Division Of Education Research Articles

Determinants of Performance of Public Elementary Schools Division of Agusan del Norte, Philippines

The study aimed to seek the determinants of the performance of public elementary schools in the Division of Agusan Del Norte. A descriptive research design was used in the study that involved the secondary data of the psychosocial characteristics of the respondent schools obtained from the School Monitoring, Evaluation and Assessment data bank of the district of Las Nieves. Based on the finding of the study, absenteeism, poor reading comprehension, and budget were the problems experienced by the school heads that likely affected school performance. An intervention program has been designed to address the issues of absenteeism and poor reading comprehension. In addition, the factors and school environment factors are important determinants of performance achievement that directly affect students' achievement not only in a subject area but in all subjects. Laboratory adequacy and availability, a school environment affect students' performance in Science and Technology subjects. Moreover, students tend to understand and recall what they see more than what they hear because of using laboratories to teach and learn science and technology subjects. It was recommended that the Department of Education Division of Agusan Del Norte initiate programs/projects/activities to sustain quality education, increase the learners' mean percentage scores, and encourage teachers to give extra time to assist learners who are not performing well in school. They may also encourage external stakeholders to participate in school activities and projects.

The Journey of Junior High School Math Teachers in Module Development: A Phenomenological Study

The study explored the Lived Experienced of High School Math Teachers. The outcomes of this study provide insight into math teachers' viewpoints, tactics used, and obstacles and struggles they had throughout COVID-19 module creation. The phenomenological methodology was utilized given the goal of this study is gaining insights into the lived experienced of high school math teachers in module development. Likewise, six participants hailed from different parts of the Department of Education Division of Lapu-Lapu City, using purposive sampling in the selection process. The study revealed twelve significant themes including, (1) viewpoint towards mathematics, (2) mantra in teaching mathematics, (3) role as a math teacher, (4) strategies employed in teaching, (5) sentiments, (6) pressure, (7) module creation, (8) strategies employed in module development, (9) struggles in module creation, (10) motivation, (11) module enhancement/Alteration, and (12) output satisfaction. In creating the modules, the module writers were terrified, hesitant and under pressure. During module development, they encountered difficulties. Despite their difficulties, they completed the module. They were happy and satisfied to have created a module for the students.

Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip C. Chinn

Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.

How Do Physical Therapists Perceive Anatomy Education?

INTRODUCTIONThere is a significant gap in the existing literature as to the long‐term retention or sufficiency of anatomical knowledge learned in physical therapy school. The purpose of this investigation is to explore the perceptions of the sufficiency and relevancy of the anatomy education received in physical therapy school, with a specific focus on its sufficiency and relevancy for clinical practice among early, mid, and late‐career physical therapists. Similar studies have been conducted among medical doctors and medical students (Ahmed et al., 2010; Rowland et al., 2011), but to our knowledge, there have been no studies surveying physical therapists in the United States focused on post‐graduate outcomes.METHODSThis survey was approved by the Moravian University IRB, #20‐0061. The survey was distributed via email through multiple clinical networks in the greater Mid‐Atlantic region, through the American Physical Therapy Association Pennsylvania chapter (APTA‐PA) and through the American Council of Academic Physical Therapy (ACAPT) Educational Research division. The survey included demographic questions, questions regarding how the survey respondents learned anatomy in physical therapy school, and a series of Likert scale questions to investigate their opinions about the sufficiency and relevancy of their anatomy education. Participants who were teaching or previously taught anatomy were not asked to participate in the study. Descriptive statistics were performed on the demographic variables and frequencies were calculated to determine the methods of anatomy education and Likert scale responses. One‐way Analysis of Variance (ANOVA) was performed to compare the Likert scale responses from the groupings of survey participants. Participants were classified by their year of licensure: early‐career (2015‐2021), mid‐career (2005‐2014), and late‐career (2004 and earlier).RESULTSEighty‐seven percent of respondents participated in dissection in their anatomy courses and 62.4% studied from prosected materials. Surface anatomy/palpation was included in 76.3% of anatomy courses. Less than 7% of respondents utilized newer methods such as a virtual cadaver table, augmented reality headsets, clay modeling, and body painting. There were no significant differences in Likert scale responses among early, mid and late‐career physical therapists. Respondents all agreed that dissection helps to develop practical clinical skills, is superior to prosection, and that the use of cadavers for anatomy education is essential (4.37, 4.13, and 4.32 on a 5‐point Likert scale, respectively).CONCLUSIONPhysical therapists’ perceptions should be a key component in the development of standard learning objectives for physical therapy (PT) anatomy education. In this investigation, length of time in practice did not influence the opinions on the sufficiency or relevancy of anatomy education. Dissection continues to be included in most physical therapy anatomy courses and perceived to be essential for learning. We intend to further this research by conducting focus groups and by examining the relationship between methods of learning anatomy, PT specialty, and opinions of anatomy education.

