Quality Of Primary Education Research Articles

Analysis of the Kampus Mengajar Program Cohort 7 on the Improvement of Literacy and Numeracy Abilities of Students at SD Negeri 1 Margototo

The Kampus Mengajar program, part of the Merdeka Belajar-Kampus Merdeka (MBKM) initiative, enables university students to engage in primary education, particularly in areas with limited access. This study analyzes the impact of the seventh cohort of the program on literacy and numeracy skills at SD Negeri 1 Margototo. Using a qualitative case study approach, data were gathered through observations, interviews, and documentation from teachers, students, and participating university students. The research findings indicate that there was an increase in the average scores from the pretest and post-test of the Minimum Competency Assessment (AKM), specifically a 42% improvement in literacy skills and a 44% improvement in numeracy skills. These findings suggest that the Kampus Mengajar program plays a significant role in enhancing the quality of primary education and serves as an effective collaborative model between university students and schools in underserved areas.

Determinants of the Quality of Primary Education in Tunisia: A Micro-Econometric Analysis Applied to the TIMSS 2011 Study

Empirical estimates of education production are very few in the case of Tunisia due to non availability of data. Fortunately, trends in international mathematics and science study starts to fill this gap by providing data on students’ achievement. TIMSS 2011 revealed that the average performance of Tunisia student is at the lower end of the distribution of the average score of all participating countries Tunis took the 47<sup>th</sup> in mathematics over 50 countries. Despite the abundant resources and reforms undertaken by the educational community Tunisia student suffer from a very low primary quality of education as measured by mathematics test score. This article attempts to find out the impact of the home environment, school resources and teacher quality on the students’ educational achievement at fourth grade in mathematics., we estimate educational production functions using OLS and then repeat the exercise estimating quantile regressions at different part of the score distribution in order to analyze if there are differences in the variables affecting test scores along the scores distribution and not just at the mean of the distribution. The results show that the home environment, school resources and teacher resource are key determinants of primary education performance. In order to to improve primary education performance, it is recommended that policymakers and educational authorities focus on strengthening all three key determinants: enhancing support for families to create a conducive learning environment at home, investing in better school resources and infrastructure, and providing ongoing professional development and support for teachers. By addressing these areas comprehensively, educational institutions can create a more effective and supportive framework that promotes better learning outcomes for all students.

The Effectiveness of Educational Activities in Primary Schools in the Kingdom of Saudi Arabia from the Point of View of Principals, their Assistants, and Teachers

The present study aims to explore the efficacy of educational interventions implemented in primary schools within the Kingdom of Saudi Arabia. Specifically, it seeks to examine the viewpoints of principals, assistant principals, and teachers regarding the effectiveness of these activities. By employing a mixed-methods approach, this study utilizes descriptive statistics, analysis of variance (ANOVA), and regression analysis to thoroughly investigate the intricacies associated with educational practices. The results of the study revealed differences in the perceived effectiveness among various groups of stakeholders and regional discrepancies. Principals, in their capacity as educational leaders, demonstrate the highest mean scores, underscoring their crucial role in shaping the overall school culture. The significance of context in educational effectiveness is highlighted by regional variations, which are in line with the overarching objectives stated in Vision 2030. The regression analysis demonstrates a positive correlation between participant roles and perceived effectiveness, underscoring the importance of inclusive leadership. In its entirety, this study provides valuable insights that are essential for customizing educational methodologies to suit regional requirements, promoting cooperation, and improving the quality of primary education in Saudi Arabia.

DETERMINANTS OF ATTRITION (DROP-OUT) IN THE TEACHING PROFESSION AND NOVICE TEACHERS' PERCEPTIONS

One of the key factors affecting the quality of primary education is the shortage of teachers. This is partly due to the declining interest in the profession among young people, and partly due to the increasing attrition of qualified teachers, either leaving the profession or transferring to other schools—commonly referred to as drop-out. The professional group most affected by this issue are novice teachers. In this paper, we present the results of research aimed at collecting and analyzing the experiences of novice teachers as they enter the primary education profession. Another goal of this research is to stimulate professional discussion and further inquiry into the issue of drop-out among novice teachers in our country. The questionnaire, which was created by modifying a graphics card, uses a method that gathers responses from novice teachers in the monitored categories on a 5-point scale. The categories represent the roles teachers assume in various educational situations. The findings reveal differences in teachers' perceptions and experiences related to the monitored categories. The category that received the most negative evaluation is 'Broader Social Context'. Novice teachers give positive feedback to the categories within the interactive level of socialization. The research is part of the VEGA project 1/0415/22 focused on research into subjectively perceived difficulty of teachers' professional activities in relation to their life satisfaction.

FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE PRIMARY CLASS TEACHERS AND ITS COMPONENT STRUCTURE

In this article, the functional model of the development of professional competence of primary school teachers and its structural structure are studied. The success of a teacher in his professional activity is one of the main requirements of the modern educational process and depends on his competence. Therefore, the main aspects of creating a functional model for the development of the professional competence of primary school teachers and its improvement have been revealed. The article talks about the structure of this model, its components and their interdependence, as well as ways to improve the teacher's professional skills. This model serves to modernize the education system and improve the quality of primary education.

Promotion of the Russian Language in the education system of Tanzania: conditions, demand, «deficits» and potential «growth points»

The article analyzes the program documents regulating functioning of the education system of Tanzania, examines the socio-economic factors affecting its development, analyzes the language policy, as well as the state policy of the Government of the United Republic of Tanzania in the field of education, which is considered to be a strategic factor in the transformation of mentality and the creation of a well-educated nation, sufficiently possessing the knowledge necessary for competent and competitive solutions to the challenges facing the country. The authors identify objectives of the education system of Tanzania, aimed at promoting universal access to quality basic education, including preschool, primary and secondary education; eradication of illiteracy; dissemination of high-quality higher education, providing training of highly qualified personnel necessary for the effective development of all sectors of the economy. The problems faced by the education system of Tanzania, the ways to solve them and the prospects for development are determined. The activities of the Representative Office of the Federal Agency for the Commonwealth of Independent States, Compatriots Living Abroad, and International Humanitarian Cooperation, which is the coordinator of the promotion of the Russian language and culture in Tanzania, are described in detail. The factors influencing the demand for the Russian language, increasing motivation to study it and the demand for Russian education in general among the youth of Tanzania, as well as the formation of a positive image of Russia in the minds of Tanzanians, are identified. The conditions, «deficits» and potential «growth points» of the promotion of the Russian language in the education system of Tanzania are determined. The article presents the results of the survey conducted during the official visit of the delegation of the Samara State University of Social Sciences and Education to Tanzania, which determined the future prospects of the study, which will result in designing a modular training program for teachers of Russian as a foreign language for educational organizations of the United Republic of Tanzania in the system of Russian teacher training education, including a Russian as a foreign language course at a preparatory department, bachelor’s and master’s degree programs and advanced training for teachers of Russian as a foreign language.

A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK

In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very important to do a good job of pre-service training of primary school excellent teachers. This study mainly analyzes the problems existing in the training concept, curriculum setting and teaching practice of excellent teachers in pre-service primary schools in China, and puts forward the mode construction of cultivating excellent teachers in primary schools from the perspective of TPACK, so as to promote the pre-service training of excellent teachers in primary schools and promote the process of educational informatization in China.

Universal Basic Education Policy and the Quality of Primary Education in the Federal Capital Territory (FCT) Abuja, Nigeria

Universal Basic Education Policy and the Quality of Primary Education in the Federal Capital Territory (FCT) Abuja, Nigeria

Some Measures to Improve the Effectiveness of Bilingual Mathematics - English Teaching In Primary Schools in Vietnam

In the context of strong globalisation and international integration, nurturing language proficiency in foreign languages is an essential requirement for countries to enhance their status and open up opportunities for extensive cooperation and exchange. To contribute to improving the quality of primary education in the trend of international integration, our research proposes a bilingual teaching process for Mathematics in English at primary schools and suggests three measures to enhance the effectiveness of bilingual Mathematics education in Vietnam, focusing on developing students' competencies.

