Government Schools Research Articles

Confronting the idealised ‘Nordic model’ in education with contemporary realities of special education in Sweden

ABSTRACT For decades, the Nordic countries have been admired for their inclusive education systems within egalitarian societies, bolstered by PISA studies and global calls to ensure inclusive education as a human right. This paper contrasts idealised perspectives on Nordic education with internal experiences, exploring recent challenges to the relationship between special and inclusive education. Using Sweden as a case study, it highlights internal diversity within the Nordic region, showing differing paths and gaps between research, policy and school realities. The risks of idealising past educational models are discussed, noting that Sweden, once known for its egalitarian education and low special education needs classification rates, now faces higher classification rates and more separate provision due to policy changes. Recent trends have shown a shift towards increased diagnosis and classification, influenced by marketisation and decentralisation policies. The paper focuses on neurodivergence, analysing shifts in government priorities, teacher education, school practices and research agendas. Analysis of recent policies, reports and educational data reveals winners and losers in school participation, providing insights into the implications for educational discourse, the future of the ‘Nordic model’, and Swedish education in a global context.

영국 학부모정책의 동향 및 시사점: 학부모 참여 활성화 및 책무성 강화를 위한 학부모정책

This study analyzed recent trends in UK parent involvement policies to draw implications for parent policies in South Korea. A comprehensive literature review revealed four key areas. First, while the UK has long encouraged parental involvement, recent discussions have increasingly centered on strengthening parental accountability. Second, the UK emphasizes the shared responsibilities of schools, students, and parents, as outlined in family-school agreements. Third, the UK's School Governing Bodies act as major decision-making bodies, while parent councils facilitate effective communication between schools and parents, and PTAs encourage active voluntary parental participation. Finally, the UK’s parent policies clearly define the roles, powers, and responsibilities of parents through systematic legal frameworks. Based on these findings, this study proposes enacting 「The Family and School Partnerships for Student Education Act」 and introducing the School-Parent Agreement system in Korea.

Role of public schools in education decisions in rural India

AbstractEducation is a fundamental pillar of human development, and India's Right to Education Act 2009 established it as a basic right for children aged 5–14. Despite this, many children in rural India still struggle to access basic schooling, which affects their ability to continue their education. In this paper, we explore factors influencing school participation and continuation of children aged 5–16 years in rural India, with a specific focus on the role of having an appropriate public school within the village after the Act's implementation. An ‘appropriate school’ is defined based on the last class a child attended. Using data from the nationally representative Annual Survey of Education Report (ASER), our analysis employs a pooled cross‐section logistical model. The findings reveal that the presence of an appropriate public school in the village significantly increases the likelihood of a child attending school. This effect is particularly pronounced for girls, highlighting the importance of accessible schooling in fulfilling the Right to Education Act's objectives.The results underscore the need for policy makers to ensure the availability of appropriate public schools at all educational levels within villages, as this is crucial for enhancing school attendance and reducing dropout rates, especially among girls. Context and implications Rationale of the study: To understand how inadequate and unequal access to school infrastructure, especially the absence of government schools, explains a significant proportion of children in India not completing their schooling. Why the new findings matter: The findings strongly underscore the importance of ensuring access to a school within the village, particularly for girls. Implications: There is a need to view school education as one composite goal to enhance participation and reduce dropout rates across all levels, aligning with the Samagra Shiksha scheme's principles of equitable access to all levels of education and inclusion of disadvantaged groups. Achieving these goals requires investment in existing school infrastructure to support expansion and resource provision for higher levels of schooling. With educational spending at approximately 3% of GDP between 2010 and 2020, much lower than the 6% recommended by the National Education Policy 2020, addressing this gap presents an opportunity to improve educational outcomes nationwide.

