Education Authorities Research Articles

THE SCHOOL FEEDING PROGRAMME STRATEGIES AND LEARNER PARTICIPATION IN PUBLIC PRIMARY SCHOOLS IN MAKUENI COUNTY, KENYA

Objective: This paper sought to determine how school feeding programme strategies influence learner participation in public primary schools in Makueni County, Kenya. Theoretical Framework: The study was anchored on; Social Learning Theory, Abraham Maslow’s Theory of Human Motivation and theory of Change. Method: Descriptive and correlation research design were employed. The target population was 875 respondents. Data was analyzed using descriptive, and inferential statistics. Results and Discussion: The findings were; there is no significant relationship between giving nutritious meals and learner participation was rejected from learners’ view but was not rejected as per the Headteachers, Teachers and Chairpersons board of governors’ view, there is no significant relationship among dietary teaching and learner participation was rejected from learners’ view but was not rejected as per the Headteachers, Teachers and Chairpersons board of governors’, there is no significant relationship between regular food supply during school days and learner participation was rejected from learners’ view but was not rejected as per the Headteachers, Teachers and Chairpersons board of governors’ view, there is no significant relationship between small-scale farmers’ engagement and learner participation was not rejected from learners’ view but was rejected as per the Headteachers, Teachers and Chairpersons board of governors’ views. Research Implications: The study found that learner participation within the study's territory was significantly correlated with the approaches used. The study recommends that Government Ministries of Education, Health and relevant Authorities, Head Teachers, Teachers, Chairpersons -BOM need to provide nutrition meals and dedicate adequate resources to sustain learner participation in Public Primary Schools in Makueni County, Kenya.

A Short Study on the Constructing Mechanism of Basic Education Community

The importance and urgency on the constructions of Basic Education Community originate from the needs of the balanced developments of basic education, the realizations of the Educational Internationalization and the healthy promotions of the Belt and Road Initiative. Social Interaction Theory, Educational Governance Theory and Educational Ecosystem Theory have played positive leading roles in the constructions of basic education communities. The governments, schools, families, communities, other educational actors and some organizations or institutions in the society who are involved in the constructions of the basic education communities ought to be burdened with their own responsibilities and obligations under the guidance of these theories.

Children’s Health Protection Issues in the Kyrgyz Republic

A review of the current system for the health and development of children and adolescents in the Kyrgyz Republic revealed a number of key issues. There is a lack of coordination among public, private, non-governmental, and international organizations for the advancement of current condition of children and adolescents. The staff of the health care system, education, social protection and other government agencies, whose activities, one way or another, are related to working with children, need to improve their skills, taking into account the expansion of policies in the field of health protection and development of children and adolescents. There is limited use of available factual data to improve the quality of medical care, habilitation and rehabilitation, disease prevention (overweight and underweight, tuberculosis, diseases of the reproductive system, psycho-emotional disorders, etc.) violence, and trauma. Environmental risks remain high (clean water, safe environment and living conditions). There is very low participation of the civil sector in decision-making and implementation of a program in the field of health care and development of children and adolescents.

The Failure Of The Ministry Of Education And Culture (Kemendikbud) To Implement Educational Policies Related To Digital Literacy In The School Literacy Movement (SLM)

Technological progress certainly requires that various fields can adapt to technology, especially in the field of education. Various innovations continue to be made by the government to improve the technology-based education system. The government policy, namely the School Literacy Movement (SLM), contains one of its components: digital literacy. This is one form of the education government's response to technological advances and making use of them. However, the implementation could be more optimal because the use of technology in this school should be carried out as it should. This research was conducted using library research, namely by collecting various articles by reading, taking notes, and managing various sources. The results of this study indicate that hoax news is still being spread. Namely, the information obtained needs to be filtered first. This, of course, also occurs because technology facilitates access to various information. Student delinquency in digital use is also a form of failure, and many students still abuse the use of technology. Because the information obtained is absorbed raw and the existing technology needs to be used properly, this also causes digital-based learning to be ineffective.

