Deliver Quality Education Research Articles

Pi Class – A Revolutionary Step Forward in Hybrid Class Management System

The COVID-19 pandemic has caused widespread disruptions globally, resulting in a state of health emergency with numerous deaths reported and an overall implementation of quarantine and isolation. Strict lockdowns have been implemented to curb the spread of the virus, requiring social distancing and limiting physical interactions. These measures had far-reaching impacts on all aspects of life, including education. Education was one of the most affected sectors, with difficulty delivering quality education in schools, colleges, and universities. It was hard to provide quality education, a basic need of humanity. In this research paper, we propose an adequate solution to overcome the difficulties of maintaining educational quality during and after the COVID-19 pandemic and its multiple variants. The proposed solution is a hybrid model for an autonomous lecture recording system that facilitates students to attend physical classes and attend lectures virtually. The solution proposed is a cost-effective and convenient way for students to access lectures. The application involves hardware and software components that record and preserve lectures' audio and visual aspects. The system will allow lectures to be delivered directly to the students' devices. The major modules of the project include Python scripting, model training, UI/UX design, and app development.

The Effect of Wellness Programs on Employee Performance at The Technical University of Kenya

The quest for organizations to improve the health, job satisfaction, and overall performance of their employees has resulted into the adoption of wellness program. This applies for the Technical University of Kenya (TUK) where employee performance is considered integral in delivering quality education to students pursuing various courses. However, the effectiveness of these programs adopted at the TUK remains underexplored and especially with regards to how they impact on employee well-being and performance. This study sought to address this gap by examining how wellness programs impact on the performance of the employees at the university. The study used the descriptive research design and targeted the entire staff population using stratified random sampling to gather data from a representative sample of 182 individuals. The collected quantitative data was analyzed using SPSS. The findings revealed a moderate positive relationship between wellness programs and employee performance, with regression analysis showing that these programs accounted for 31.4% of the variance in performance. The qualitative findings indicated that wellness initiatives boosted morale, reduced absenteeism, and enhanced staff retention, though there were gaps in stress management and sports participation. The study, therefore, concluded that while the wellness programs at TUK had a positive impact, targeted improvements were required in stress management and sports activities. The study recommended the implementation of stress management workshops, enhancement of sports programs, and establishment of a feedback mechanism to continuously adapt and improve wellness initiatives

Promoting Sustainable Well-Being: Burnout and Engagement in South African Learners

This study aimed to analyze the latent profiles of burnout and engagement of learners and to investigate differences between these profiles regarding demographic and contextual variables and academic boredom. The findings have practical implications for educators and professionals in the fields of education and psychology. Grade 9 and 10 South African learners (N = 544) studying English and Mathematics as school subjects participated in the study. Five learner burnout and engagement profiles were identified: healthy engaged (10.66%), moderately balanced (27.57%), slightly disengaged (30.7%), moderately burned-out (20.4%), and burned-out (10.66%). Academic boredom in Mathematics and English was linked to burnout-engagement profiles. The healthy engaged and moderately balanced profiles exhibited significantly lower academic boredom levels in both subjects than the other profiles. Positive relationships with teachers and interest in the subject were crucial across all profiles to diminish academic boredom and enhance engagement, especially in English. Various demographic and contextual variables were associated with burnout-engagement profiles. Home study environments, nurturing positive teacher-learner relationships, and fostering intrinsic interest in subjects can enhance engagement and mitigate burnout in secondary school learners. Sustainable interventions could be created by teachers or researchers, implemented by schools, and taken up in important policies within South Africa, showcasing how the SGDs of improved health and well-being and delivering quality education could be achieved.

Future-proofing quality education using integrated assessment systems

Purpose Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Identifying the language of global competence and global citizenship in the education policies of Punjab, Pakistan

In 2015, Pakistan committed to United Nations Sustainable Development Goal 4’s provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.

