Ministry Of Education Officials Research Articles

Realizing Participation Rights of Minority Youth in Conflicted Societies: The Case of Councils Integrating Jewish and Palestinian-Arab Youth in Israel

This study explored the intersection of participation rights, politics, and culture in youth councils operating in a polarized socio-political climate. It drew on the case of youth councils integrating Jewish and Palestinian-Arab youth in Israel. Based on interviews with youth council members, adult leaders, and Ministry of Education officials, the findings portray the interrelated political, lingual, and cultural barriers hindering the participation of Palestinian-Arab youth. These barriers were embedded in top-down activities, practices, and structures, unintendedly importing unequal power relations into the councils. We argue that realizing participation rights in youth councils operating in diverse and conflicted societies requires adapting the councils to their participants, their locality, and the circumstances. These adaptations should acknowledge that youth participation is a multidimensional concept whose implementation is contextual, rely on a willingness to relinquish the common one-size-fits-all model of youth councils and aim to create participation spaces that challenge inequalities and social friction.

EFFECT OF FAMILY INCOME LEVELS ON LEARNING OF PRIMARY SCHOOL GOING CHILDREN IN KAPEDO WARD IN TURKANA COUNTY- KENYA

Access to basic education in conflict-prone communities is a significant challenge in Kenya. Empirical reviews had suggested that, during intercommunal conflicts, various factors influencing access to basic education were compromised. However, these influences manifest differently in distinct situations and locations. There has been limited research on how access to basic education was affected following intercommunal conflicts in Kapedo, Turkana County. The study aimed to examine the effect of family income levels on learning of primary school going children in Kapedo ward in Turkana County- Kenya. The study drew on three theories: Relative Deprivation theory, System Resource Theory, and Hierarchy of Needs Theory. It employed a descriptive survey research design, covering the entire population with two Ministry of Education officials, four headteachers, and twenty-four teachers as respondents. Data collection used a semi-structured questionnaire and an interview schedule, ensuring voluntary participation, confidentiality, and clarity of the studys purpose. The analysis combined descriptive statistics (frequencies, percentages, and averages) and inferential statistics (regression analysis) and presented results through charts and tables, with qualitative data analyzed thematically. The study revealed that family income affected education, with conflict-induced economic instability leading to resource allocation challenges and school attendance issues, especially for girls. The study recommends that the Ministry of Education and Local Authorities maintain the provision of essential learning resources, emphasizing administrative functionality, classroom safety, and resource access to enhance learning outcomes. Non-Governmental Organizations and Donors should support programs to address economic challenges during conflicts, offering financial assistance, livelihood opportunities, and scholarships for childrens education. KEY WORDS: Family Income Levels, Learning, Access to Basic Education, Primary School Going Children, Intercommunal Conflicts

Effects of School Selected Factors on the Implementation of the Re-Entry Policy in Public Secondary Schools in the Gatundu South Sub- County, Kiambu County, Kenya