Assessing the phenomenon of out‐of‐school children in Nigeria: Issues, gaps and recommendations

AbstractSince the 1950s, the Nigerian government has undertaken various reforms and assessments to improve educational planning and delivery. Schemes and legal frameworks, such as Alternative Schools, Universal Basic Education, the Open School Program and the Child Right Act, exemplify efforts to universalise elementary education in the country. Yet, up to 20 million children and youth in Nigeria are currently out of school. Utilising a critical literature review approach, validated by empirical data and correlation analysis, this paper assesses Millennium Development Goal 2 and Sustainable Development Goal 4 to identify the factors that make education inaccessible for children in Nigeria vis‐à‐vis the effectiveness of policies and government interventions. The critical literature review evaluates prior research and data to understand the systemic issues within Nigeria's educational framework. Through this approach, we identify patterns and relationships that underpin the educational crisis, highlighting both successes and persistent gaps. To quantify the relationships between variables, we employed correlation analysis. Our assessment shows a significant positive correlation between unemployment and the rate of out‐of‐school children in the country, indicating that favourable socio‐economic conditions translate to improved access to education. Additionally, geopolitical disparities, insecurity and public spending on education collectively influence educational outcomes in Nigeria. We recommend a reimagining of the out‐of‐school children phenomenon by government agencies, non‐governmental organisations and civil society to focus on household‐level intervention policies that reflect local socio‐economic conditions. This study proposes the initiation of a sovereign annual fiscal audit and expenditure tracker to monitor the flow of funds from patrons or the government to the proposed beneficiaries. Furthermore, we suggest a review of the Universal Basic Education Act of 2004 and recommend that schools are brought even closer to children in crisis‐stricken areas. The findings underscore the pressing need of targeted, context‐specific strategies to address the multifaceted barriers to education in Nigeria. Context and implicationsRationale for this study: Comprehensive critical reviews on the issue of out‐of‐school children (OOSC) in Nigeria are scarce. With an alarming 20 million children not attending primary and secondary schools, a thorough scholarly evaluation of this pressing issue is urgently needed.Why the new findings matter: By highlighting key issues such as government commitment, household economy and insecurity as factors influencing OOSC rates, this study offers actionable recommendations to both the private and public sectors on how to effectively reduce the number of out‐of‐school children in line with the sustainable development goals (particularly, SDG4).Implications for policy makers, researchers and the general public: The findings of this study will assist policy makers (government bodies, schools and interested development partners) in developing strategies to tackle the issue of OOSC in Nigeria. It will help improve the design of policies and techniques to address the barriers to education access. Furthermore, it provides the foundation for future research and sensitises the general public to join hands in the advocacy for educational equity.

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

Tobacco Industry CSR activities in Poland between 2020-2023

Abstract Background The tobacco industry has undergone a significant transformation in its approach towards Corporate Social Responsibility (CSR) activities. Once primarily associated with controversy and criticism due to the health risks associated with tobacco consumption, many tobacco companies have begun to embrace CSR initiatives as a means to mitigate these concerns and demonstrate their commitment to broader societal well-being. Methods Methods were based on the Global Tobacco Industry Interference Index. Between 1 January 2020 and 31 March 2023 scoping review of legal basis, Polish media websites, Polish government and local government websites, also social media of tobacco industry companies has been done by four reviewers searching separately. Results Between 2020 and 2023 several tobacco companies supported public schools (organized workshops, offered internships, and demonstrated the production processes). In 2022, the National Revenue Administration signed an agreement with Philip Morris Polska, among other companies, under the Cooperation Program. The objective of the Program is to initiate collaborative measures that promote compliance with tax regulations. At the end of 2021, the National Revenue Administration took patronage over the Business Center Club social campaign entitled ‘Coming together to fight the illicit trade in tobacco products’. Moreover, in March 2023 the General Police Headquarters started cooperation with BAT and JTI in the field of combating illegal production and trade in tobacco products, as well as disclosing and eliminating tobacco products from illegal sources from economic circulation. Conclusions In Poland, which currently has no specific regulation constraining tobacco industry lobbying, implementation of the provisions of WHO FCTC Article 5.3 is needed to limit interactions between the government and the tobacco industry. Government and public schools should not accept any support from the tobacco industry. Key messages • The government should have regulatory measures to manage its interactions with the tobacco industry, emphasizing the importance of refraining from accepting industry assistance. • Implementation of WHO FCTC Article 5.3 of is needed to limit interactions between the government and the tobacco industry.

Impact of Virtual Learning on Student Performance and Engagement in Remote Hilly Areas of Uttarakhand

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.

Challenges of Teacher Involvement in School Management in China

The philosophy of “participatory management” has garnered attention in a wide range of sectors. In China, research on teacher involvement in school management began in the late 20th century. The purpose of this article is to discuss the significance of teacher involvement in school management and summarize its challenges and causes in China on the basis of the existing literature, with the view to providing valuable insights for the advancement of school governance and the improvement of the quality of education in this country.