Challenges and Implementation of Technology Integration: Basis for Enhanced Instructional Program

This study focused on examining the challenges and implementation of technology in schools within the Baungon Districts, Division of Bukidnon, during the School Year 2023-2024. A validated questionnaire was administered to 289 respondents, and data analysis involved statistical tools and triangulation methods. The findings revealed diverse challenges, with Equity and Access being the highest and Infrastructure and Resources being the lowest. Despite these challenges, technology integration was observed, particularly in Communication and Instructional Integration. Significant relationships were identified between challenges and implementation, emphasizing the need for targeted interventions. In-depth interviews highlighted educators’ innovative strategies and commitment to delivering quality education through technology. Strategic interventions are necessary to address obstacles and enhance technology integration. Offering continuous professional development opportunities for teachers is crucial. The study provides insights for educational leaders to develop interventions and enhance technology integration, ultimately improving the educational experience for students.

Awareness, acceptability, congruency, and attainability of an academic institution’s vision, mission, goals, and objectives

<p><span lang="EN-US">The mandate of Isabela State University is to deliver higher learning in the arts, agriculture, natural sciences, technology, and specialized disciplines. Hence, the institution executes a strategic vision, mission, goals, and objectives (VMGO) to meet the expectations of its stakeholders. This research examined the degree of stakeholders’ awareness, acceptance and understanding of the Isabela State University, College of Business, Accountancy, and Public Administration’s (ISU-CBAPA) VMGO; its congruence with the educational approaches of the faculty and resources of the institution in delivering quality education; and whether the program goals and objectives of the business programs were attained. A quantitative descriptive research method was used. The results indicate that the respondents are generally highly aware of the ISU-CBAPA VMGO and its dissemination. The respondents perfectly understand and accept the ISU-CBAPA VMGO and highly perceive the extent of its congruence with academic strategies, practices, and activities. In addition, all respondents perceived that the ISU-CBAPA VMGO is being realized and favorably attained, despite the significant differences found. Recommendations include intensifying VMGO dissemination to external stakeholders, emphasizing VMGO commitments toward its realization, and emphasizing improvement on the students’ development of professional skills, research capabilities, and competencies, and their readiness for employment and/or managing a business.</span></p>

Challenges and Strategies for Implementing Education Management in the Digital Age: A Review of Curriculum Innovation and Development

The digital age not only transforms the way we learn but also undergoes changes in educational system management. In an environment influenced by globalization and technological advancements, educational institutions must adapt to more adaptive and innovative models. Educational managers must continually update their strategies and practices to remain relevant and effective in delivering quality education. The importance of educational inclusion in the digital era takes center stage. Despite technology opening access to educational resources for many individuals, challenges remain in ensuring equal access for all, including those in remote areas or with special needs. Therefore, educational management in the digital age must consider the need for justice and inclusion in providing educational services. In the context of higher education, universities are also faced with the demand to prepare graduates with skills relevant to the ever-changing job market. The development of relevant curricula, project-based learning, and partnerships with industries become primary focuses. Cybersecurity challenges also take top priority, given the vulnerability of educational institutions to cyberattacks. It is important to acknowledge that implementing educational management in the digital age also involves cultural and mindset changes within educational institutions. Educational leaders must become progressive change agents and be open to innovation. By fostering a culture of collaboration, experimentation, and continuous learning, the educational environment can become dynamic and responsive to present and future challenges.

Frugal Education: What, why, and how?

AbstractThis paper explores how frugal innovation practices can challenge resource constraints by leveraging available resources in creative and innovative ways towards more affordable, practical, sustainable and resilient education practice. The education sector has faced many challenges when adapting practice to deliver quality education in the wake of a world‐changing pandemic. There is a great deal we can learn from each other with regards to the frugal application of resources, such as time, money, people and space. However, forms of frugality in education design are driven by necessity and are reactive as opposed to proactive measures. We can, however, learn from educators and institutions that have been able to achieve significant educational impact at low cost with far fewer resources, adopting frugal approaches to education design and delivery. This paper proposes a set of frugal education aspects that demonstrate how frugal design practices can be organised and applied within an educational context. The aspects are outlined, and examples are presented to illustrate their effectiveness within existing education practice. This paper seeks to contribute to the existing knowledge base and research into frugal innovation practice as it applies within an education context, reframing the use of the term ‘frugal’ away from affordability and poor quality, towards a more expansive understanding that establishes a foundation on which to build, define, and contextualise frugality within an education context. The paper concludes with recommendations for the development of practical resources, informed by the research, to support educators in the design of frugal education practice.

