Primary Education Project Research Articles

Outcomes of the primary and early childhood science and technology education project at the university of Canberra

The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning in science and technology of by increasing the number of early childhood and primary teachers who are effective educators. PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching of science and technology. The project involves: a year-long inservice program which includes the development of a science curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology; their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how gender relates to these areas.

Primary education project

The Primary Education Project is an agency of the Nepalese Ministry of Education and Culture, receiving funding and technical assistance from the World Bank and UNICEF. When the project became active, in early 1985, it began a programme of development within the existing national primary education system. It is a predominantly rural project with its activities being concentrated in six of Nepal’s 76 districts. Spread across the south of the country, from the mid-west to the eastern borderland, these six districts encompass a variety of social, cultural and physical conditions. There were some 260 participating primary schools at first, mostly in village communities. The schools were grouped into clusters of four per district with about 10 schools to each cluster. One school, usually with more facilities and within only a few hours walk of others in the cluster, was nominated as a Resource Centre. The Resource Centre is the local administrative centre for other satellite schools to use as their base, e.g. for in-service teacher training. Each Resource Centre has a Resource Person to direct the local programme and a Field Co-ordinator who administers and monitors overall activity at district level. The Government District Education Officer co-ordinates the objectives in general. At national level, the Primary Education Programme Office in Kathmandu is an integral part of the Education Ministry. Since its inception, the number of schools partaking in the Project has more than doubled, although it has not yet expanded into other districts. The range of activities it promotes has also been increasing. Important is the provision ofincreased, and more imaginative, teaching resources.

International. In‐service teacher training as part of the universal primary education world bank project in Bangladesh

Performance + InstructionVolume 25, Issue 4 p. 17-18 Department International. In-service teacher training as part of the universal primary education world bank project in Bangladesh C. K. Basu, Primary Education Project-700/BGD/10, Universal Primary Education (IDA) Project, House 23, Road 12, Dhanmandi, Dhaka Dr. C. K. Basu has been working as a UNESCO Advisor to the UPE World Bank Project in Bangladesh. He is originally from India.Search for more papers by this author C. K. Basu, Primary Education Project-700/BGD/10, Universal Primary Education (IDA) Project, House 23, Road 12, Dhanmandi, Dhaka Dr. C. K. Basu has been working as a UNESCO Advisor to the UPE World Bank Project in Bangladesh. He is originally from India.Search for more papers by this author First published: May 1986 https://doi.org/10.1002/pfi.4150250409 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume25, Issue4May 1986Pages 17-18 RelatedInformation

Primary Telesoftware

Abstract The Telesoftware and Education Project, which was set up in 1980 by the BBC, the IBA and Brighton Polytechnic, demonstrated the feasibility of using broadcast transmissions to distribute computer programs as teletext pages, to be downloaded (i.e. recorded) onto a microcomputer in school. The success of the project led to the setting up of a Telesoftware and Primary Education Project, to distribute software to the area of education in which programming expertise is least often available. Telesoftware is not only a means of distributing stand‐alone software but can also be coupled with schools’ broadcasts and can read relevant information from any page of teletext, providing an educational television ‘package’. The project provides a link between schools and programmers and functions as a pre‐ and post‐broadcast evaluation team. The initial feedback from schools has been very positive and it is hoped that the broadcasting of high quality, relevant telesoftware will be a useful TV service in the future.

A primary science education project in Africa

A primary science education project in Africa

Learning activities in individually prescribed instruction

A major goal of the Primary Education Project (PEP) and Individually Prescribed Instruction (IPI) programs is to adapt the educational system to individual differences. The extent to which this adaptation occurs is under continuous study and evaluation. The major purposes of this pilot study were: (1) to determine whether or not distinctive patterns of behavior exist for students of different learning characteristics (e.g. learning rate), and (2) whether or not and the degree to which the IPI system succeeds in adapting its instructional procedures to these behavior patterns.

Influence and change in the Primary School

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsW.A. ReidTeachers often demand research relevant to their problems and realistic in its approach. Both P. H. Taylor and W. A. Reid are concerned with the realities of school and classroom and with unravelling the various strands that make up the highly professional task of teaching.This paper is based on a study carried out in the Teaching Research Unit, University of Birmingham, as part of the Schools Council Aims of Primary Education Project. The full study will be published in the Schools Council Research Report Series under the title Purpose. Power and Constraint in the Primary School Curriculum. For a more detailed and technical account see Taylor, P. H. and Reid, W. A., ‘A Study of the Curricular Influence System of the English Primary School’, Scandinavian Journal of Educational Research. 16. 1972, pp. 1-23.