Инновационные процессы в образовании: реформы Петра I и современность

The article is devoted to the issues of reforming education in transitional periods of historical development. An attempt is made to compare two eras of innovative transformations - the time of Peter the Great's educational reforms (the first quarter of the XVIII century) and the recent period of our history (the 90s of the XX century - present. time). These difficult periods have a lot in common: the radical restructuring of school education, the transition to Western European models in culture, the rejection of traditional, "old" spiritual forms of education and training. Both reforms had different goals and consequences: in the Peter the Great period it was a search for new knowledge and new meanings of education, in the modern era it was an attempt to completely rethink and remake the Soviet education system.The time of Peter's reforms was evaluated by Russian thinkers in different ways, but almost everyone saw them as a process of modernization of society, an attempt to put it on new technological rails. Liberal and Westernizing thinkers evaluated Peter's reforms exclusively in a positive way, considering them a real revolution in the field of education, which led Russia to an unprecedented strengthening and flourishing. A galaxy of conservative thinkers who assessed the transformations of Peter I as a "storm" and a "thunderstorm" that overturned the old "Moscow" education, believed that they were inevitable, but had many negative consequences, in particular, the division of education into spiritual and secular, uncritical borrowing of its content from the Western European tradition, the forcible planting of schools alien to the spirit of the population.Modern innovative transformations, which are largely contradictory in nature, are still waiting for the evaluation by researchers and teachers.

CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS

Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis.
 Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data.
 Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres.
 Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.

Does what the man studies affect what he does at home? Field of education and gender division of housework and childcare in Norway, Austria and Poland

ABSTRACT Using data from the Generations and Gender Survey, this study explores the association between men’s fields of education and the gender division of unpaid work among co-residential heterosexual couples in Norway, Austria and Poland. Fathers’ relative contribution to childcare is higher than it is to domestic work in all three countries, suggesting that men have increasingly become more involved fathers than egalitarian partners. Moreover, the scant contribution to housework is lower for men when they are fathers in Austria and in Poland, not in Norway. Also the impact of the field of education is context-embedded. Although the results are not clear-cut and diverge among countries, men choosing ‘softer’, more nurture-oriented and more female-dominated fields tend to exhibit a more symmetrical division of housework and childcare. These associations persist after controlling for his and her labour-market position, suggesting that field of education captures something more than time availability, cost opportunity and monetary returns. Yet Polish men are those most differentiated by level and field of education. In Poland, gender segregation in education is high, and support for the dual earner-dual carer model is still very low both institutionally and culturally, so that men studying in typically female fields are highly selected.

Developing a Dynamic Approach to Disaster Preparedness in Selected Secondary School: Barriers a Facilitators

The paper ascertained the level of the disaster preparedness of selected secondary schools in Department of Education Division of Caloocan City based on government mandated policies in order to create a model for disaster preparedness plan. This is anchored on the Modern disaster theory of Chen (2013) and used the mixed method approach. It covered total of 4 (four) purposely selected public and private secondary schools in Caloocan City for School Year 2020-2021 in terms of their experiences on natural disasters. Respondents were the Principals, Assistant Principals, Social Studies and Science Coordinators, the School Disaster Risk Reduction and Management Coordinators, and one section of Grade 10 Junior High School students for each respondents school. Students, teachers and the school leaders, including members from school safety committee, needs to be trained regarding disaster preparedness to understand the disaster management framework so that they can use it as a tool to manage disasters at school. Results revealed that disaster preparedness of students and school leaders has been achieved through training and drills conducted by their schools, non-government and government institutions, past experiences from disasters during hazards and based on the knowledge received in classroom discussions and during rehearsals performed at school. Thus, schools must consider funding the training by strengthening their partnership with stakeholders towards promoting and sharing of learning goals and providing opportunities to collaborate that enhance shared responsibility across the whole school community. Keywords: Disaster, Disaster Preparedness, Secondary Schools, Barriers, Facilitators