Purpose: In 1994, Kenyan Ministry of Education established a policy that expectant students should remain in school until due to delivery. In 1996, the policy was revisited and National Guidelines for School Re-entry in Basic Education was formulated in 2020 whose goal was to provide and improve re-entry for learners who drop out of school. This research aimed to assess the effects of school selected factors on the implementation of the re-entry policy in public secondary schools in the Gatundu South Sub- County, Kiambu County, Kenya. The study was based on Equality of opportunity theory propounded by Mithaug.
 Methodology: The Convergent parallel mixed research that yielded both quantitative and qualitative data. To gather quantitative and qualitative data in this study, a cross-sectional survey and case study designs were applied. The target population was 421 derived from 268 class teachers, 30 principals, 60 mother-students, 60 parents/guardians and 3 MOE officials. The sample size was 93 participants. Purposive and simple random sampling were used to get 53 class teachers, 10 principals, 2 Ministry of Education officials, 15 mother-students and 13 parents/guardians. The study used content, face, construct and criterion validity. Reliability of research tools and the quantitative data analysis was done using SPSS VERSION 21. The Cronbach Alpha reliability coefficient test results were at 0.933, greater than 0.7 affirming an acceptable level of internal consistency. The data collection tools included: questionnaires, face to face interviews, document analysis and phone interviews. Hypothesis was tested using Pearson correlation and results indicated negative correlation between government initiatives towards the implementation of the re-entry policy and school completion rate. The quantitative findings were elaborated in frequencies, tables, rates, pie diagrams and charts while qualitative data thematically dissected and presented narrative form. The researcher sought permission from NACOSTI, The Catholic University of Eastern Africa, and the Kiambu county government as a mandatory pre-study requirement. The participants of the study were given the essential information and confidentiality guaranteed.
 Findings: According to the findings of the study, the vast majority of all respondents had verbally heard about the re-entry policy or from the media. The teachers' and parents' level of education was commendable because they were able to comprehend the policy if channels of educating were utilized. The study also found that the re-entry policy was not supported by the government.
 Unique contribution to theory, practice and policy: The study recommends accurate dropout records, leave applications, and follow-ups for girls, as well as comprehensive retraining for guidance and counseling teachers to address teenage pregnancy cases and support mother-students.

Harnessing technology and innovation to address emerging issues: Covid-19: Opportunities and challenges

This study explores the opportunities and challenges presented through harnessing technology and innovation to address COVID-19 as an emerging issue in higher education institutions in Kenya. COVID-19 pandemic has presented unprecedented challenges to higher education institutions in sub-Saharan Africa, specifically in Kenya. The pandemic forced institutions to migrate to online learning, impacting the quality of education, enrollment rates, and mental health challenges students face. The study used a mixed-methods approach, incorporating secondary sources of information and primary data from experts such as Ministry of Education officials, university management, students' counsellors, and teaching staff from Kenyan universities. It focused on teaching and assessment delivery, enrollment rates, education quality, ICT infrastructure access, and mental health challenges. The study revealed that universities with established e-learning support departments were better equipped to transition to online learning, with the level of preparedness of teaching staff for online delivery is a significant factor in enhancing performance. However, enrollment rates did not increase significantly, and mental health challenges were common among students due to the digital divide. Higher education institutions in Kenya should invest in e-learning support departments and bridge the digital divide to prepare teaching staff for better online delivery. Universities should also consider a hybrid approach to teaching and learning that combines online and face-to-face delivery modes to ensure better learning outcomes.

RELATIONSHIP BETWEEN SAFETY SUB-COMMITTEE AND PHYSICAL INFRASTRUCTURE AND IMPLEMENTATION OF SAFETY STANDARDS AND GUIDELINES IN PUBLIC SECONDARY SCHOOLS IN GARISSA TOWNSHIP SUB-COUNTY, KENYA

The purpose of the study was to assess factors influencing the implementation of safety standards and guidelines in public secondary schools in Garissa Township Sub- County. This study examined School safety Sub-committee and physical Infrastructure on the implementation of safety standards and guidelines in public secondary schools in Garissa Township, Sub- County. Survey research design was used in this study with 10 principals and 320 teachers in Garissa Township Sub- County as the target population. The sample comprised of 106 respondents with 10 principals and 96 teachers. Questionnaires were used to collect data from teachers while interviews were used to collect data from Principals. Data from questionnaires was analyzed using pearson r while that from interview guide was analyzed using verbatim. The results were presented using tables with help of statistical package for the social sciences (SPSS) version 25. Using the Pearsoncorrelation, the study found out that the Safety Sub-committee (r= 0.280, p<0.01) was statistically significant and thus showed positive relationship with the implementation of safety standards and guidelines. The research also found out that 60 % of the principals interviewed revealed that school safety sub-committee was instituted but not active while 40% of safety sub-committee did not exist in the schools. Using the Pearson correlation school physical infrastructure (r=0.405, p<0.01),] The study showed a significant relationship between school physical infrastructure and the implementation of safety standards in Garissa Township Sub-County. In the interview conducted 80% of principals agreed that the existing infrastructure are regularly maintained and refurbished through the government funds in every financial year through the maintenanceand improvement funds. The study recommends that the Public Secondary Schools in Garissa Township Sub-County should review the implementation of School Safety standards and guidelines by ensuring that safety sub-committee is enhanced and ensure that there is sufficient and effective physical infrastructure in schools to promote conducive learning environment. The study would be beneficial toparents, schools and ministry of education officials in Kenya atlarge.