Talent Management Practices in Higher Educational Institutions- A Bibliometric Analysis

Talent management practices are becoming crucial in educational institutions. These practices seek to discover and develop the talents and abilities of educators, staff members and students, ensuring that the institution can deliver quality education while remaining competitive. The study attempts to identify important topics, trends, and notable publications in this field. The analysis covers numerous sources during a pre-determined period (2018-2022), including books, conference proceedings, and scholarly journals. The Bibliometric analyses were conducted using data from the Scopus database (Total Scopus Data=55), VOSViewer, the Bibliometrics library, and the Biblioshiny platform of the RStudio® software. The results show that several themes like significant authors, publications, references, institutions, and nations’ information have emerged as essential elements of talent management in educational settings. We also analyse the geographic distribution, regional differences and possible research areas for cross-cultural comparisons. This study analyses the literature on these themes and contributes to our understanding of how to handle talent management in educational institutions.

Instructional Leadership Practice of Secondary School Principals to Deliver Quality Education in North Shewa Zone in Ethiopia

ABSTRACT The study adopted a descriptive survey design. The participants of the study were secondary school principals (47) and supervisors (16) selected using availability sampling. The method of data collection was a principals’ instructional management rating scale. The quantitative data were analyzed using descriptive statistics, and an independent t-test, p < .05. The findings indicated that the practice of the ten instructional leadership functions was mainly poor, with some good with slightly better practices. The findings from an independent-sample t-test analysis showed that there were no statistically significant mean score differences between principals and supervisors’ ratings of the three dimensions of instructional leadership. To improve the instructional leadership practice in the schools, practical pre-and in-service training should be given to improve the knowledge and skill of instructional leadership of the principals.

Navigating The Pedagogical Landscape: A Qualitative Inquiry Into Teachers’ Perceptions And Preparedness For Teaching License In Sindh, Pakistan

Quality of teachers’ development, recruitment, and retention holds substantial value when it comes to delivering quality education. In this paradigm, teaching licensing epitomizes the cornerstone of development as it brings professionalism in teaching, executing strict protocols of compliance with quality measures. In the context of Pakistan, the emergence of the Sindh Teaching License Policy has served as a progressive initiative towards elevating the educational caliber in the province to ensure teachers’ adherence and compliance to certain standards of skills, knowledge, and competence and, in turn, bringing professional proficiency to them. The current study is aimed at exploring teacher’s perceptions and readiness concerning the newly introduced teacher licensing system in the context of the province of Sindh, Pakistan. Data was analysed and presented by conducting a thematic analysis of interviews. Findings revealed that when asked about their perceptions, teachers expressed skepticism about licensing policy implementation, cited resource constraints, showed transparency and accountability concerns, called for better stakeholder engagement and support, and finally demanded clarity on policy, benefits, and its impact on their professional status. Moreover, while discussing their readiness and the barriers they encountered, teachers communicated a lack of readiness for the requirements as they felt the absence of formal training and support by their institutions, and the need for supportive resources and test materials. Furthermore, personal financial constraints, resistance to change, and inequity of access were notably hindering access to licensure at the primary individual levels. On the contrary, the senior educational faculty members recognized the significance and need for the policy initiative and careful implementation of the policy. The challenges highlighted include the involvement of private sector schools, the status of existing teachers, the importance of teacher involvement, and the government's responsibility for support. This research study emphasizes the need for dedicated efforts by policymakers and educational stakeholders to enhance teacher licensing and improve the quality of education in Sindh.