Preferences of educators and students in vocational colleges regarding teaching methods

The problem and the aim of the study. This aim of this study is to determine the teaching methods used by Industrial Electronic Equipment Troubleshooting (IEET) course instructors and the preferred teaching methods of IEET students in vocational colleges. Research methods. For data collection and analysis this study used a survey research design and a quantitative method. Stratified random samples of 360 second-year students and 113 instructors on the electronic technology programme from 53 vocational colleges were chosen for the study. Data was collected using a questionnaire with closed-ended questions. Descriptive data analysis was performed and reported in the form of percentages and means. Results. The study findings reveal that the most frequent teaching methods used by the instructor on teaching Industrial Electronic Equipment Troubleshooting courses are lecture (mean 3.88), question and answer (3.69), and presentation (3.68). Conversely, students had a high level of interest in seeking instructors who use teaching methods such as workshop (mean 4.68), simulation (4.50), web-based (4.46), blended learning (4.31), study tour (4.29), and games (40.8). Conclusion. The study found that instructors still frequently use the conventional chalk and talk method in the classroom, i.e., the lecture. Efforts need to be undertaken to ensure that teachers use a variety of teaching methods in the classroom. Teachers should use student-centred teaching approaches and technology to invest students in the learning process. It is proposed that the Ministry of Education, through the Technical and Vocational Education Division, provide training on 21st century pedagogy to vocational college instructors and provide a complete information and communication technology infrastructure to all vocational colleges to improve teaching methods among instructors.

Reflective Thinking for Quality Mathematics Instruction: A Study on Fiji Primary School Teachers’ Knowledge of Reflective Teaching

This study was aim at analyzing the notion of quality teaching expected of teachers as reflective practitioners, which are continuously articulated during workshops, conferences, however, its practicality seems vaguely defined and at times, reflection seems to lose its purpose and value. The study engaged a descriptive survey which used stratified sampling technique which understudies 363 Primary School Teachers in Fiji from the four major Education Divisions, in which each stratum was selected. A ‘Test on Knowledge of Reflective Teaching,’ and a ‘Rating Scale on Practice of Reflective Teaching’ were conducted and analysed to compare the components of Knowledge and Practice of Reflective Teaching, with respect to teaching experience, and the data was analysed quantitatively using Analysis of Variance (ANOVA). Fndings from the study amongst others is that there is a significant difference in knowledge which focus on practical aspects’ component of knowledge of reflective teaching for primary mathematics teachers in Fiji.

An Exploratory Study into EFL Teachers’ Implementation of New Technologies and Distance Teaching During the Covid-19 Pandemic

Over the past two years, the Coronavirus exposed the educational division across the globe. The ruling parties, faced with time pressure, sprang into action, quickly imposing new guidelines on school academic units to migrate the entire EFL curriculum online. Moreover, among many academic organizations, the Polish educational system is one in which many limitations and challenges have been appearing. Thus, the contribution of the present work is to examine the avenues and experiences that are significant on the way to implement new technology and which need improvement from the EFL teachers’ perspectives in this new context. Overall, 180 EFL Polish teachers participated in the exploratory survey study, which explored their (un)readiness, capacities, support, efficacy, and obstacles in technology integration. Respondents’ perceptions enable thoughts, further implications, and recommendations on a more instructive, interactional, and rewarding approach that could be implemented while integrating EFL teaching with a technology-based mode of lesson delivery. It was discovered that not only teachers may establish better EFL remote practices, but also – all the language education policy stakeholders.