Level of Student Disaster Risk Reduction Awareness in Public Secondary Schools in Kisumu County, Kenya

The recurring, widespread and sudden nature of fire and floods disasters pose high degree of risks frequently in secondary schools. However, the capacity of the affected secondary schools is limited due to paucity of student’s disaster risk reduction awareness. The study endeavoured to assess the level of student disaster risk reduction awareness in secondary schools in Kisumu County. The study grounded on Planned Behaviour and Disaster Preparedness theory while adopting a descriptive research design. A sample size of 86 out of 172 public secondary schools was used. All principals from sampled schools were selected. Also, 172 students comprising of 2 student leaders, one Head of Department from each selected schools were sampled totalling to 86, and 4 ministry of education officials from Kenya School of Curriculum Development were purposively sampled. Data was collected using questionnaires and observation schedule. Qualitative data collected was put under themes consistent with the research objective. Quantitative data was coded and entered in the computer for analysis using the Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics such as percentages, means and frequencies were used to analyse the data. The study revealed that there was no disaster risk reduction and resilience in current curricula in secondary school. Students lacked capacity to respond to disasters in secondary schools in Kisumu County since they lacked disaster management training. The study recommends formulation of effective and practical disaster syllabi, alongside specialized training for teachers who would be delivering DRR education which builds on students’ existing knowledge and experience by developing additional competencies needed for effective disaster management. Rehearsal drills in disaster preparedness must be done in secondary schools by students since it re-emphases points made in separate training programs and test the systems as a whole and invariably revealing several gaps that otherwise might have been overlooked.

Investigating the Influence of Social Support Factors on Retention of Boys in Public Secondary Schools in Marsabit County

Purpose: To investigate the influence of social support factors on retention of boys in public secondary schools in Marsabit county.
 Methodology: The research design used was mixed methodology because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County. The target population was 8 secondary schools in Marsabit County that had boys’ students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students and 48 parents present at Board of Management. Class teachers and parents were selected using simple random sampling method with an application of Krejcie & Morgan table or formular to obtain 48 and 42 class teachers and parents respectively. The sample technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Questionnaires and interview guides were answered by students, teachers and parents respectively. The pre-test study was conducted in two public secondary school in Isiolo which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised of 5 class teachers, 10 students and 4 parents at BOM. Reliability and validity were also measured. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers and parents did not adequately portray clear need on why they should remain in school. The results were presented using tables and explanation.
 Results: As per the questionnaire, 46(60%) strongly agreed and 17(22%) agreed that parents were so supportive to their completion of secondary school education (Median-5). Additionally, 23(29%) strongly agreed and 39(51%) agreed that the community has always wished students well in academic endeavors and are always present when needed (Median-4). Nevertheless, 53(69%) strongly disagreed and 14(18%) disagreed that the school had provided conducive classes and meals among other resources to the students (Median-2). Additionally, 39(51%) strongly disagreed and 33(42%) agreed that the government had provided reliable and qualified teachers who were committed to see students succeed in secondary education (Median-2).
 The study interviewed teachers and parents of public secondary schools of Marsabit County. The type of support accorded to the boys to remain in school included moral support to shape their manners, financial support to provide schools fees; religious support to check their status with God; and counseling support to offer advice and listening ear to the issues boys underwent through. The ways through which social support was administered included assignments to do at home hence keeping them busy while the parents indicated that they offered them tasks such as cleaning houses, utensils, taking care of the cattle, assisting them in running the businesses and sending them to library to keep them busy. Further, the motivating factors that were put in school which attract students to remain in school included different meals; flexible curriculum hence a choice to choose favorable 8 subjects; school uniform and books; library; entertainment days; school clubs; and cocurricular activities such as drama, soccer, rugby, basketball, tennis and badminton.
 Unique contribution to theory, policy and practice: Most secondary school management were struggling in ensuring that students have decent learning classes and eat frequently in school. That notwithstanding, the students did not have teachers who would be committed in ensuring that they instill discipline and ensure that the boys are interest in education matters and school activities in general. The recommendations made on social support is that secondary school principals should liaise with the ministry of education for requests to have as many teachers as possible. This is because, when teachers are present, students will benefit a lot since they would be taught and be more confident towards excelling in the examinations. Additionally, the government should increase budgetary allocation to the ministry of education to be able to fund education in the marginalized regions adequately. The fund would be used to build classes and provide at least a meal per day. The ministry of education officials in Marsabit, should incorporate the idea of building classes using affordable means such as precast panels and fabricated panels. This method would cut cost to manageable limits based on the allocated and available funds.