Examining the Benefits and Challenges of the Diversion Programme as a Mechanism to Enhancing Juvenile Justice Administration in Dar es Salaam, Tanzania

This study is informed by goal number four, target one of the Sustainable Development Goals (SDGs), on the increase of accessible, equitable, and quality primary and secondary education by 2030. The intended outcome of this goal cannot be achieved in Tanzania when juveniles who fall in conflict with the law are left out of the mainstream of education. The study utilized a cross-sectional design, which embraces the qualitative approach. Its data were obtained through purposeful sampling techniques (convenient and snowballing sampling), in which twenty-eighty respondents participated. The data collection techniques used were in-depth interviews and focus group discussions. The ATLAS.ti 9 software was employed during qualitative data analysis. The main findings reveal that the diversion programme effectively addresses juveniles' educational needs and mitigates associated stigma and retribution. Furthermore, it helps in amicably solving the juveniles' problem due to assessment of individual juveniles, generating suitable tailor-made interventions. Challenges obtained were that police officers still used much force during the arrest, and some would demand bribes; the traditional system was lengthy and cumbersome; there was a shortage of workforce and buildings; limited financial resources and equipment; and some juveniles and actors did not know the programme. The article concludes that the diversion programme is vital to achieving education for all as envisaged by the SDGs. It further recommends capacity building to all social actors on the importance of diversion, mobilization of resources, and researchers should be encouraged to conduct studies in JJA, in particular indigenous models and practice of the diversion programme.

Revitalizing Primary Education in West Bengal: Challenges, Initiatives, and Recommendations

The primary education system in West Bengal, India, plays a crucial role in shaping the foundation of young learners, yet it faces numerous challenges that hinder its effectiveness and quality. This research paper aims to explore the challenges faced by the primary education system in West Bengal, the initiatives taken to address these challenges, and provide recommendations for revitalizing primary education in the region. Through a comprehensive review of existing literature, government reports, and educational policies, this paper identifies key challenges such as inadequate infrastructure, teacher shortages, low student retention rates, and disparities in access to quality education. Additionally, socio-economic factors, cultural barriers, and administrative inefficiencies further exacerbate the issues faced by primary education in West Bengal. In response to these challenges, various initiatives have been introduced by the government, non-profit organizations, and educational institutions to improve the quality of primary education. These initiatives include teacher training programs, infrastructure development projects, curriculum reforms, and community engagement activities aimed at enhancing student learning outcomes and overall school performance. By implementing these recommendations and building upon the existing initiatives, it is possible to create a more robust and inclusive primary education system in West Bengal that empowers students with the knowledge and skills necessary for a brighter future. This research paper serves as a stepping stone towards fostering positive changes in primary education and laying the groundwork for a more equitable and sustainable educational landscape in the region.

Sustainable Development Goal for Education: The Case of Kenya’s Efforts towards Universal Basic Education

The agenda for education globally is currently being driven by Sustainable Development Goals (SDGs). Among the seventeen goals, education’s SGD4 is a stand-alone goal whose priority Target One, articulates that by year 2030, all girls and boys should complete free, equitable and quality primary and secondary education. Kenya has strived towards this target of promoting access to education at these two levels through various approaches. This is arrived at through waiver of tuition fees, subsidies and putting in place other policies among them one hundred percent Transition policy so as to increase access to basic education at these two levels. However, even with tremendous growth in enrolments at primary school levels, not all of them complete primary school cycle. In addition, the transition to secondary school level is still a challenge, since out of those who complete primary school level, not everyone proceeds with education. On the other hand, transition rates to secondary school for boys and girls indicates that inequality still abound. This paper documents the extent to which Kenya has promoted twelve years of Universal Basic Education, the trends for Primary to Secondary Transition Rates (PSTR) from year 2011 to 2022, and establish the differences in transition rates between boys and girls. Lastly the obstacles that impede transition of pupils from primary to secondary school level, hence impacting on achievement of universal Basic education.