Interprofessional Competency Acquisition in an Interprofessional Training Ward Four-Week Placement: “Teamwork Is What Is Going to Ensure Our Patients Are Happy and Safe”

Demand on education and health authorities to provide workplace based learning opportunities for students to acquire interprofessional collaborative practice competencies is increasing. This article outlines the acquisition of interprofessional competencies by pre-registration health professional students in a four-week interprofessional training ward placement. Four final-year health professional students (medicine, nursing, occupational therapy and physiotherapy), from two tertiary education institutes worked together on an assessment, treatment and rehabilitation ward for older adults based within a local tertiary hospital. Four competency domains were the focus for the placement: role clarification and appreciation; interprofessional communication; team functioning; and interprofessional coordination and shared decision-making. Sequential audio-recorded focus groups were undertaken with the students each week. Using template analysis, student reports on each of the four interprofessional competencies each week over the four-week period were explored. Findings demonstrated all students incrementally and differentially acquired the four competencies over the course of the placement. The period between week-two and week-three was a critical time for competency acquisition as the students encountered real-life clinical problems. The study contributes to a growing body of research demonstrating the potential for interprofessional training wards to enable competency acquisition for undergraduate health professional students, and that competency acquisition may be time sensitive.

Challenges in Implementing Extensive Reading in Thailand

This study explores the key challenges encountered in the implementation of extensive reading in the Thai context. The samples were 400 Thai students and teachers who were already familiar with the concept of ER. The participants' opinions, thoughts, and beliefs about the implementation of ER were also gathered through surveys and semi-structured interviews. The results reveal that these challenges include teachers’ beliefs about ER; insufficient support from schools and educational authorities; teachers' workload and lack of training; and students' motivation and reading habits. Overcoming these challenges requires collaborative efforts between educational institutions, administrators, teachers, and students to provide adequate resources, training, and a supportive environment to promote a reading culture in the EFL classroom in Thailand. Extensive reading programs (ERP) can be effectively implemented in Thailand by recognizing and resolving these issues, which will improve language learning outcomes and a lifelong motivation for reading among students.

Understanding the Relationship Between User Game Preferences and Depressive Symptoms: A Pilot Study.

Objective: Following the initial measures taken to manage the repercussions of the COVID-19 pandemic, mental health conditions have become a critical concern. Mental health has become a foremost priority not only for health care providers but also for many other organizations, such as educational institutions, companies, and government agencies. A significant proportion of the Australian population having experienced mental disorders highlights the need for effective interventions. Those with pre-existing mental health issues experienced particularly pronounced effects. Among these challenges, advancements in technology offer new possibilities for mental health support. Videogames have shown effectiveness in mitigating symptoms of depression. Previous research has shown that game interface preferences correlate with players' emotional responses. This study aims to use MoodJumper, a game we designed, developed, and evaluated to examine the choice of game preferences in individuals with depressive symptoms. Materials and Methods: A pilot study was carried out after obtaining the Human Ethics committee's approval (n = 20). The participants were asked to fill out a Patient Health Questionnaire-9 (PHQ-9) questionnaire. They then played with the MoodJumper game for 20-30 minutes. Upon completing the game session, they were asked to fill out a questionnaire regarding their experience. Results: The results indicate a nonsignificant correlation between music preference, the direction of movement, and depressive symptoms meaning no significant relationship was found between depressive symptoms and chosen settings. However, a significant negative correlation was found between decision-making ability regarding game preferences and Patient Health Questionnaire-9 scores showing the difficulty of choosing preferred settings when having depressive symptoms. Conclusion: This contribution paves the way for designing and evaluating more impactful game experiences for individuals with mental health challenges.

Analysing risk in transnational higher education governance: a principal-agent analysis of international branch campuses

ABSTRACT Much of the literature on higher education governance is based on the premises of institutional immobility and national sovereignty. However, the rise of transnational higher education directly challenges both concepts. Transnational education is based on institutions’ mobility and the provision of education in a different country from the home institution’s location. This paper examines the governance of transnational higher education from the perspective of principal-agent theory (PAT). It posits that to understand the governance of such entities, one must consider the relationship with the home and host contexts – particularly the extent to which each is involved in the governance process. The study uses international branch campuses in Malaysia, Qatar, and the United Arab Emirates (UAE) to examine governance and risk mitigation in the transnational higher education context. Furthermore, the study aims to advance empirical and theoretical understandings in the comparative context.

Improving knowledge, attitude and practice on norovirus infection diarrhea among staff of kindergartens and schools: a before-after study

BackgroundNorovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention.MethodsThis study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention.ResultsOverall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84).ConclusionsThe potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future.