STAKEHOLDERS PERCEPTIONS OF PRINCIPALS’ LEADERSHIP STYLE PRACTICES IN SECONDARY SCHOOL IN NORTH CENTRAL GEOGRAPHICAL ZONE, NIGERIA

This study examines stakeholder’s perception of principals’ leadership style practices in Secondary Schools in North Central Geographical zone, Nigeria. Two objectives guided this study and the objectives are; assess stakeholders”, perceptions of principals’ autocratic leadership style practices in secondary schools in North Central Geographical zone, examine stakeholders perceptions of principals visionary leadership style practice in secondary schools, the research questions and hypotheses are in line with the objectives. Relevant literature was reviewed. descriptive survey was used as the research design. The population was 92,089 which comprised 3,167 principals, 61,825 teachers, 1,665 Ministry of Education officials and 25,432 PTA Officials. The total sample size was one thousand four hundred and twenty-six 1,426. That consisted of 345 principals, 382 teachers, 321 MOE officials and 378 PTA officials. Self-structured questionnaire titled ‘Stakeholders’ perception of Principals’ leadership style practices in Secondary Schools’ (SPPLSPSS)” was used to elicit responses with reliability coefficient of 0.72 using split half test. Perceptions of respondents were analysed using frequency counts for research questions answered and analysis of Variance (ANOVA) for hypotheses analyzed to express the results of the findings. The findings show that principals that practices autocratic leadership style gives deadline on every assignment given to teacher and students with full compliance. The finding also revealed that principals that practices visionary leadership style helps in increasing oneness work place. The study concludes that principals should varies that leadership style to enhance effectiveness.

MATHEMATICS EDUCATION AS A TOOL FOR TECHNOLOGICAL DEVELOPMENT, SELF-RELIANCE AND SUSTAINABLE DEVELOPMENT INGOMBE STATE

The development of any nation depends on her scientific and technological advancements. Therefore, the paper examined the role of mathematics education on the technological development, self-reliance and sustainable development in Gombe state. A total of two thousand, six hundred and fifty (2,650), respondents consisted of Gombe State Ministry of Education officials, parents, principals, vice principals, teachers, students and others from forty (40) each of junior and senior secondary schools purposively and randomly selected and used for the study. Data collected using well designed and open ended questionnaire and analyzed using frequency counts, percentages, and regression analysis statistical tool to answer the research question and to treat the research hypothesis of the study at 0.05 alpha level of significance revealed that there is an effect of mathematics education on the technological development, self-reliance and sustainable development in Gombe state. Recommendations were given based on the findings of the study, since mathematics is the bedrock of scientific and technological development of any nation.