Physical Education Teachers’ Strategies and Challenges in Instructional Delivery in the Post Pandemic Era

The study explores the physical education teachers’ strategies and challenges in instructional delivery in the post-pandemic era. The study used qualitative research design using phenomenological approaches. Ten physical education teachers participated in the survey to share their experiences delivering instructions in the post-pandemic era. Codes and themes were transcribed in the study. Based on the study, the following themes have emerged: technology-based instructions, differentiated teaching strategies, socio-emotional preparedness, and engagement of students. Based on the findings, as part of the change, teachers are expected to develop their instructional practices further and keep up with the trend of delivering quality education services. As teachers improve and enhance their practices in providing instructions, they experience challenges that serve as an avenue of learning and upskilling their strategies as well as their mechanisms of teaching in the post-pandemic era. Thus, integrating technology and upskilling the knowledge and skills in instructional delivery must be prioritized in the ever-changing educational landscape.

Summarization of Video using Audio

Abstract: Online education has emerged as a highly effective means of delivering quality education to students. Its popularity has increased due to the high-quality visual and graphical content, delivered by subject matter experts, and the convenience of learning anytime and anywhere. However, students may face time constraints that prevent them from fully engaging with the course content. To address this issue, video transcript summarizers have gained popularity. These tools extract the most important topics from a video, allowing students to understand the essence of the class without having to watch the entire video. Our system focuses on developing a module using txtai.pipeline with Python to summarize online class videos. We use Whisper, a general-purpose speech recognition model, to train our model on a large dataset of diverse audio. The model takes the URL of a video as input and uses two algorithms to summarize the content: TF-IDF and Gensim. The summarization process is subjective, and we have incorporated two prominent methods: cosine similarity and ROUGE score. The former does not require a human-generated summary for reference, while the latter does. Our results show that the efficiency obtained using cosine similarity is greater than 90% in both TF-IDF and Gensim cases. The efficiency obtained in the case of ROUGE score is between 40-50%.

Technological Capabilities of A Higher Education Institution in Quezon Province: Basis for Organizational Competitiveness Framework

Technological advancement is consistently seen developing and evolving in such a fast phase which consequently brings challenges to a number of key players in the industry including that of the academe and higher education institutions – for which the same are thrusted to deliver quality education. With the ever-increasing development of technology and its integration into an organization’s systems and processes, a decision regarding its implementation and use is a challenge, more so on capabilities and opportunities brought about by these phenomena. One important consideration for a globally competitive higher education provider is technological transformation. This study dwelled on the technological capabilities of a Philippine higher education institution (HEI) located in the province of Quezon. A total of three hundred three (n=303) individuals consented to participate in the study. Furthermore, the imperatives on how higher education institutions can self-develop towards technological capacitation were explored, to support its mission and vision, and continue its delivery of teaching-learning amidst the volatility, uncertainty, complexity, and ambiguity of the education industry. Specifically, the dimensions of information and communication technology infrastructure, technology adoption, human capital, investment innovation in technology, and innovative technology environment were conceptualized as basic tenets of technological transformation. The impact of these dimensions on organizational competitiveness was measured using partial-least square structural equation modeling (PLS-SEM). The practical implications of this study are to contribute to the theory and practice of technology in education and fill the gaps in the limited literature resources on technology transformation in education, particularly in the province of Quezon. Keywords: technological capability, organizational competitiveness, higher education institution, Quezon province

Bridging the Educational Gap: Guidelines for Thai Non-Credentialed Teachers' Learning Management

The assignment of non-credentialed teachers to subjects outside their formal qualifications remains a significant challenge in educational contexts worldwide. This study aimed to investigate the specific issues faced by non-credentialed teachers and to provide comprehensive guidelines for their professional development. The study was designed in a survey approach emphrasizing the method of need analysis. Data were gathered from 268 stakeholders within the Thai educational system through a combination of questionnaires and semi-structured interviews. The findings reveal a range of challenges experienced by non-credentialed teachers, shedding light on both content and pedagogical aspects of teaching. To address these challenges, this study offers a set of actionable guidelines encompassing administrative support, teacher development, and the establishment of professional learning communities. These recommendations aim to bridge the gap and ensure that non-credentialed teachers can effectively deliver quality education to students, even in subjects outside their formal qualifications. This research provides valuable insights for educational stakeholders and policymakers seeking to enhance the quality of teaching and learning in similar contexts worldwide.

