contexts. In this article, we present a Finnish case of national participative leadership regarding the Finnish Core Curriculum Reform of 2014 (hereafter FCCR2014). We interviewed key leaders in the FCCR2014 process (n = 23) and analyzed the data from social, personal, interpersonal, and organizational viewpoints with this question in mind: How did administrators responsible for leading the reform develop and lead the participative FCCR2014 process? Sub questions were: (1) What were their goals in developing and leading the reform, and (2) how did they succeed in developing and leading the reform in line with their goals—what was effective and what was not? The results show how participative leadership in a national curriculum reform calls for top leaders to include stakeholders, build and support strong and open collaboration processes, take the risk of losing some of their control, reject strict dichotomizations between strategy formulation and implementation, and consider change leadership a responsible act of giving stakeholders a fair chance to participate in the decision-making that affects their lives. Key aspects to participative leadership included building participation, not quasi-participation; building coherence in complexity—together; and fitting change to the education system with responsible leadership.

Center for historical education as a condition for the spiritual and moral development of the student’s personality

The article discusses the creation and mechanisms of approbation of the center for historical education in the system of basic education at the site of an educational organization. The strategic objectives of the center are the formation of a resource space for the preservation of historical memory and the development of educational activities of students. The peculiarities of the center’s formation are highlighted: the organization of extracurricular activities and the development of additional general education programs, the preparation of educational events on a given topic, and the approbation of a system of cultural events. A distinctive feature of the center is its positioning as part of the ecosystem of an educational organization. A conceptual diagram of the structure of the center and its functional parts is presented. The presented model can be used as a theoretical and methodological basis for designing educational events, as well as for developing models of historical education centers. The materials make it possible to further evaluate the choice of ways of spiritual and moral development of students through the implementation of functional learning outcomes, as well as through productive and practice-oriented forms of learning. A separate area of the center can be considered the involvement of social partners and media in the ecosystem of the educational organization to expand educational tasks.

EVOLUTION OF THE BASIC EDUCATIONAL SYSTEM IN THE DEMOCRATIC REPUBLIC OF CONGO

The DRC's education system will play an important role in rebuilding the country's political institutions, stimulating growth and correcting inequalities. The DRC is emerging from a long economic and political crisis which has had serious consequences on the education system. The main objective of this study is to help us identify the priorities of educational policy; options for the development of the education system are presented in order to help the government to establish its educational strategy. This study presents the issues relating to the basic education system (primary and secondary education) of the DRC, in particular on its evolution, its characteristics, its organization and management as well as the difficulties encountered and challenges to be overcome.

Reforming Education in Ukraine Through the Introduction of STEM Technologies and Artificial Intelligence

The relevance of the article is that in today’s world of changes, there is a realization that in all spheres of public life, the achievements of science and culture, the new needs in the modernization of the education system of Ukraine. One of the possible ways of further development of this sphere is not only education reforms, but also innovations, i.e. controlled processes of emergence, perception, evaluation, development and application of innovations. The purpose of the article is to identify legislative innovations in the reform of education in Ukraine, innovative types of educational institutions in accordance with the reform, defining the essence of education reforms and innovations and features of the reform of the system of university education. It is possible to distinguish between reforms at the national and interagency (i.e., only within the education system) level, but any interstate reform is always coordinated with the highest state leadership and is accompanied by reforms in other spheres. Legislative innovations in reforming education in Ukraine are also introduced through pedagogical innovations - those innovations that are developed and implemented by state agencies and organizations of education and science. The article identifies innovative types of educational institutions in Ukraine in accordance with the reform, the innovative processes in the education system are studied; the essence of education reforms and innovations and peculiarities of the reform of the basic and university education system of Ukraine are defined.

The Effects of Performance Appraisal on Secondary School Teachers' Work Engagement in China-Based on the Mediating Effect of Teacher Identity

The level of teachers' work engagement plays a crucial role in determining the quality of education. Secondary schools, being a vital component of China's basic education system, exert a significant influence on the overall educational quality in the country. This research delves into the connection between performance appraisal and the work engagement of secondary school teachers, while also exploring the mediating role of teacher identity. Employing a correlational research design, the study distributed 4848 questionnaires across 202 middle schools (comprising both middle and high schools) in eight cities within Henan Province, China. The returned 4290 valid questionnaires resulted in a commendable validity rate of 88.5%. The research methodology integrates descriptive statistical analysis, difference testing, and structural equation modeling to analyze survey responses and questionnaire retrieval outcomes. The study's findings reveal that while secondary school teachers exhibit a high level of identity, there is room for improvement in the fairness of performance appraisal and work engagement. Moreover, a fairer performance appraisal demonstrates a significant and positive correlation with work engagement and teacher identity. Additionally, teacher identity serves as a substantial predictor of teachers' work engagement and partially mediates the impact of performance appraisal on teachers' work engagement. These outcomes offer a foundational understanding for further enhancing the equity of performance appraisal for secondary school teachers in China. The study also recommends strategies to bolster teachers' self-identity by promoting fairness in performance appraisal, thereby fostering improvements in teachers' work engagement and, consequently, elevating the overall quality of education.