Creating a picture of the world class university in Taiwan: a Foucauldian analysis

The Taiwan Ministry of Education (MOE) put forth the aim for the top university project (ATU) in 2005 with the aim of improving the worldwide academic competitiveness and ranking performance of selected Taiwanese universities. With the conclusion of the second phase of the project at the end of 2017, this study aims to critically examine and reflect on the ministry’s fundamental assumptions regarding the idea of the world-class university (WCU) and how such an institution should be governed. To gain an in-depth and critical perspective on the policy, this study takes the form of a Foucauldian analysis. The empirical data are sourced from a range of material, including qualitative interviews, official policy documents, website resources and other relevant documents. Interview data were collected in collaboration with two MOE officials who were directly in charge of this project. This study concludes that assumptions made about the WCU by MOE officials have evolved during the last decade, indicating that the management of funding recipients is moving, in Foucauldian terminology, from top-down disciplinary power to networked governance. While higher education funding is a zero-sum game, the ATU risks creating a vicious circle in which non-ATU institutions and their students are increasingly marginalised, especially in the case of private universities. As a result, the MOE should rethink the ATU, focusing on higher education as a whole. Careful consideration of the relative advantages and disadvantages that have arisen from the launch of the ATU will help to ensure that the project is open to further improvements in the future.

Trainers’ Qualifications in Competence Based Education and Training Implementation and Acquisition of Employable Skills Among Visually Impaired Learners in TVET Institutions in Kenya

The purpose of this study was to examine the extent to which trainers’ qualifications in CBET implementation influence the acquisition of employable skills among visually impaired learners in TVET institutions in Kenya. The study applied a mixed methods research design. The study targeted 2 principals, 20 heads of departments, 70 trainers, 150 visually impaired learners and graduates of Machakos Technical Institute for the Blind and Sikri Technical Training Institute for Deaf-Blind, 2 Ministry of Education officials in charge of TVET, Curriculum Development Accreditation and Certification Council officials, 3 Ministry of Labour officials, 10 members of civil society groups and 5 managers of industries. A census of the principals and trainers was taken while purposive sampling was used to sample the rest of the respondents. Primary data was collected using questionnaires, interview schedules, focused group discussion guide and observation checklists. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed using content analysis. The study established a shortage of trainers in most departments within the institutes attributable to continuous increase in learners with special needs and multiple disabilities and the requirement for one trainer per learner at a given time for learners with visual impairments. It was also established that quite a large number of trainers in the TVET institutions were not adequately equipped to implement the CBET approach with a particular focus on the visually impaired learners (VILs). The study further noted that the acquisition of employable skills among VILs was positively and significantly influenced by trainers’ qualifications in CBET implementation. The study concluded that trainers’ qualifications had considerable impact of level of the acquisition of employable skills among VILs. Keywords: Competence based education and training, employable skills, trainers’ qualifications, visually impaired learners. DOI : 10.7176/JEP/10-29-02 Publication date :October 31 st 2019

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda

The major role of Technical, Vocational Education and Training (TVET) is to equip young persons with skills for the world of work. However, studies have shown that TVET graduates in Uganda experience difficulty in their transition to the world of work, implying major labor market entry problems. The study, we set out to identify different strategies for facilitating TVET graduates’ transition to the world of work in Uganda. A qualitative approach was used to collect data, analyze and present findings. Thirty respondents, comprising of employers of TVET graduates, trainers and officials from: skilling Uganda, Uganda employers’ union, Ministry of education officials, and TVET graduates in formal employment were randomly selected and interviewed. The various strategies identified were: <i>use of employment agencies, income generating units at the institutions, institutional-industrial linkages, provision of start-up capital, tools and materials for self-employment, training with production and internship/ industrial attachments programs</i>. It is recommended that an active labour market information system be established at TVET institutions to analyze, collect, evaluate and provide labour market information to identify evolving occupations, skills shortages and areas of skills oversupply and redundancy; that there should be an increase in apprenticeship programs and that TVET institutions adopt approaches such as case studies, project-based learning, real life problem-based learning, and teamwork learning activities.