Design Of A Letter Archives Website Using Native Php In The Department Of Youth Education And Sports In Wonosobo District

The Department of Education, Youth and Sports is a government agency that operates in the formal and non-formal education service sector as well as in managing education governance in schools. The Department of Education, Youth and Sports has a structural field, one of which is the SUPEG field "General and Personnel Sub-Section", where it deals with a lot of issues related to general and personnel, one of which is incoming and outgoing letters. However, there are obstacles and problems faced, namely that incoming and outgoing letters often have double numbering, some letters cannot be found, the archive process is still manual and there are many other problems. With the existence of this incoming and outgoing mail archive website, it is hoped that it will be useful and can solve this problem at SUPEG in the future. The website was designed using native PHP language and several collaboration languages, namely JavaScript, CSS and others, for the database itself using Xampp. The final result of this research is the production of an Archives Website for Incoming and Outgoing Mail. who can provide information and solve problems that occur in SUPEG "General and Personnel Sub-Section" especially in the correspondence section both within the agency and from outside.

Exploring lower secondary Malaysian teachers’ perceptions of using the listening materials in the ‘Pulse 2’ textbook

As Malaysia’s education is going through major reforms, an impact from the recent global development worldwide, various efforts have been put forward to ensure the Malaysian education system is globally competitive. One of the crucial steps taken was to align its English language education system to the Common European Framework of Reference (CEFR). In implementing the CEFR-aligned curriculum in the Malaysian classrooms, the Pulse 2 Textbook was introduced as the key resource. Although the initiative to bring in Pulse 2 textbook was a welcomed approach, just like any policy implementation, the textbook brought various challenges. This hindered both teachers’ and students’ capability to fully participate in the curriculum and accomplish the required language proficiency outcomes. The study reported in this paper is one part of a larger study on CEFR-aligned curriculum in the Malaysian classrooms. Since this study was one of very scarce studies that explored the practicality of the foreign, CEFR-aligned English textbook to teach listening skills, the focus was to explore teachers’ perceptions. Specifically, the study investigated teachers’ level of satisfaction, pedagogical approaches, and challenges in using Pulse 2 for teaching listening skills to lower secondary students. A phenomenological qualitative research design using open-ended interviews was applied to gain a detailed understanding of teachers’ perceptions of using the listening materials in the Pulse 2 textbook. The sample consisted of five teachers currently employed as lower secondary English language teachers in a government school in Semenyih. Data was analyzed using Braun and Clarke’s Six-phase Thematic Analytic Process. Coding was done using the In-Vivo coding method to develop themes for discussion. The study found that overall, teachers were satisfied with the materials in the textbook to be used in teaching listening skills. Although teachers still faced issues of cultural content and lexical suitability, activities from the textbook were easily modified and adapted for students of various proficiencies to achieve curriculum objectives. However, much still needs to be done in terms of improving school infrastructure, supplying quality equipment and providing professional development support to teachers to ensure that they can accurately and confidently carry out the listening activities outlined in the Pulse 2 Textbook. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing both the pedagogical requirements and professional development of teachers involved in teaching listening skills to lower secondary students using the Pulse 2, CEFR-aligned textbook.

Evaluating the reliability and validity of the Strengths and Difficulties Questionnaire in a heterogeneous ethnic young cohort from northeast India

Abstract Introduction: The strengths and difficulties questionnaire (SDQ) is extensively utilized to assess adolescent psychosocial problems. Despite its global use, the instrument’s reliability and validity across diverse ethnic populations remain under-examined. This study evaluates the reliability and validity of the SDQ among adolescents from an ethnic young cohort from Northeast India. Methodology: The present study followed a cross-sectional descriptive study design. The population for the study comprised children aged 13–17 years, studying in various government and public schools located in districts in Northeast India. In this study, a total sample size of 400 participants was selected. The SDQ was used. The researcher used the Statistical Package for the Social Sciences (SPSS) version 23 to analyze and measure the data. The study was undertaken with the approval of the scientific committee and ethical committee. Results: The internal consistency of the SDQ, as indicated by a Cronbach’s α of 0.846, suggests high reliability. Exploratory factor analysis identified five distinct factors from the SDQ items, with Bartlett’s Test of Sphericity and the Kaiser–Meyer–Olkin (KMO) measure confirming the appropriateness of factor analysis (χ² =1880, df = 276, P < 0.001; KMO = 0.848). Factors were deemed significant with loadings ≥0.3. Conclusion: The findings affirm the SDQ’s reliability and factor structure within this multiethnic context of Northeast India, underscoring its potential as a valid tool for screening psychosocial issues among diverse ethnic groups. This validation enhances the SDQ’s applicability for mental health assessments and interventions across varied Indian ethnicities.