More states allow sales of OTCs in vending machines

Pharmacists may notice that some OTCs they stock in their pharmacies are now appearing on the rotating coils inside an increasing number of vending machines alongside chips and crackers. Late last year, Maryland lifted its decades-old ban on the sale of OTCs in vending machines, leaving Connecticut, Wisconsin, and Oklahoma as the only 3 states that continue to uphold such bans. This additional access point to pain relievers, allergy meds, and contraception may not change the landscape for pharmacy and pharmacy practice, but it will add to a landscape in which access to both medication and health care in general has been increasing. “The pandemic has proved to us that health care is changing, and pharmacy is a part of health care,” said Stefanie Ferreri, PharmD, professor and chair of the division of practice advancement and clinical education at University of North Carolina’s Eshelman School of Pharmacy. “We are rethinking how health care is delivered, and that includes how medications get to patients.” There’s no federal law that prohibits the sale of OTC medications in vending machines, but many states have banned the practice over the last 50 years or so. During this time, however, consumers have had many points of access to OTC products outside of the pharmacy, including grocery stores, gas stations, corner stores, and more recently the Internet. “I don’t see this changing the landscape,” said Lisa Kroon, PharmD, professor of clinical pharmacy and department chair at the University of California, San Francisco School of Pharmacy. Instead, vending machines that carry OTC products add to an environment where access to medication and to health care in general has been increasing. The machines join home delivery, curbside pickup, and mail order pharmacy, among other new modes of medication delivery. In this current pandemic and flu season, vending machines may offer the added advantage of cutting down on unnecessary foot traffic at brick-and-mortar stores. “The convenience of it is certainly a big advantage,” Ferreri said. In some parts of the country, this kind of access may provide a greater advantage than in others. In a February 2021 report urging Maryland lawmakers to lift the ban on vending machine sales of OTC drugs, bill sponsor Robbyn Lewis (D-Baltimore) pointed out that many people live in pharmacy deserts. As for those who live near a pharmacy, only 5% of those stores are open 24 hours. But in these remote areas, one should ask how often vending machine products turn over or get restocked, Kroon noted. “How long are these medications just sitting in there? Who’s checking expiration dates? Even at a corner store, you’d think turnover would be a little higher,” she said What’s more, while pharmacy deserts tend to be found in low-income areas, vending machines may not provide affordable access to OTC medication. “You’re not going to get the choice of the store brand in a vending machine, and those are a whole lot cheaper,” Kroon said. While the machines may dispense pain, cold, and allergy relief medications, they cannot dispense a pharmacist’s advice. Though they only stock OTCs, many consumers are unaware that these types of products could cause interactions with their prescription medications or could interact with existing health conditions. “A pharmacist is a great health care professional for advice on over-the-counter medicines,” Ferrari says. “In fact, we’re the only health care professionals trained in over-the-counter medicines. So that’s a big disadvantage of these vending machines.” But pharmacists still have the opportunity to dispense advice on OTCs after vending machine sales. The sale of OTC drugs in vending machines simply underscores the need for pharmacists to inquire about OTCs and supplements when patients pick up prescriptions, if possible, and certainly during medication reviews. “You as the pharmacist may need to tell them about those OTC medications and the possible risks, since many patients assume they are always safe since you don’t need a prescription,” Ferreri said. “I usually have to ask the question in 2 or 3 different ways before I find out that they’e taking several over-the-counter medicines. So make sure that you ask and double-ask your patients what they’re taking.”

Współczesne kierunki rozwoju edukacji w społeczeństwie edukacyjnym

The start of the SARS-CoV-2 epidemic on March 12, 2020 has brought about significant changes in all aspects of education. The presented article presents the current directions of education development, distinguishing between in-school and out-of-school education. On the basis of the presented division of education, the challenges faced by the currently existing types of formal, non-formal and informal education after the SARS-CoV-2 epidemic are presented.

Effect of an E-Educational Poster on Improving the Knowledge, Attitude, and Practice on the Proper Use of Face Masks among School Students