Influence of Guidance and Counselling Programmes on Secondary School Students Academic Engagement in Nyamira County, Kenya

Secondary school students are still in the age of rapid physical, social and psychological developments. These developmental changes pose a number of challenges which result to cases of maladaptive behaviour as evidenced by strikes, riots, boycotts, truancy, low self-esteem and a general lack of enthusiasm in academic activities in school, leading to poor academic performance. The current study sought to establish the influence of guidance and counselling programmes on secondary school students academic engagement. The study was guided by two theories namely; Ludwig Bertalanffy’s Systems Theory and Erickson’s Psychological Development Theory. The study utilized descriptive survey design as well as ex-post facto design. The sample size of the study were 52 head teachers, 52 Deputy head teachers, 52 guidance and counselling teachers and 311 students drawn from a population of 174 head teachers, 174 Deputy head teachers, 174 Guidance and Counselling Teachers and 7740 form three students. Purposive sampling procedure was used to select public secondary schools, head teachers, Deputy head teachers, Guidance and Counselling Teachers and form three students. Stratified sampling procedure was used to group the target population into four strata based on school type and gender. Proportionate sampling procedure was used to select equal representation of respondents from each stratum of public secondary school. Random sampling procedure was used to obtain the final sample from each of the stratum. Questionnaires and interview schedules were utilized to collect data. Prior to data collection, a pilot study was conducted to ensure validity and reliability of the research instruments and using Cronbach reliability test, reliability co-efficient of = 0.727 was reported, which was considered adequate for the study. Descriptive and inferential statistics was used to analyze data. The data analysis was done with the help of computer software-statistical package for social sciences (SPSS) version 22.0. The study found out that there is a strong positive relationship (R = .575) between guidance and counselling services and students, academic engagement which was statistically significant (P<0.05). All the respondents in the study perceived school guidance and counseling programmes as effective in enhancing students academic engagement. Education stake-holders and policy makers in education who include guidance and counselling teachers, school managers, TSC personnel, Ministry of Education officials and NGOs interested in education matters may use the results of this study to strengthen, improve and maintain the guidance and counselling programme. It was recommended that guidance and counselling programme be fully supported as a matter of priority in all secondary schools to enhance students academic engagement and hence improvement in academic performance. Keywords: Guidance and counselling programme, academic engagement Nyamira County. DOI : 10.7176/JEP/10-29-13 Publication date :October 31 st 2019

Integration of ICTs into the teaching and learning of Secondary School Geography: The Seychelles Experience

This study aimed to establish the extent to which Information and Communication Technologies (ICTs) have been integrated into the teaching and learning of Geography in Seychelles Secondary Schools. The focus was on key issues such as policy provisions for the integration of ICTs into the Seychelles curriculum; teachers’ and students’ perceptions about the use of ICTs in teaching and learning of Geography; the types of ICTs used; and challenges faced in the integration of ICTs. Possible solutions are also explored. The researchers opted for a qualitative methodological approach to generate rich and in-depth data. The aim was to learn and understand from the case rather than to prove and establish cause and effect. Thus, various methodologies such as document analysis, focus group discussions and interviews were employed. Geography teachers and students were the main participants in the study, although other participants such as Ministry of Education officials were also interviewed. It is anticipated that the research findings and recommendations will benefit policymakers and practitioners in the Seychelles education system.

PERCEPTION OF EDUCATION STAKEHOLDERS ON TEACHERS’ SKILLS AND COMPETENCE IN PRIVATE SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA: IMPLICATION FOR CURRICULUM IMPLEMENTATION

The study investigated the perception of education stakeholders on teachers’ skills and competence in private secondary schools in Kaduna State, Nigeria in relation to its implication for curriculum implementation. The objectives of the study was to determine the skills and competencies that teachers in private secondary schools have for effective curriculum implementation in Kaduna State, Nigeria, and ascertain the relevance of teachers’ skills and competencies in curriculum implementation in private secondary schools in Kaduna State, Nigeria. Descriptive survey research design was adopted for the study. The population of the study consisted of 278 principals, 1183 teachers and 168 ministry of education officials. Out of these, a sample size of 29 principals, 118 teachers and 17 ministry of education officials making the total of 164 respondents used in the study. This sample size represented 10% of the entire population. The sample size was arrived at using random sampling technique in order to ensure ample representation. A researcher made instrument titled “Teachers’ Skills and Competence Questionnaire (TSCQ)” was used for data collection. The validated instrument was pilot tested and a reliability value of 0.84 was obtained. The respondents’ opinions were analysed using frequency, percentage, mean and standard deviation. The null hypotheses formulated in the study were tested using Kruskal-Wallis at 0.05 level of significance. Findings from the study revealed that only very few teachers in private secondary schools demonstrated the required and necessary skills and competencies for effective curriculum implementation. Finding also revealed that to a great extent teacher’ skills and competencies is relevant in curriculum implementation in private secondary schools. Recommendations made include that secondary school teachers should be encouraged to regularly update their knowledge. However, such updating should not involve just subject-based knowledge, but include professional competencies in communication, pedagogy, counselling and ICT. Article visualizations:

Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges

This study mainly seeks to investigate English teachers and Ministry of Education officials’ views on the implementation of CEFR in Malaysia. It also intends to explore the challenges encountered by the stakeholders in view of the adoption of CEFR onto Form 5 English syllabus and assessment. Data for this study were collected from questionnaires distributed to 331 English secondary school teachers and from in – depth interviews with two senior ministry officials. The findings revealed that most of the teachers had very limited knowledge, minimum exposure and low level of awareness about CEFR. Nevertheless, they were optimistic about the idea and believed that the framework is vital in order to improve the level of English proficiency of Malaysians. The officials in the ministry were also positive about the implementation plan despite the challenges and obstacles perceived. The teachers’ resistance, lack of training and negative conception that most teachers have namely it would be difficult to incorporate CEFR in their teaching are some of the main challenges identified in this study. In conclusion, the adoption of CEFR in Malaysia is seen as obligatory but sufficient time should be given by the ministry to ensure that all stakeholders are fully prepared and familiar with the framework before it is extensively introduced and used in the country. Keywords: CEFR; English proficiency; Malaysian CEFR; CEFR alignment; education system

Tutor ICT Skills and the Realisation of Kenya’s Vision 2030

The Kenya Vision 2030 identifies science, technology and innovation as key drivers in creating wealth, social welfare and international competitiveness. In recognition of the role of technology in achieving Vision 2030, the government pledged to strengthen technical capabilities by emphasising technological learning at all levels. The vision affirmed that it is only through an educated and skilled manpower that Kenya will be able to create, share and utilise knowledge well. To produce a workforce capable of fitting into the knowledge driven society, training of teachers in Primary Teachers Colleges was to integrate Information and Communication Technologies (ICTs) in teaching and learning. The government carefully prepared ICT policies to guide the use of ICTs in teaching and learning as a proper way of imparting in teacher trainees the skills needed for preparing learners with the right training. Among the policies was providing extensive training to tutors on use of ICTs in teaching and learning. The study analysed the implementation of this policy in Primary Teachers Colleges. The analysis sought to find out whether and what gaps exist between the stated government policy designed to guide use of ICTs in teaching and learning and the actual practice during the implementation process. The study sites were four PTCs in Kenya offering certificate courses commonly known as P1 colleges. These were three public PTCs and one private college targeting college heads, deans of curriculum, tutors, students and Ministry of Education officials. The study applied multiple case study design in soliciting views, perceptions, opinions and experiences regarding implementation of government ICT policies. A combination of research instruments were used in collecting the data. These included:- questionnaires, interviews and observation schedules. The data was analysed both qualitatively and quantitatively using SPSS. The study findings established that there were a number of inconsistencies in the implementation of government policies on use of ICTs in teaching and learning and the actual practice during the implementation process. Although the policy required that lecturers at PTCs were to attend ICT in-service training to integrate ICT in classroom teaching, 53.8% of the teaching staff had not attended any in-service training on use of ICT in teaching and learning. The study concludes that the identified inconsistencies in the use of ICT skills of tutors had impacted negatively on the preparation of primary teachers with competencies in ICT use, hence undermining the realisation of Vision 2030. Therefore the study recommends establishment of partnership between the government, private sector and the PTCs to equip the tutors with the necessary and relevant ICT training to allow integration of ICT in teaching and learning.