The Lived Experiences of Teachers’ Teaching Oral Communication Through Modular Distance Learning during the Pandemic

During the COVID-19 pandemic, educational systems faced unprecedented challenges, necessitating rapid adaptations to ensure continued learning despite school closures. In response, the Most Essential Learning Competencies (MELCs) were implemented to prioritize key learning areas and objectives. However, the effectiveness of Modular Distance Learning (MDL) in delivering quality education, particularly in Oral Communication, has been questioned. This study examined the lived experiences of English teachers teaching Oral Communication within MDL in the Division of Negros Oriental. Utilizing a phenomenological approach and Colaizzi’s method of data analysis, the study identified four key themes: (a) Pedagogical Challenges of MDL, (b) Teaching Difficulties with MELCs, (c) Parents as Co-Educators, and (d) Administrative Navigation. These findings highlight the need for a comprehensive reevaluation of MELCs to align with diverse learning modalities. Ongoing collaborative efforts among English teachers are essential to addressing systemic educational disparities, particularly in Oral Communication instruction. Additionally, the study underscores the crucial role of parental support in facilitating student learning within MDL, emphasizing the importance of increased student engagement in Oral Communication activities. The findings advocate for improved pedagogical practices and resource allocation to ensure equitable access to quality education, especially in areas critical for holistic student development like Oral Communication.

Mental Health of Emerging Private Primary School Teachers: An Exploratory Case Study in Gaborone, Botswana

The development of any nation is premised on the nature and level of education of its citizens. It is in this regard that education is viewed as the most powerful weapon to end poverty and craft a desirable path for a sustainable future. Consequently, the health and well-being of teachers become apparent to deliver quality education. The purpose of this study was to explore the mental health of emerging private primary school teachers in Gaborone, Botswana. A qualitative research approach of the interpretive paradigm was used to guide this study. The study was couched within social constructionism theoretical framework. Population of the study comprised all teachers, school principals and members of Parents Teachers Association (PTA) of emerging private primary schools. Non-probability purposive sampling was used to select rich informants regarding mental health knowledge of teachers in schools under study. Face-to-face semi-structured interviews were conducted with 3 principals and 5 teachers. Focus group interview (FGI) was managed with 3 parents that were members of the PTA in the selected private schools. The study established that work overload, teacher burnout, job insecurity and unstable work relations fuelled mental health problems. The study recommends the establishment of strong social welfare networks among staff members, settlement grant for newly employed teachers and expeditious processing of documentations for professional practice.

Need Assessment of Capacity Building Trainings for the Teaching Staff of Non-Formal Schools in Afghanistan A Case Study

Non-Formal Schools (NFSs) for its flexibility and cost-effectiveness is an essential aspect of the education system of developing countries. The success of these schools in delivering quality education relies significantly on the competence of their teaching staff. This study explores the essential qualifications and the required capacity-building training for the teaching staff in non-formal schools in Kunar province of Afghanistan. Employing a case study qualitative research design, 31 participants from the education sector, including directors of education, headmasters and teachers, were purposively selected. Data was gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that teachers in non-formal schools should ideally possess a master's or bachelor's degree. Additionally, the study identifies crucial capacity-building training areas, including teaching methods, curriculum development, lesson planning, and classroom management. This research contributes valuable insights for enhancing the educational landscape of NFSs in Kunar province and beyond.

Towards effective administration and supervision of technical and vocational education in Nigeria

The world all over is of the opinion that quality and functional education is a pre requisite for the attainment of a country's development economically and technologically. Monumental studies and achievements in various spheres of life by developed and developing Nations of the world are often attributed to products of high standards of education. The efficacy and efficiency of educational system lies in its ability to deliver quality education in cost effective ways, For such educational system to stand tall in attaining these goals, reinvigorated or repositioned administrative and supervisory functions in all our educational systems in general and vocational and technical education in particular must be put in place. This paper focuses on the administration and supervision of technical and vocational education. It observes the challenges to effective administration and supervision of technical and vocational education. Far-reaching recommendations are proffered to address these challenges.