Introduction: Two spread methods of Covid-19, namely airborne and respiratory droplets, can be prevented by proper use of face masks. However, it has been reported an inadequate knowledge attitude and practice of proper use of face masks among school students. Therefore, the knowledge, attitude, and practice of school students should be improved. Different approaches are used to improve knowledge, attitude, and practice. However, e-posters are rare, and the effect of e-posters on improving the knowledge, attitude, and practice of school students on the proper use of face masks has not been studied. Objectives: The objective of this study was to determine the effect of an e-educational poster on knowledge, attitude, and practice of the proper use of face masks among school students. Method: This study was conducted as a pre-test and post-test design. The sample was 364 grade 11 students of the Gampaha educational division, Sri Lanka. Data were collected using self-administered questionnaires distributed pre and post to the interventional e-education poster. Data analyses were conducted by using SPSS Software. Results: Results show no significant demographic difference (p = 0.446) between the pre and post-test groups. A significant increase was observed between the pre and post-test mean scores of knowledge (p ≤ 0.05), attitude (p ≤ 0.05), and practice (p ≤ 0.05) on the proper use of face masks. In pre-group knowledge (p = 0.155), attitude (p = 0.258) and practice (p = 0.211) shows no significant difference due to gender. Also post group knowledge (p = 0.079), attitude (p = 0.835) and practice (p = 0.435) shows no significant difference due to gender. Conclusions: The results suggest that e-educational posters may be useful to improve the knowledge, attitude, and practice on the proper use of face masks among school students. The improvement of knowledge, attitude, and practice on the proper use of face masks by e-educational posters among school students occurs irrespective of gender.

Issues and Challenges that Students from Single-Parent Households Face in Their Academic Performance at Senior Secondary Level

An increase in single-parent households is noticeable in modern society and the academic performance of the senior school students living in single-parent households is affected negatively at large. Therefore, this study aims to discover the issues and challenges that single-parented students face in their academic performance at the senior secondary level. This study involved a hundred senior secondary students (Grades 10 & 11) from single-parent households, fifty of their parents, and fifty class teachers from the Moratuwa Educational Division. The sampling method was stratified random sampling and the strata are three school types. Primary data was acquired through three structured questionnaires and the secondary data was collected through test scores and school-based assessments. Only descriptive statistics were used to derive the inferences. The analysis found that the students from single-parent households experience low parental involvement in their academic activities for many reasons, confirming that 24% of single parents rarely attended parent-teacher meetings, and 38% never attended. The three main causes are stressful responsibilities (92%), lack of finance (88%) and no external help at home (82%). About 70% of students have expressed their dislikein attending school as well as engaging in academic work. Furthermore, 88% of the students have claimed that they have lost confidence in their single parents as well as their class teachers. 76% and 68% of grades ten and eleven students have obtained the class positions between (31-50) while only 4% and 2% of grade ten and eleven respectively have acquired the class positions between (1-10). It was revealed that psychological, social and economic aspects contribute to the achievement levels of the students. This study recommends that ground-level stakeholders in school management pay more attention to and help single parents and their children cope with their situations and enhance their academic performance.

INCLUSIVE ORIENTATION OF THE EDUCATION SYSTEM IN UKRAINE

Under the influence of global processes of humanization, modern Ukrainian society is changing its attitude towards people with disabilities. These changes can be seen as overcoming social and educational barriers.One of these barriers is the traditional division of education into general secondary and special (correctional), which are represented by segregation institutions. But the modern approach to the development of education breaks down this barrier.Integration processes into the European community determine the urgency of the problem of inclusive education. It is primarily due to the fact that the number of children in need of remedial education is growing steadily. The emergence of the ideology of inclusive education is due to the need to improve the system of organization of children’s education. This improvement is to create a single educational space for each child.The term “inclusion” differs from the terms “integration” and “segregation”. With inclusion, all stakeholders must be actively involved to achieve the desired result. Recognizing the value of inclusive education, it is necessary to take into account certain factors that hinder the implementation of the ideas of inclusive education. We believe that this is primarily not a tolerant attitude of the population to children with disabilities, psychological unwillingness to accept these children as full members of society. But despite the emerging disputes and disagreements, the system of inclusive education is an effective mechanism for the development of an inclusive society. This is the key to inclusive education. Rejecting all misunderstandings, we can say that inclusive education is education for all, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics. It gives the opportunity to join the general process of learning and education (development and socialization), which then allows an adult to become an equal member of society. In general, an inclusive form of education and upbringing is a long-term strategy.The development of inclusive education in Ukraine requires the creation of a barrier-free environment that includes physical and psychological components. Special work with the use of additional education resources on the organization of interaction of children with and without disabilities, aimed at harmonizing children’s relationships; creating an atmosphere of emotional comfort and mutual acceptance. By changing society’s attitude towards children with disabilities, the process of integrating such children into secondary schools will gain popularity and become successful. A well-organized inclusive education will help parents of children to look at the phenomenon of integration in a new way and provide evidence that children with disabilities will not only not harm their children to full development, but will also provide additional opportunities.