Implementation of Quality Assurance Management Basic Education (PAUD) in Indonesia

Early childhood education has a strategic role in human development. Therefore, quality education is needed. This study aims to determine the implementation of Early Childhood Care and Education (ECCE) / (PAUD) quality assurance management in Indonesia. A qualitative approach is carried out using the literature review method. The results show that implementing primary education quality control (ECCE) in Indonesia is crucial in ensuring a bright future for Indonesian children. In addition to the External Quality Assurance System, such as accreditation is also known as the Internal Quality Assurance System. Until now, SPMI has only been carried out at the Primary and Secondary Education and Higher Education levels. Until now, quality assurance has only been managed externally at the ECCE level, namely through BAN PAUD. As for the PAUD unit itself, there is no formal legal oversight of the implementation of SPMI. So we can see how the quality of ECCE in Indonesia until now is still very far from expectations.

Basic education policy in Indonesia: historical dynamics of basic education policy and portrait of education quality report cards in West Nusa Tenggara

Improving the quality of the implementation of the basic education system in the future requires various policies, views, and ideas, which include ideas about primary education in the future that can answer the challenges of the times in a competitive era so that students have noble personalities and are prepared to face globalization and digitalization. The background in preparing this paper is because the authors are concerned about the low quality of primary education in general, especially in the West Nusa Tenggara region. Basic Education Policy in Indonesia has long been a concern of the government, namely since the VOC, Dutch Colonial and Japanese eras. At that time, schools were established to facilitate access to education for specific groups only. Only after Indonesia became independent did the government make serious efforts to establish schools for students and educators to accelerate access to primary education as widely as possible. Various policies were issued by the governments of the Old Order, New Order and Reformation eras until the launch of education report cards as part of the independent learning episode. The results can inspire and reflect the enthusiasm to immediately make improvements in various aspects of education. This research is descriptive qualitative in nature by collecting historical data on primary education policies from the pre-independence period to the present. Data was collected from a number of relevant library materials and then arranged and described in such a way as to answer the problems posed in this paper.

Transformasi Pendidikan Guru SD: Analisis Program TEMA PGSD dalam Meningkatkan Kualitas Pengajaran dan Prestasi Siswa

In response to the imperative need for enhancing primary school education, this study delves into the transformative impact of the TEMA PGSD program on the professional development of elementary school teachers. The article's objective is to analyze how the program contributes to elevating teaching quality and student achievement. Through a mixed-methods approach, combining participant surveys and in-depth classroom observations, this research investigates the practical implications of TEMA PGSD. The findings underscore a notable positive shift in pedagogical practices among participating teachers, leading to observable improvements in student performance across various subjects. With a concise yet comprehensive overview of the program's methodology, which prioritizes interactive learning and practical application, this study provides valuable insights for educators, policymakers, and researchers. The background highlights the pressing need for effective teacher training, setting the stage for the relevance of the TEMA PGSD initiative. The article concludes by emphasizing the program's potential as a transformative model for primary school teacher education. This research not only addresses a critical gap in current educational strategies but also offers practical solutions to enhance the overall quality of primary education, laying the groundwork for future advancements in teacher professional development.

Campus teaching: an effort to enchance the primary education quality in remote area

The purpose of this study was to describe the activities, roles, challenges, and opportunities of Batch 3 of the campus teaching program. This research was qualitative and employed descriptive methods. The study was conducted in SDN 08 Lubuk Dalam, Siak Regency, Riau. This study's informants were field supervisors and students of the campus teaching program, as well as the principal, teachers, and a number of students of SDN 08 Lubuk Dalam. Observation, in-depth interviews, and documentation research were employed to collect data. Moreover, source triangulation was utilized for the technical testing of data validity. According to the study's result, the activities and duties of the campus teaching program included literacy, numeracy, administration, and technology adaptation. These programs all contribute to improving student literacy and numeracy, learning motivation, and implementing the school's Minimum Competency Assessment. In addition, there are also challenges and opportunities in the campus teaching program at the school, including the location of the school, which is in a remote area. Access to the school is very challenging because it has to go through the oil palm plantation road; internet access at the school location and the non-existent electricity network are challenging, so school activities rely on generators. In contrast, the opportunities analyzed include the high tolerance at SDN 08 Lubuk Dalam among the diverse ethnicities, cultures, and religions that are strong in the school environment and the high teaching and learning spirit of the students and teachers amid challenges and limitations.This research contributes as evaluation material for schools.