Interest and Academic Achievement of Students in Senior Secondary School Mathematics as Determined by Teachers' Self-Efficacy

This study examined the degree to which Teacher’s Self-efficacy determined students’ interest and academic achievement in Mathematics. The study adopted correlational research design. The study was guided by two (2) research question and two (2) hypotheses. The population of the study consist of 8 Mathematics Teachers and 5125 Senior Secondary II (SS2) students. A sample of 29 mathematics teachers and 400 students was used for the study. Four instruments were employed for data collection in this study. They are Teachers’ Self-efficacy scale (TSS), Students Mathematics Interest Scale (SMIS) which was developed by researcher and students’ Mathematics Achievement Pro-forma (SMAP). Face validity as well as construct validity were used to the instruments. The reliability indices of the Students Mathematics Interest Scale (SMIS) and Teachers Self-efficacy scale (TSS) were computed using Cronbach's Alpha (α). Regression analysis was performed to analyse the data, and regression ANOVA was utilised to test the hypotheses at the significance level of 0.05. The study's results, among other things, demonstrated that students’ interest in mathematics is determined by teachers self-efficacy (11.1%), found significant (p> 0. 05) determinant of students Interest in Mathematics, it also showed that students’ achievement in Mathematics is determined by teachers self-efficacy (11.2%), found to be significant determinants of students achievement in mathematics. Conclusion were drawn and implications of the findings of the study was highlighted. It was recommended that Teachers should strive to develop high self-efficacy, positive aversion and low anxiety towards the teaching of Mathematics in schools as to boost students’ interest and achievement in mathematics; Government agencies and school administrators should train in-service and pre- service teachers for self-efficacy to enhance students’ interest and academic achievement.

Examining the Nexus between School Infrastructure and Instructional Materials on Academic Performance of Secondary School Students in Gombe State

The main purpose of the study was to examine the nexus between school infrastructure and instructional materials on the academic performance of secondary schools in Gombe State. The study was guided by two specific objectives, two research questions, as well as two null hypotheses. The research which was conducted in the Gombe State adopted a correlation research design. The population of the study was 24,216 subjects comprising 3,178 teachers and 21,038 Senior Secondary (SS II) students in public Secondary Schools in Gombe State. A multi-stage sampling procedure was adopted for the study in which simple random and purposive sampling were used. To determine the sample size, the Taro Yamane formula was used and a sample size of 348 was determined. Impact of School Facilities on Academic Performance Questionnaire” (ISFAPQ) was used as the instrument for data collection. The ISFAPQ was subjected to face validation by three experts and a trial test was conducted in Bauchi State which a reliability index of 0.89 was obtained using Cronbach Alpha. Data were collected through a questionnaire, and End of third-term results form. The data collected was analyzed using mean and standard deviation as well as linear regression analysis. The findings of the study revealed that school buildings and instructional materials had a significant impact on the academic performance of secondary school students in Gombe State. Based on the findings of the study, the following recommendations were made; The Government should ensure that school buildings are well-built and painted to facilitate teaching and learning. Instructional materials should be made available by the government and management of secondary schools to enable effective teaching and learning.

The Managerial Competence of School Principals in Improving the Quality of Secondary Education

Improving student learning outcomes depends on teacher involvement in learning and the principal's good managerial competence in carrying out managerial functions in the school environment. This research aims to find information about the principal's plan to improve the quality of education in Banda Aceh City State Middle Schools and to describe the managerial function of school principals in enhancing the quality of education in Banda Aceh City State Middle Schools.This research uses a field research approach, namely research, where researchers go directly into the field to look for materials close to the truth. The study was conducted directly at State Middle Schools in Banda Aceh City, namely State Middle School 1 and State Middle School 12 in Banda Aceh City. The results of the research prove that the managerial competence possessed by school principals at SMPN 1 and SMPN 12 Banda Aceh City has so far been the basis or guide in the process of placing school principals, which is based on planning ability, organizing ability, ability to carry out school activities and ability to carry out supervision of every activity at school. School principals who have reliable managerial competence can influence progress in the educational environment, teacher performance, the effectiveness of school governance, and the achievement of better educational outcomes.