Explaining the educational divide in electoral behaviour: testing direct and indirect effects from British elections and referendums 2016–2019

ABSTRACT An educational divide has become apparent in Western democratic politics. Our understanding of why this divide has emerged remains limited as existing studies have not utilized mediation methodologies, which allow detailed examination of how education’s shaping effect on electoral behaviour is transmitted. This study addresses this gap in knowledge – providing a more complete picture of why modern British politics divide along educational lines. It applies the Karlson–Holm–Breen method to British Election Study data to explore firstly, what proportion of education’s total effect on vote choices, cast in the 2016 referendum, 2017 and 2019 General Elections, was transmitted indirectly, and secondly, the relative contribution of economic orientations, cultural attitudes and political cue-taking behaviours as drivers of this divide. Findings show 67–91% of education’s total effect on vote choices was transmitted indirectly and crucially, that vote choices divided along educational lines largely because educational groups exhibited divergent economic orientations, cultural attitudes and cue-taking behaviours. Results also highlight that educational division(s) in the referendum and General Election voting were driven by different mechanisms.

Investigating the Perceptions of Sindhi Parents Towards Additive and Subtractive Bilingualism and Bilingual Education in Sindh, Pakistan

Pakistan is linguistically and culturally diverse country where more than 70 languages are spoken. Primary education in mother tongue is a basic human right of every child and this right has been denied in private education sector of the country. The division of education among private and public sectors have further pulled the tensions and division among the masses. Language in education policies have been not been dealt with serious consideration in the entire history of Pakistan. Further proliferation of private schools in Pakistan has sidelined the role of indigenous languages in educational domain especially at primary schooling. Private schools are teaching through the subtractive bilingualism mode where one language is being preferred over other languages in teaching and learning context . This paper intends to explore perceptions of Sindhi parents towards additive and subtractive bilingualism in private schools at primary schooling and how this one language policy in schools is affecting their children. For this purpose, 16 semi-structured interviews have been conducted through maximum variation sampling. The data is collected from four districts of the Sindh; Dadu, Hyderabad and Qambar & Shahdadkot. The results showed that parents hold different perceptions about additive/subtractive bilingualism. Out of 16 participants, 6 supported additive bilingualism and rest supported subtractive bilingualism. Results showed that parents were curious that English rather than helping create confusion and frustration for children at this very young age. Therefore, additive bilingualism must be supported that it not only facilitates children but also helps them to grasp complex concepts easily. They demanded that Mother tongue teaching must be supported in private schools Keywords: additive bilingualism, subtractive bilingualism, mother tongue education, English language teaching, language in education policy DOI: 10.7176/JLLL/84-03 Publication date: December 31 st 2021

Ethical Issues Associated with Computer as an Instrument to Technological Growth in China

New advancements especially in the field of information technology has actually brought new scientific gains to humans however it ought to be noted that the entry of new scientific and technological areas will constantly require to have ethical issues and restrictions. The purpose of the study was to analyze the ethical issues in computer as an instrument to technology growth in China. The study was literature review based. The participants of the study contained 20 computer system experts. 10 of them were graduates of computer education and educational technologies divisions, who worked as computer science instructors in China. Structured interviews were conducted with participants to identify their point of views concerning research study questions. Unauthorized access to the systems which is hacking is done utilizing different and new techniques and is increasing each day. Computer ethics has long been taken into consideration by the scientists. Interviews were organized separately with each participant in time slots and places they determined. The study concluded that computer ethics with a reference to personal privacy, accuracy, building and availability; investigated the beginnings of these issues; growth of internet and computer technology globally has resulted in the growth of new types of global criminal offense specifically Internet associated. The research suggested that the government of China should develop and apply a minimum set of directing rules of conduct that would certainly help with effective communications and reliable commerce via making use of electronic medium and to make certain the precision of data, in addition to shielding it from unauthorized accessibility or unintentional disclosure to improper people. Keywords: Ethical Issues, Computer, Technological Growth, China

NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE

The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)