PENINGKATAN KOMPETENSI GURU SD MELALUI PENGEMBANGAN MEDIA BELAJAR INTERAKTIF MENGGUNAKAN GOOGLE WORKSPACE FOR EDUCATION

Indonesia has witnessed significant developments in its education system. However, challenges persist, including the limited use of interactive and innovative teaching methods at the primary school level. In the field, particularly in Gugus 5 Blimbing, many teachers lack the competence to develop interactive and innovative teaching materials. Leveraging Google Workspace for Education, this initiative aims to empower educators with accessible tools. The project entails three key activities: 1) Providing primary school teachers in Gugus 5 Blimbing with guidelines for creating interactive teaching materials; 2) Hosting a workshop on "Developing Teaching Materials for Primary School Teachers Using Google Workspace for Education and Tome AI"; and 3) Producing video tutorials on "Enhancing Teaching Materials for Primary School Teachers with Google Workspace for Education and Tome AI". This endeavor seeks to enable teachers to create more engaging and interactive learning experiences, ultimately improving student outcomes and the overall quality of primary education in Indonesia.

Perceptions, Challenges and Effectiveness of Modular Distance Learning Approach to The Academic Performance of Humanities and Social Sciences (HUMSS) Students of Botolan National High School

The COVID-19 pandemic has necessitated a significant shift towards modular distance learning in education systems worldwide. In the Philippines, the Department of Education has developed Self-Learning Modules (SLMs) to ensure quality primary education for all learners during the pandemic. This research study aims to identify the challenges and effectiveness of the modular distance learning approach on the academic performance of Grade 12 Humanities and Social Sciences students at Botolan National High School. Employing a descriptive research design, data were collected through a validated questionnaire and analyzed using weighted arithmetic mean, frequency, percentage distribution, and Pearson-r correlation. The study found that the majority of student-respondents were female, aged 17.31 years old, and achieved very satisfactory academic grades. The students perceived the modular distance learning approach as agreeable, with self-motivation being the most challenging aspect. The ability to express ideas was the most effective aspect, while the ability to answer without pressure was the least effective. The study found no significant relationship between student's perceptions of the modular distance learning approach and their academic performance. Based on the findings, the study recommends using the modular distance learning approach and developing policies to address students' mental health issues. Furthermore, further research is needed to investigate teacher readiness and technology competency, as well as other variables not covered in this study, to improve the effectiveness of the modular distance learning approach. The study demonstrates that despite the limitations caused by the pandemic, modular distance learning can be an efficient alternative to traditional face-to-face education.

State of Instructional Educational Facilities of Primary Education at Upazila Level

Primary education is a basic education for all, which depends on different agencies and factors to ensure its quality. The study assessed the state of instructional facilities in primary education at the Upazila level in Bangladesh. An explanatory sequential design and mixed methods have been used in this study. The researcher has collected quantitative data by surveying primary school head teachers and selected schools from two upazilas: Charghat in Rajshahi and Sundargonj in Gaibandha District. The sample for the study was determined by stratified and simple random sampling. The total schools were 12 and 42 in both study areas. Through different interviews, questionnaire surveys, and document reviews, the researcher has explored the scenario of instructional educational facilities and provided suggestions to ensure quality primary education. The study finds that the Upazila Education Office should be at the vanguard of achieving quality primary education by ensuring the excellence of the school environment through instructional facilities with the help of the government, School Management Committee (SMC), Parent-Teacher Association (PTA), and communities. Overall, the government should prioritize investing in the improvement of instructional facilities in primary schools, as it directly impacts the quality of education and the ultimate academic performance of the students.

State of Monitoring and Supervision in Primary Education at Upazila Level in Bangladesh

Primary Education is a basic education for all, monitored by different agencies at the Upazila level to ensure quality. The researcher aims to explore overall monitoring and supervision scenario in primary Education at the Upazila level to ensure quality primary Education. The study used mixed methods with an explanatory sequential design and mostly qualitative approach. It focuses on Upazila Education Office, and other assigned primary Education related organizations and offices; Charghat of Rajshahi and Sundargonj of Gaibandha had been selected as the study area to observe what they, UEO and AUEO of these areas could do and what they are doing in reality. Through different interviews, questionnaire surveys and document reviews, the researcher has explored the scenario of these offices and officers and made some suggestions to ensure quality primary Education in Bangladesh.