Development Of Primary Education Research Articles

AFRICAN RESPONSE TO QUALITY EDUCATION: COMPARATIVE PERSPECTIVES ON QUALITY PRIMARY EDUCATION IN KENYA

This paper sought to comparatively interrogate the extent of achievement of quantitative vis-a-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

Decentralization and Public Service Provision:A case Study of the Education Sector in Jayawijaya District, Papua, Indonesia

For decades, Indonesia's sovereignty over Papua has been contested, resulting in violent conflicts. In 2001, the introduction of Papua's special autonomy emerged as an integrative approach both to resolve conflicts and to accelerate development in the province. One of the key problems to be addressed was the improvement of the education sector. However, after more than a decade following its implementation, and despite increased financial support from the central government, the educational development in Papua has been disappointing. This article analyses the factors that have shaped the development of primary education in jayawijaya, a highland district in Papua. By gathering qualitative data from policy studies and in-depth interviews, this article identifies and examines three major challenges that have affected the development of primary education in Jayawijaya after decentralization: the uniformity of policy, the problem with incentives, and poor monitoring due to the misalignment of territorial and functional structures. These findings demonstrate that the lack of awareness to recognize the variety of local contexts is counterproductive and could lead to policy failures. Papua's special autonomy as an instrument of asymmetric decentralization has been attenuated by the continuation of one-size-fits-all top-down policies at the national level.

История развития начального образования в Финляндии

История развития начального образования в Финляндии

Преподавание Закона Божия в земских начальных училищах на Гжельском народном промысле в 1880-х гг.

The article deals with the teaching of the Law of God (Religious Education) in the primary schools of Gzhel traditional folk craft at the end of the XIX century, located on the territory of Bogorodsky district of Moscow province. The Law of God was a compulsory subject in all primary and secondary schools of pre-revolutionary Russia, and the process of developing the most effective methods of its teaching in primary rural schools took place at the end of XIX century. The article shows how Bogorodskaya Zemstvo Council participated in the development of primary education in the County, and what actions it took.

СТАНОВЛЕНИЕ И РАЗВИТИЕ ПЕДАГОГИЧЕСКИХ КУРСОВ В РОССИИ ВО ВТОРОЙ ПОЛОВИНЕ XIX – НАЧАЛЕ XX в.

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

Stimulating Primary School Children's Creativity

Stimulating primary school children’s creativity is appointed as one of the essential keys to the educational system 's progress. The main purpose of the paper arrives from the necessity for different fields of the current society to stimulate primary school children's creativity, who are bound to lead to original and creative solutions. This subject highlights the importance of stimulating primary school children’s creativity in the context of current education. The approach in the debate deals with the link between creative thinking and creative problem solving alongside the importance of stimulating primary school children's creativity. A great experience for primary school education development includes creative thinking and creative problem solving. Creativity involves the process of divergent thinking that includes the beginning of wonderful ideas, creating new connections, expanding the limits of knowledge and split of ideas, which are old. When the children's divergent thinking is boosted, it enormously helps to maintain children's motivation for extended learning.. In the same way, encouraging primary school children to keep on generating original and new ideas fosters their creative-thinking abilities. Personal characteristics of a child can influence a certain grade in stimulating the creativity. Children develop quite complex skills when they begin to be familiar with problem solving skills and develop creative thinking. Therefore, their creative characteristics should be developed and in the same way, provide creative learning opportunities and inspiring, original lessons. A variety of studies that contained creativity included stimulating primary school children’s creativity. This aspect represents global educational progress to society and the current study provides a better view of creativity.