Governance and duty in global refugee education: a Kantian perspective

The broad adoption of the human-rights based approach to refugee education has not only accentuated the link between education provision and the realization of human rights; it has re-framed refugees as right-bearers. This conceptual shift from ‘refugee as victim’ to ‘refugee as right-bearer’ carries with it immense implications also for the way we think of the duty-bearers of refugee education. Once we re-conceptualize refugees as right-bearers, we acknowledge, too, the primacy of duty-bearers and ‘global moral obligations’. In this article, I first consider the history of global governance of refugee education, dating back to the ratification of the 1951 UN Refugee Convention. In tracing the shifting role of stakeholders in refugee education, I note, in particular, how the burden of responsibility of education policy and provision has oscillated between local host communities and the UN High Commissioner for Refugees (UNHCR). Next, I look at how rights and responsibilities are conceptualized in forced displacement context, that is, in the absence of a nation-state—traditionally considered the primary duty-bearer of human rights. Finally, I turn to Kant’s duty-based ethics, and suggest a Kantian perspective can help expand our understanding of duties and duty-bearers in global refugee education.

Employee Performance: The Influence of Organizational Commitment, Work-Life Balance and Technostress (Case Study of Non-PNS Employees)

Human resources are very important for the success of an organization, with good management will have a significant impact on employee performance, organizational commitment, work-life balance, and technostress, as evidenced by various studies and practical examples in educational institutions and government agencies. Researchers are interested in discussing and seeing how much influence Organizational Commitment, Work-Life Balance, and Technostress have on non-PNS employees at Syarif Hidayatullah State Islamic University Jakarta and Sunan Kalijaga State Islamic University Yogyakarta. This study uses quantitative research methodology to see the influence of Organizational Commitment, Work-Life Balance, and Technostress variables on non-PNS employees. Construct validity testing on each item is needed to conduct this study. Researchers use CFA: Confirmatory Factor Analysis using the Lisrel 8.7 application. After that, data analysis techniques are used to determine the effect of Organizational Commitment, Work-Life Balance, and Technostress on non-PNS employees at Syarif Hidayatullah State Islamic University Jakarta and Sunan Kalijaga State Islamic University Yogyakarta. This data analysis technique uses multiple regression analysis using the SPSS application. The results of this study produce a total contribution of the influence of all independent variables on the dependent variable, which is 16.8%. In comparison, the remaining 83.2% is influenced by other variables from this study.

Global governance and the promissory visions of education: challenges and agendas

ABSTRACT This article – and the special issue it introduces – contributes to the expanding scholarly literature on the global governance of education, with a particular focus on its future-oriented and ‘promissory’ dimension. Inspired by Beckert’s (2020) concept of ‘promissory’ legitimacy, a key contribution of this special issue is to critically analyse past and contemporary promissory narratives of the major international organisations and other global actors concerning the future of education. We focus on three overarching themes that emerge from the contributions to this special issue: Problems of legitimacy in the global governance of education; a shift towards multistakeholderism, which we explore through the lens of ‘the neuro-affective turn’; the use of crisis narratives as an instrument of global governance, and geopolitical shifts and the decline of the liberal world order.

What is meant by the term tertiary education? Past developments and recent activity

ABSTRACT The term tertiary education has gained prominence in recent policy debates in the UK [Morgan (2023). “Labour ‘would review whole landscape’ of tertiary education.” Times Higher Education, 28 November. https://www.timeshighereducation.com/news/labour-would-review-whole-landscape-tertiary-education]. This paper presents findings from a review of the use of the term in academic and policy papers in the UK over the last 80 years. The analysis reveals the role of international organisations in defining this term initially as a synonym for post-compulsory education before using it as a statistical measure which became a normative guide for many member states. More recently, the term tertiary education has been used as a descriptor of systems of educational governance and by the World Bank for specific systems of organisation. Using these definitions as a guide, the review demonstrates differences in government policy in the four nations of the United Kingdom: England, Northern Ireland, Scotland and Wales. Here there is evidence of periodic and partial policy change, but little sustained full engagement with this agenda. The review suggests that if future tertiary education policy initiatives are introduced they should cover all potential learners once they have left the compulsory phase of education and should be advanced by regional bodies with involvement from learners, employers and community representatives allocating funds from a single tertiary education budget.