Breaking Math Anxiety: A Success Story From an Indian Government School

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills.

Decolonizing Language in Education Policies of Nepal

Nepal has never been formally colonized; however, it struggles with the intricate effects of both internal and foreign linguistic colonialism, which has resulted in the marginalization of several indigenous languages in the formal educational system. The present paper explores how language education policies are changing in Nepal, a country with a wide variety of languages. This qualitative study used phenomenology as a research method and purposively selected four government aided school teachers as participants. Tool for data collection was interview and the findings showed that English is a dominant language in education policy though the constitution of Nepal allows mother tongue or national language i. e. Nepali to be the medium of instruction in the government schools. The study explored the expanding decolonization movement in language in education policy, led by communities, educators, and grassroots activists. The goal of this movement is to establish a more fair and inclusive learning environment from supporting the acknowledgement and integration of indigenous languages in formal education. The paper explored the historical mechanisms of linguistic colonialism in the educational system, examining the prioritization of dominant languages over indigenous languages and the resultant exclusion of the latter. The study concludes by outlining the current changes being made to Nepal’s language education regulations and highlighting the importance of linguistic inclusion as a driver of social cohesion and cultural preservation. By providing insights into the problems and possibilities of incorporating indigenous languages into formal educational systems, the research adds to the larger conversation on decolonizing education.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

Improving learning outcomes for out-of-school children: evidence from a randomized evaluation of an accelerated learning program in Liberia

ABSTRACT Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools.

Prevalence of Anemia among Adolescent School Girls of Bardoli Taluka, Surat, Gujarat

Introduction: Anemia is a serious public health challenge in India. It affects women, adolescents and children throughout the lifecycle. In boys and girls it limits their development, learning ability, reduce concentration in daily task, increases risk of infections, increases school dropout rates and reduces their physical activity. Anemia in girls can increase risk of pregnancy associated complications like premature births, low birth weight of baby and perinatal and maternal mortality. Aims of the study: The aim of the present study was to identify the prevalence of anemia and its associated factors among adolescent school girls of Bardoli, Surat. Material and methods: A cross sectional survey was carried out to identify the prevalence of anemia among 815 adolescent school girls from both Government and Private schools by using non probability purposive sampling technique and who fulfilled the inclusion criteria Digital hemoglobinometer was used to collect capillary blood for estimation of hemoglobin level. Result: Study results showed that, 694 (85 %) girls were having anemia and 15% of them had normal hemoglobin level. 48% had mild anemia and 37% had moderate level of anemia. 2 (0.24%) girls had severe anemia. It was highly prevalent among 417 (60.15 %) girls of government schools than the private school. Majority 551 of them were under weight (BMI < 18.5). Level of anemia was significant with age, residence, dietary pattern, education and occupation of parents, family income. Menstruation related factors like regularity, amount of blood loss was significant. Conclusion: Anemia is still a major health problem in our country. Anaemia among adolescent girls still continues to be a significant public health problem.

Komponen-komponen Administrasi Personalia Guru dan Tantangan di Era Digital: Solusi Menghadapi Perubahan Zaman

Teacher personnel administration is an important aspect in the effective management of educational staff in the school environment. This article aims to explore what teacher personnel administration is, the challenges in the current era and its solutions through a literature study approach. Personnel administration covers various aspects, such as recruitment, selection, development, performance assessment, promotion, and teacher welfare. Based on the literature review, the role of good teacher personnel administration is crucial to improving the quality of education. Proper management of teacher personnel can improve their motivation, performance, and welfare, thus having a positive impact on the teaching and learning process. This study also highlights the challenges in teacher personnel administration at various levels of education, especially related to government policies and school management. In conclusion, the implementation of effective teacher personnel administration plays an important role in creating a quality and sustainable education system.