Education Policies and Practices for Basic and Primary Education Development in Nepal

Education policies are considered as the strategic link between the education's vision and day-to-day operations of education system of a nation. The comprehensive education policies allow to the decision makers and employees to understand their role and responsibilities within predefined limits. Education policies allow management to guide operations without constant management intervention. Education policies in Nepal have been considered as a predetermined course of action which is established to provide a guide toward accepted strategies and objectives. These policies identify the key activities and provide a general strategy to decision-makers on how to handle issues as they arise. Policies also help to eliminate the common misunderstandings by identifying job responsibilities and establishing boundaries for the job holders. The present study deals with the issues regarding Education Policy Practice focusing on development of basic and primary education in Nepal. Therefore, the major concern of the study is to examine the development of basic and primary education in Nepal.

Primary School Teachers in 21st Century in Bangladesh: Some Potential Aspects for Professional Development Identified from Relevant Literatures

In the context of 21st century, the changes in different educational aspects are taken place rapidly. This is because to respond to the needs of the fast growing technology-based educational opportunities that require more capable teachers with multifaceted competencies. Bangladesh has paid highest attention to implement competency-based curriculum for its primary level of education. National Curriculum and Textbook Board (NCTB) in Bangladesh reformulated its competency-based curriculum goal, objectives, terminal competencies along with the related attainable competencies, subject specific competencies, learning outcomes and other related aspects. Besides, NCTB initiated to incorporate the international updated teaching-learning methods and techniques, interactive instructional strategies, formative assessment procedures in each grade and each subject to address the 21st century teaching-learning needs in its last revised curriculum in 2012. However, the teachers with multifaceted competencies that address their appropriate level of knowledge, skills and attitude can positively influence in creating such a supportive classroom practices for 21st century learners. The Forth Primary Education Development Program (PEDP4) of Ministry of Primary and Mass Education (MoPME) in Bangladesh has highly emphasized to implement Continuous Professional Development (CPD) as an approach to strengthen its professional competencies for the government primary school teachers. This paper has been prepared based on the ideas explored through some relevant literature review. It basically identified some potential aspects for the teachers’ professional development of government primary schools in Bangladesh in 21st century context. This paper explored that the process of promoting teachers’ competencies need to be followed by set of activities with multifaceted continuous and regular manner at school setting.

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 2

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 2

Elementary science teacher education in Korea: past, present, and future

This paper will present how the preservice elementary teacher education institutions have changed, what has become the qualification of teachers, and what is the hiring system. The development process of elementary teacher education institutions in Korea can be classified into four stages. The earliest national training for elementary school teachers started after World War II and continued both during and after the Korean War. From 1951 until 1961, elementary school teachers were required to have completed secondary school. However, from 1962 through to 1980, teachers needed to have completed high school and then be trained in two-year colleges. Finally, starting in 1982, elementary teachers began being trained in four-year universities. From this time, graduate schools began to be founded in national universities to focus on education and to both prepare preservice elementary school teachers to promote inservice teacher professionalism. Currently, there are 13 elementary teacher education institutions in Korea. This paper provides an overview about how science education courses are taught in these institutions and explains the pathways to becoming an elementary school teacher in Korea. Based on this historical review of the elementary teacher education system in Korea, I discuss future directions for continued research and development in primary education, especially in science.

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 1

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 1

Священник Николай Гепецкий — русский националист и защитник церковных интересов в Государственной думе

The political activities and attitudes of the priest N. Gepetsky during his work as a member of the III State Duma of the Russian Empire are discussed. Attention is paid to Gepetsky’s position on a number of issues discussed in the Duma, including the question of the address of gratitude to the Emperor, the fight against drunkenness, the development of primary education, the rights of non-Orthodox religions, the language of teaching in Bessarabia primary schools. Special attention is paid to Gepetsky’s efforts to unite politically the Duma clergy, his struggle for the independence of the parish school, speeches and articles of the deputy- priest, in which he presented himself as a Russian nationalist. The relevance of the study is due to the growing public interest in the problem of relations between the Church and the state, acute discussions about the role of religion in education, the problem of the relationship between Christianity and nationalism. Novelty of research consists in that it is the first work specifically devoted to N. Gepetsky. It for the first time provides an analysis of his political views, new sources are introduced in the scientific circulation, including Gepetsky’s articles in the press, archival documents, reflecting his career in the Church and activity in the Duma.

Розвиток початкової освіти в с. Мангуш в 60-ті роки ХІХ ст.

Розвиток початкової освіти в с. Мангуш в 60-ті роки ХІХ ст.

National Education Day in Poland: history and traditions

The article recounts the history of celebrating the Day of National Education in Poland, which is marked on 14 October. On this day in 1773, the Education Commission — the first ministry of education in Europe — was created. In the context of the abolition of the Order of the Jesuits, who had played a major role in the development of primary and secondary education in the Polish-Lithuanian Commonwealth, the Commission faced the task of reforming public education and giving it a secular character. The reform of education in Poland was of great importance. An orderly education system emerged, subordinate to the state and of a secular nature. Some elements of reaching across the socio-economic classes were introduced. The education system created by the Commission was the basis for the development of education in subsequent years, when, after the final partition of the Polish-Lithuanian Commonwealth in 1795 and until 1918, its former territories were ruled by Russia, Prussia (known as the German Empire since 1871) and Austria. A national holiday dedicated to teachers has been celebrated in the Polish Republic since 1957, every year on 20 November, the international day of the Charter of Educators. In 1972, a Teacher’s Day was officially enshrined in legislation, and its date was moved to 14 October to honour the creation of the Educational Commission. In 1982, the holiday was renamed the Day of National Education. In Poland, since 1997 International Teachers’ Day has also been celebrated on 5 October by teachers working in the field of higher education.

НЕДІЛЬНІ ШКОЛИ У РОЗВИТКУ ВІТЧИЗНЯНОЇ ПОЧАТКОВОЇ ОСВІТИ У ДРУГІЙ ПОЛОВИНІ ХІХ СТОЛІТТЯ

НЕДІЛЬНІ ШКОЛИ У РОЗВИТКУ ВІТЧИЗНЯНОЇ ПОЧАТКОВОЇ ОСВІТИ У ДРУГІЙ ПОЛОВИНІ ХІХ СТОЛІТТЯ

Legacies and Lessons from two decades of Bangladesh Primary Education Programmes

Legacies and Lessons from two decades of Bangladesh Primary Education Programmes Chowdhury Mufad Ahmed, Mike Douse Abstract The numbers of children involved, and the amount of funds applied, place Bangladesh’s successive Primary Education Development Programmes amongst the world’s most significant donor-supported interventions. This paper explores how the four PEDPs, each incorporating lessons learned from its predecessor, have evolved from the initial ‘Twenty-seven projects in search of a Programme’ situation through to the well-organised and determined approach to the ‘middle-income country by 2021’ current destination. Based upon that exploration, particular attention is given to specific issues such as enhancing relationships between Development Partners and Government, achieving efficacious financing modalities, factors associated with effective Sector-Wide Approaches, making best use of experts, the second-phase gender challenge, pre-primary provision and purpose, the overloaded and under-motivated teacher, double shifts and inclusive education in a fluctuating environment. The paper concludes by tentatively suggesting some implications of Bangladesh’s four PEDPs for more general considerations of Education and Development. Full Text: PDF DOI: 10.15640/jehd.v8n2a12

IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU

Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.

The Education Policy with the Most Impact on the Development of Primary Education and the Implications for Attaining Sustainable Development Goal 4

The Education Policy with the Most Impact on the Development of Primary Education and the Implications for Attaining Sustainable Development Goal 4

Saudi Primary Education and the Formation of Modern Wahhabism

AbstractThe development of modern primary education in Saudi Arabia transformed Wah­habism in subtle yet significant ways. The art of instructing six- and seven-year-old children in the finer points of Wahhābī theology and law, as occurred in the new Saudi primary schools from 1929, may appear as the authentic continuation of a tradition within a modern institutional framework. Yet in point of fact, this foregrounding of theology constituted a departure from traditional Wahhābī pedagogy, and from precolonial Muslim learning conventions more generally. In response to the encroachment of non-Wahhābī personnel and systems of knowledge into their traditional domain, this paper argues, the Najdī ʿulamāʾ reframed modern education as a theological challenge, one similar to the challenge presented by bedouin and other non-Wahhābī Muslims.

Pedagogic rights and the acoustics of health and physical education teacher education: whose voices are heard?

ABSTRACTBackground: Health and Physical Education Teacher Education (HPETE) is increasingly shaped by agendas, stakeholders and accountability regimes that restrict rather than open up what is possible (Tinning [2006]. “Theoretical Orientations in Physical Education Teacher Education.” In The Handbook of Physical Education, edited by D. Kirk, D. Macdonald, and M. O’Sullivan, 369–385. London: SAGE). The evolution of an HPETE programme orientation that is ‘more conservative, less eclectic and adventurous’ (Tinning 2006, 372), and less socio-cultural and democratic (Enright, E., L. Coll, D. Ní Chróinín, and M. Fitzpatrick. [2017]. “Student Voice as Risky Praxis: Democratising Physical Education Teacher Education.” Physical Education and Sport Pedagogy 22 (5): 459–472) has serious implications for both the official and the hidden curriculum (Bain [1975]. “The Hidden Curriculum in Physical Education.” Quest 24 (1): 92–101) of HPETE, meaning the explicit and implicit content and values taught and learned by students.Purpose: In this paper, we seek to identify how, why and to what effect various agendas and stakeholders are shaping HPETE programme orientations in Australia. To this end, we draw on the work of Bernstein and deploy an acoustic metaphor to consider who speaks, who is heard and who is addressed within HPETE, with a particular focus on the implications of these acoustics.Participants and setting: The paper draws on data that were generated across three academic years with the students and teacher educators of one HPETE programme in an Australian university.Data collection: Data were generated through: (1) focus group interviews with teacher educators and students; (2) teacher educator written reflections; (3) programme review documentation for national accrediting bodies; (4) electronic course profiles; and (5) university internal policy documents.Data analysis: These data were subjected to an inductive thematic analysis. Following Armour and Duncombe [(2004). “Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future.” Physical Education and Sport Pedagogy 9 (1): 3–21, this journal], three vignettes were also constructed post-analysis to serve as rhetorical devices to facilitate the reader in engaging with the complexity, the emotionality and the politics of curriculum construction, contestation, reconstruction and reform (Goodson [1984]. “Subjects for Study: Towards a Social History of Curriculum.” In Defining the curriculum: Histories and ethnographies, edited by I. Goodson and S. Ball, 24–44. London: Routledge) and the pedagogic acoustics of one HPETE programme.Findings: HPE teacher educators are serving many masters in order to have programmes accredited whilst also satisfying internal university approval processes and trying to maintain the philosophical integrity and some sense of ownership over HPETE programmes. Students are often unaware of the non-negotiables that have come to define and/or limit how teacher educators teach towards social justice and facilitate democratic engagement and, therefore, are sometimes critical of the disconnect between the ‘walk and talk’ of teacher educators. ‘The medium is the message’ was one of the strongest themes to be constructed from the data set, as all participants agreed that certain institutional and policy arrangements, pedagogical decisions and styles of communication were a large part of what was taught and learned about social justice, democracy and equity in and through HPETE.Discussion and conclusion: In contexts where both teacher educators and student teachers feel that their voices have been silenced, sidelined or muted and their pedagogic rights limited, opportunities for ‘democratic deliberation’ and ‘radical collegiality’ [Fielding (1999). ‘Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice.’ The Australian Educational Researcher 26 (2): 1–34] become imperative. Our discussion engages with the implications of the explicit and implicit values taught and learned by student teachers through their experiences of HPETE and highlights how teacher educators can work to promote the pedagogic rights of their students.