Evaluating the Effectiveness of Home Science Experiences as Mental Scaffold in the Teaching and Learning of Basic Science

The study evaluated the effectiveness of children’s home experiences as mental scaffold in teaching and learning of Basic Science in Primary schools in Akwa Ibom State, Nigeria. The research design was Quasi Experimental. A sample size of 458 primary five pupils from public and private schools was used. The instrument for data collection was the Basic Science Achievement Test (BSAT), which was trial tested and analyzed using Kuder Richardson 20 (Kr20) formula and a reliability co-efficient of 0.78 obtained. Twelve intact classes were used for data collection ; 6 from urban and 6 from rural schools; 6 private and 6 public. One of the classes sampled constituted the experimental group and the other one the control group. Pre-test was then administered to the two groups and after three weeks of treatment, a post-test administered. A retention test was further administered after two weeks. The scores obtained from pre-test, post-test and retention test were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that children’s home experiences which served as mental scaffold significantly enhanced their ability to retain and recall scientific concepts. The result further revealed that school location had significant effect on the learning achievement of pupils in the study as subjects in rural schools performed significantly better than those in urban areas. Also, pupils in public schools outperformed their counterparts in private schools. It was then recommended among others that educational authorities and organizations should offer professional development through seminars and conferences to support the use of mental scaffold.

Designing and study the psychometric properties of the “Counselors’ Professional Development Scale

Introduction: The counselors’ professional development seeks education and skills training, experience, and expertise, not only in one field but for the present and the future. Aim: The present research was conducted to design and study the psychometric properties of the “Counselors’ Professional Development Scale". Method: The current research was a mixed exploratory design and tool making. The statistical population of this research included all counselors of counseling and psychology centers in Tehran in 2022. The number of samples reached 12 semi-structured interviews, which were selected by purposive sampling. Construct validity and Cronbach's alpha coefficient were used to examine the psychometric properties of the Counselors' Professional Development Scale. Results: The results of the present study showed that the Counselors’ Professional Development Scale has Cronbach's alpha reliability and adequate construct validity in a sample including counselors of counseling and psychology centers in Tehran. Conclusion: The Counselors’ Professional Development Scale in the theoretical framework of 6 selected codes based on the grounded theory was designed and the results indicate the desired reliability and validity of the present tool. It is suggested that the authorities of higher education and the organization of the psychology and counseling system consider the designed tool and provide a suitable platform for the professional development of counselors.

Early intervention for children and young people with neurodevelopmental conditions and intellectual disability: “The Getting Help” offer for Northwest England

Purpose The purpose of this paper is to outline what early support should be offered to children and young people with neurodevelopmental conditions including those who are autistic or have intellectual disability. A review of all child and adolescent mental health services (CAMHS) services in the Northwest completed by NHS England and Improvement (Doyle and Ryan, 2021) found that there was no clear Tier 2 offer (for mild to moderate mental health issues) for autistic children and young people or for those with intellectual disability. Following this review, a project group that had developed a model for mental health services for autistic children and young people and for those with intellectual disability (Wee et al., 2021) was tasked with articulating the “Getting Help” offer for children and young people with neurodevelopmental conditions, including intellectual disability. Design/methodology/approach A working group was created consisting of professionals from mental health, education and local authority and lived experience representatives of coproduction partners. A brief review of the background literature was also conducted. Six meetings were held to create a framework for the “Getting Help” offer and to discuss what the offer should be based on professional expertise and lived experience. Findings Recommendations for the Getting Help multi-agency offer included pre- and post-assessment support as part of a single attention deficit hyperactivity disorder/autism/neurodevelopmental pathway, community support for children with intellectual disability, access to adapted mental health support and the need for early recognition and support for avoidant and restrictive food intake disorder. Key themes from working group discussions included the reduction in the quality of services experienced by children and families due to silo working, which increased the risk of falling between multi-agency services and led to early signs of neurodevelopmental needs, or mental health issues being missed. Another theme was aiming for equity of access and outcomes. Originality/value This work is a response to a coproduced review of CAMHS in the Northwest and incorporates the lived experience of young people and families. It also adopts a holistic multi-agency neurodevelopmental approach rather than focusing on a single diagnosis or service.

Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils’ reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria. Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental pre-testing, post-test, control group experimental design. The population of the study consisted of all basic 1 pupil in public lower basic schools in Lagos State. While the sample size was Three hundred and twenty-four (324) pupils of Lower Basic 1 and Nine (9) teachers who were randomly and purposively selected using Simple Random sampling technique. The sample size was drawn from three schools from three Local Government Education Authority Areas (LGEAs) in Lagos State public lower basic schools. Two research questions were used and three instruments used for eliciting responses were Achievement Test in Reading (ATR), Pupils’ Attitude to Reading Questionnaire (PARQ) and Pupils’ Verbal Ability Test (PVAT). The instruments were validated by experts in early childhood and measurement and evaluation. The test re-test method was adopted for instrument reliability at 0.75. The data collected were analyzed using descriptive statistics (Mean and Standard deviation) Variance and Analysis Covariance (ANCOVA) Findings revealed that Jolly Phonics had significant effect on the academic achievement in reading of basic 1 pupil in lower basic schools and their attitude. Pupils taught with Jolly Phonics strategy performed better in reading achievement and had positive attitude than those taught with conventional method. It was recommended that Jolly phonics instructional strategies should be incorporated into basic school reading curriculum. This will help them develop reading skills easily. Individual differences in pupils’ reading ability should be identified and addressed through variation of reading strategies as was provided for in the experimental groups with jolly phonics strategy. Government, school managers and administrators should provide adequate instructional materials that will motivate pupils to easily adapt to jolly instructional strategy.

Exploring the Use of Augmented Reality in a Dodgeball School Sports Club

PURPOSE This study aimed to explore ways to utilize augmented reality (AR) in school sports and leisure by examining the case of an elementary school sports club using augmented reality-based e-sports. METHODS A self-study approach and Eisner's(1995) educational criticism were utilized. Data including photos, videos, literature, and memory boxes related to the elementary school AR sports club were collected weekly during the school semesters from March 2023 to January 2024, spanning a total of 30 weeks. The data were analyzed following the stages of analysis by Elo & Kyngäs(2007). RESULTS Augmented reality can act as a personalized exercise coach by visualizing physical activity information. Through posture and movement analysis, education on physical strength and expression can be provided that is linked to home; it can also expand the range of sports experiences and create a new sports culture. In order to effectively utilize AR, edtech field experts must be trained, and content must be developed through cooperation between companies and schools. The educational effectiveness of the content must be verified and the management system must be inspected, and public facilities utilizing edtech must be expanded.CONCLUSIONS AR has endless development potential in school sports and leisure, but these will require active interest and support from educational authorities.

On the problems of education of national minorities in Kazakhstan in the 20s and 30s of the XXcentury (on the materials of Northern Kazakhstan)

The article is an analysis of the problem of education of national minorities in Kazakhstan in the 20–30 years of the XX centuries.The focus of the researchers is on the initial period of Soviet power, when the processes of modernization and national self-determination intensified in the country. The main trends in the creation of the school system of national minorities, such as the opening of national schools, national cultural and educa-tional institutions, training of national teaching staff are considered. The peculiarity of the ethnic structure of the population of Kazakhstan in the studied period was the diversity of its national composition as a result of the active resettlement policy of the Russian Empire and migration processes of the Soviet period. The au-thors also pay attention to regional peculiarities in the development of the school system in Kazakhstan.The specificity of Northern Kazakhstan was that the German, Ukrainian, and Tatar populations were represented to a greater extent here; accordingly, the provincial education authorities paid special attention to the creation of schools for these ethnic groups, the number of which was increasing every year. The authors dwell sepa-rately on the problems and difficulties encountered by local education authorities —the lack of educational literature in the native language, the lack of basic conditions for organizing educational activities for national minorities, weak teaching staff, and the lack of experience in carrying out effective work to solve these prob-lems. The main reasons for overcoming these difficulties were the great diversity and dispersion of the popuation of Kazakhstan, the peculiarities of its economic way of life, the colonial past, the lack of specialists in local authorities to solve the problems of national minorities, the lack of funds for the development of nation-al schools.

청소년의 주요 관계 대상과의 친밀함이 스마트폰 중독에 미치는 영향: 학교 폭력 피해 경험 유무(有,無)별 비교 분석

This study explores the relationship between the closeness of key adolescent relationships (parents, teachers, friends) and smartphone addiction, specifically comparing adolescents with and without experiences of school violence victimization. Using data from the Korea Youth Foundation, the study surveyed 3,066 middle and high school students. The results revealed that adolescents who experienced school violence are more vulnerable to stress and less able to mitigate smartphone addiction through key relational systems. This finding highlights the overwhelming impact of school violence on individuals compared to other factors. School violence has long-term negative effects on the mental health and behavior of victims, necessitating systematic approaches and diverse support programs for prevention and support. Building networks among parents, teachers, educational authorities, and external organizations is essential. Additionally, the study emphasizes the urgent need to enhance the social capital functions of key adolescent relationships and raise awareness about the competitive educational environment.