Causes of 8th Grade Students Low Achievement in TIMSS Study-2015 from Science Teachers and Educational Supervisors

The aim of the study was to examine causes of low achievement among Jordanian 8th grade students in TIMSS study- 2015 from science teachers and educational supervisor. Another objective of the study was to examine the role of position (teacher, supervisor), gender, experience, educational directorate on their perceptions. To achieve this aim, a (51) items questionnaire was administrated to the science male and female teacher whose schools have reported under average level in TIMSS study- 2015; totaling (100) teachers and (114) educational supervisors. The results of the study showed that causes of lower achievement among Jordanian 8th grade students were at high levels from science teachers and educational supervisors perceptions as school administration related causes ranked first. The results found no statistically significant differences due to gender in causes for low achievement in TIMSS, while differences were found in school administration related causes due to educational directorate, in favor of middle region, due to experience, in favor of (6-10) years of experience. In light of results, the study recommended the need for organizing conferences with ministry of education officials and science teachers to discuss the how to overcome the causes behind low achievement level in TIMSS study. Finally, future research is needed to compare the results reported in high achievement countries in TIMSS study with the ones reported in Jordan.

International education as a novel entity in a public education system: the establishment of a new public international school in Israel

This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry of Education officials, a parents’ survey, and content analysis of related documents, the authors show how the school was established and approved despite the supposedly contradicting hegemonic discourse of the official Israeli policy. They conclude by suggesting some implications for scholars and policy-makers.

STAKEHOLDERS PERCEPTION TOWARDS ABOLITION OF RANKING OF STUDENTS AND SCHOOLS IN NATIONAL EXAMINATIONS IN SECONDARY SCHOOLS IN KENYA: A CASE OF WEST POKOT COUNTY

The government of Kenya abolished ranking among schools in the year 2014, which took effect from the year 2015. This was put in place in order to eliminate cut-throat competition among institutions and to end unethical practices by teachers in the rush for top positions. Abolition of ranking in West Pokot drew different reactions and perspectives from different stakeholders of education. The study examined stakeholders’ perception towards abolition of ranking on students and schools in national examination in Secondary schools in Kenya. The objectives of the study were; to determine stakeholders’ perception on ranking of schools, to determine how ranking of school affected students’ commitment to academic performance, the impact of secondary school ranking on the parental commitment on students’ academic matters and how ranking of schools influenced ministry of education officials and county officials’ commitment to academic activities. The research design adopted in this study was cross sectional descriptive survey. Cluster sampling (probability sampling) and non-probability (purposive sampling) techniques were adopted to determine sample size. Questionnaire and interview guides were employed in data collection. Descriptive statistics and inferential statistics (chi-square) were adopted for quantitative data analysis. Qualitative data were categorized and analysed according to themes. Theoretical framework was based and guided by Talcott Persons Structural Functionalism Theory. In the conceptual framework, the independent variable in this research is the stakeholders’ perception, while the dependent is the result of abolition. Findings from the study indicated that abolition of ranking had a lot of negative outcomes compared to positive effects and the decision be reverted for better results in our schools. The study concluded that, ranking motivates teachers to cover syllabus, change institutional practices, makes them focus their teaching activities towards examination neglecting other aspects of education but has no impact on their self-esteem. It also encourages completion among departments but can lead to unhealthy competition among different categories of schools. However, ranking leads to narrowing of curriculum and encourage malpractices in national examination. On students’ commitment on academic performance, ranking acts as motivating factor to performing students but might destroy morale to underperforming ones. Students however become less concerned with performance when ranking is abolished. Abolition of ranking influences parents to buy extra teaching and learning materials. It also impacts negatively on parental involvement on school academic programs but does not influence parental support for homework. Abolition of ranking impacts negatively on ministry of education officials’ commitment of academic matters at it affects their involvement in issues like resource allocations. The study recommends that; the decision of abolishing of ranking by government should be reverted or should be practiced by schools at different levels, it should also be done continuously throughout the academic year to get trends of performance and schools should provide psychological support to all students’ especially underperforming ones. Education stakeholders should define measures to curb malpractices in examination among students and students and not to just abolish ranking. Article visualizations: