Primary Education System Research Articles

Investigating the Implementation of English as the Medium of Instruction Policy at the Lower Primary Level: A Case of Nyabihu District in Rwanda

This study investigated the implementation and effectiveness of the English as the Medium of Instruction (EMI) policy in Rwanda's lower primary education system, specifically from primary one to primary three. The introduction provides a context for Rwanda's language-in-education policy, which mandates English as the primary instructional language. The study aimed to assess whether this policy is followed in practice and to identify challenges and pedagogical practices associated with its implementation. The theoretical framework was based on Krashen's comprehensible input hypothesis, emphasizing the importance of using the target language in classroom interactions to aid language acquisition. The research design adopted was a qualitative case study focusing on Nyabihu District, involving a study population of lower primary school teachers and students. Purposive sampling was the method employed in order to use a small population to gain a thorough understanding of the case. Teachers with at least two years of experience in the classroom were used in the study. The researcher needed teachers who were familiar with the language policy of instruction in Rwandan schools and had firsthand experience with the phenomenon, so this was necessary. The study involved 75 participants in total, including 25 teachers and 50 students or pupils. Data were collected through classroom observations, interviews, and analysis of policy documents. Data analysis revealed a significant gap between the theoretical policy and actual classroom practices. Despite the policy, teachers frequently used both Kinyarwanda (L1) and English (L2) in their instruction due to students' limited English proficiency. The study identified several challenges, including lack of policy enforcement, the monolingual nature of classrooms, and teachers' preference for using the Rwandan language. Common pedagogical practices included safe talk, code-switching, simultaneous use of both languages, and translation. Key findings indicated that the EMI policy is not strictly adhered to in practice, and several factors hinder its effective implementation. The study recommends stricter policy enforcement, improvements in English language instruction, increased use of L1 as the medium of instruction, and the creation of an English-friendly learning environment to enhance English usage at the lower primary level. The study's findings provide valuable insights for educators and policymakers, highlighting the need for practical solutions to address the challenges of implementing EMI in Rwanda's lower primary education system.

The tsarist policy of russification of education and the “unfavorable realities” in Bessarabia (second half of the 19th century)

The article reveals the process of radical transformation of the education system in Bessarabia in the second half of the nineteenth century, as a result of the tightening of the national policy of the Russian Empire and the intensification of the national-cultural Russification of the non-Russian peoples, the attempts of the Czarist authorities to modernize and homogenize the multinational Russian Empire, according to the model of European states. The author highlights two stages of the policy of Russification of education in Bessarabia. The first stage – years 1866-1872 – is characterized by the undermining of Romanian and mixed parochial primary schools (Romanian-Russian), the prohibition of teaching Romanian language at the regional gymnasium, theological seminary, county schools, etc, by creating a Russian primary and secondary education system in Bessarabia. The second stage – years 1873-1900 – is characterized by the attempt to radically transform the linguistic and cultural realities of the Bessarabian villages, causing the exponential growth of the number of Russian schools in rural areas, mass learning of the Russian language by the Romanian peasants in Bessarabia, the imposition of the Russian language not only in state institutions, but also in the privacy of families. The discussions in this regard within the Committee of Ministers of the Russian Empire highlighted the following dilemma: either the application of force to boost the policy of Russification, or the continuation of the policy of gradual Russification.Understanding the impasse that the Russian Empire would have entered, the authorities finally decided to achieve the goals of the policy of russification of the Romanians in Bessarabia, not through repressive methods, but „gradually and without violence”.

Demographic Dividend and Life Skills in India

Abstract: The current population of India is 1,430,662,911 in the month of August, 2023 based on Worldometer elaboration of the latest United Nations data. India population is equivalent to 17.76% of the total world population. In India, almost 41% of the population was below the age of 20 years. They can utilize their potential to contribute to the economy’s growth by having a better primary, secondary and higher education system. Skill knowledge is very important to utilize their potential effects and it also increases productivity, which further helps in economy’s growth. Youth has a potential and power to change the world for the better. Harnessing the potential of youth for burgeoning economic opportunities is the role of key stakeholders. India has the largest youth population in the world; it becomes a dire need to focus on their development in this 76th year of India’s independence. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. Skill development is a crucial sector relevant to economic growth and reaping India’s demographic dividend. This new challenge requires immediate and effective responses from a socially responsible system of education. Education is important, but education to support and live life better is important, but life skills education bridges the gap between basic functioning and capabilities. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. Keyword – Demographic dividend, Life skills

Beyond the classroom: structural and qualitative challenges in Bangladesh’s primary education

The study provides an overview of the problems in the primary education system of Bangladesh by highlighting issues such as teacher-student ratio variations, unqualified teachers, different educational systems, and coordination issues in primary schools. The adverse impact of poverty on children’s schooling, worsened by health and nutrition problems, is identified as a major barrier to academic achievement. This study employed a sociological perspective to systematically investigate and identify the structural inequities inherent within the primary education system. The study analyzed news articles from Bangladesh’s most popular newspaper in 2023 to identify pressing issues in the primary education system, focusing on teacher qualifications, teacher-student ratios, and the impact of COVID-19. The findings were triangulated with sociological theories and existing empirical investigations. While it is ethical to use public data, there are also limitations, such as potential media bias and the year of data collection, which could potentially affect generalizability. This study aims to enhance equity and academic achievement within the country’s primary education landscape by investigating and proposing solutions to the challenges of Bangladesh’s primary education.

«Каждая пропущенная неделя является невозвратимым ущербом в деле обучения и религиозно-нравственного просвещения…»: документы о работе школ на территории Европейской Арктики в конце XIX века

In the publication included documents of the Kola district branch of the Diocesan School Council, stored in the State Archive of the Murmansk Region (GAMO. F. I-133). The content of the presented archival sources shows the specifics of the development of the primary education system and the position of teaching in the European Arctic at the end of the 19th century.

PRIMARY SCHOOLS OF GREAT BRITAIN: STAGES OF FORMATION

The article proves that the formation of primary education in Great Britain took place over the centuries, starting with the creation of charitable and private schools for children of poor and wealthy families in the 17th-18th centuries, the opening of industrial, religious and grammar schools at the beginning of the 19th century. The creation of a system of general compulsory primary education in Great Britain took place at the end of the 19th century – the beginning of the 20th century, which was established by government laws that provided for obligatory and free education, as well as ensured control over the schools. This process continued in the 20th century. During this period, the primary school was divided into junior primary school and senior primary school; education in primary school consisted of key stages; the content and teaching methods were revised as well. The stages of formation of primary education in Great Britain are considered, namely: the first stage (XVII – first half of XVIII century) – formation and development of primary schools in Great Britain; the second stage (the second half of the 18th century (1780 – the foundation of the Sunday schools systems) – the beginning of the 19th century) – the development of Sunday schools and schools of mutual education; the third stage (the middle of the 19th century (1843 – the establishment of a Sunday school with a 4-year term of study) – the end of the 19th century) – the establishment of day-type schools, separated from religion, for the children of workers, as well as the petty and middle bourgeoisie; the fourth stage (the end of the 19th century (1870 – the Law on Compulsory Primary Education) – the creation of state primary boarding schools – the first half of the 20th century) – the formation of the state system of general education; the fifth stage (beginning of the 20th century – 1944) – the development of primary education (the adoption of a number of normative documents) and the sixth stage (1944 (Law on Education, Law on Compulsory Graduation Examination) – until now).

Towards decolonisation of primary school education in South Africa

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans.Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa.Setting: This article centres around South African Primary schools.Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study.Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation.Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans.Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.

FINLANDIYA TAJRIBASI – BOSHLANG‘ICH TA’LIM TIZIMI SOHASIDA RIVOJLANISH ASOSI

It is important to use foreign experience to achieve effective results in the educational system and to eliminate shortcomings. Research shows that the Finnish education system is in the leading positions in terms of development prospects. This article focuses on the Finnish primary education system and its effective results. It has been proved by opinion that the prospects of the development of this educational system are important according to which aspects.

Innovations in the Development of Environmental Care Character of Vocational High School in the 21st Century

This research explores groundbreaking innovations in fostering environmental stewardship within school institutions during the 21st century. In today's world, there is an increasing global emphasis on sustainable living and environmental stewardship, which necessitates the integration of these values into the educational structure, especially at the primary level. By examining various pedagogical strategies, curriculum enhancements, and community engagement initiatives undertaken by educators in Vocational High Schools (SMK), particularly SMK Negeri 1 Ampek Angkek, this study aims to foster a deep sense of environmental responsibility among students. Through a comprehensive review of contemporary practices, this research aims to identify successful models and best practices that contribute to effective environmental character development. The findings from this study not only offer valuable insights for educators and administrators at SMK Negeri 1 Ampek Angkek, but also contribute to a broader discussion on the integration of environmental education into the primary and religious education systems in the 21st century. Ultimately, this exploration serves as a catalyst for advancing environmental literacy and advocacy within educational settings, empowering students to become conscientious stewards capable of addressing the ecological challenges of our time. By nurturing a generation of environmentally conscious individuals, educational institutions can play a pivotal role in fostering a sustainable future for all.

Динамика развития управляющих функций у детей 5–6 лет в условиях Севера России

The age of 5–6 years is an important stage in the development of the child’s executive functions. It is traditionally considered a sensitive period, which is complicated by the transition from the pre-school to the primary school educational system. A child’s future academic success depends on the degree of development of executive functions (EF). Identifying specific EF components that are closely related to school readiness can help devise optimal educational approaches to pre-schoolers. Early diagnosis of certain signs of control function immaturity can help correct them in order to develop all the components of voluntary attention. The purpose of this paper is to assess the development of executive functions in children aged 5–6 years. Materials and methods. The longitudinal study was conducted between 2020 and 2022 and involved 15 children (9 boys and 6 girls) aged 5 to 6 years without a history of neurological and mental diseases, attending the same preschool (in the city of Arkhangelsk) that conforms to modern educational standards. The testing was carried out at the beginning and at the end of each academic year. Results. Having compared the parameters under study in children aged 5–6 years, we found uneven development of the EF components. Progressive changes at this age concern the functions of selective regulation, control, and following certain programmes of activities. The integral indicator of the total EF deficit follows a noticeable downward trend. This can also be evidenced by significant direct correlations between the EF components and academic success.

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers' perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

Ways to update the didactics of primary education in the Republic of Kazakhstan

Relevance. Rapid technological and social changes necessitate significant improvements in the primary education system in the Republic of Kazakhstan to meet modern educational needs. Purpose. This study aims to identify effective strategies for enhancing primary education in Kazakhstan through a comprehensive methodology involving surveys, systematic approaches, comparison, classification, analysis, synthesis, and deduction. Methodology. The study employed a combination of surveys, systematic approaches, comparison, classification, analysis, synthesis, and deduction to investigate and evaluate the primary education system in Kazakhstan. Results. The study delineated fundamental components of primary education didactics and critically reviewed classical and modern didactic theories. A thorough analysis of Kazakhstan's primary education system revealed its strengths, such as a diverse curriculum and cultural emphasis, alongside weaknesses such as rigid standardization and inadequate focus on fostering critical thinking skills. Conclusions. The findings underscore the pressing need for integrating interactive teaching methods, leveraging information-communication technologies (ICT), adopting a flexible and differentiated approach, and prioritizing the development of critical thinking skills to effectively address current educational challenges. Keywords: structural changes in academic subjects; pedagogical trends; adaptation of the system to challenges; interactive teaching methods

Counting who makes the grade: Updated estimates of the share of over-age for grade learners in sub-Saharan Africa using MICS6 data

Many education systems within sub-Saharan Africa are affected by the problem of over-aged learners. Children who are above the expected age for their grade experience poorer outcomes relative to other learners and it is therefore of interest to policymakers to accurately identify them for the purposes of informing effective remedial interventions. UNICEF’s sixth round of Multiple Indicator Cluster Survey’s [MICS6] are among the relatively few robust nationally representative data sources that can be used to calculate the share of over-age for grade learners within education systems. This paper identifies variability in the estimation method used to identify the same target over-age population (i.e. learners who are older than the official age for the grade they are currently attending) across MICS6 country reports in 14 countries in sub-Saharan Africa. Nine countries utilise a different method which captures only part of the desired target population. This approach fails to identify at least 50% of learners who are over-age for grade by two years in their primary education system and up to 57% of over-age for grade learners in lower secondary. Results are discussed in terms of their implications for supporting policymakers to plan and implement effective school-based education and health interventions, using Comprehensive Sexuality Education as an example.

Assessing the Impact of Socioeconomic Factors on Educational Equity in Indian Primary Schools: A Structural Modelling Perspective

ABSTRACT The Indian primary education system plays a crucial role in the nation’s socio-economic development and human capital formation. Despite progress in expanding access to education, challenges persist, particularly regarding educational equity. In a diverse country like India, ensuring educational equity is complex due to factors such as income inequality, caste disparities, regional variations, and resource access. Globally, educational equity has gained prominence in research and policymaking, recognizing its profound impact on individual lives and societal progress. In India, persistent disparities in access, quality, and outcomes highlight the urgency to address educational equity. Previous research emphasizes the influence of socioeconomic factors on educational attainment. However, understanding these mechanisms requires an interdisciplinary lens. Structural modeling, particularly Structural Equation Modeling (SEM), offers a robust framework to unravel the relationships between socioeconomic factors and educational outcomes. This research aims to contribute to the discourse on educational equity in Indian primary education and provide evidence-based policy insights. Using a structural modeling perspective enriched by qualitative case studies, we explore the intricate relationships between socioeconomic factors and educational outcomes. By integrating quantitative analysis with qualitative inquiry, we offer a comprehensive framework to address socio-economic disparities and promote a more inclusive education system in India.

An Analysis of the Challenges and Barriers Confronting the Primary Education System in Karachi, Pakistan

Introduction: This research examines the primary school education system in District South Karachi, focusing on pertinent issues. An essential component of any society's progress is education. It is one of society's primary cornerstones. Everything that has happened in the world has its roots in education. Methodology: Using a simple, descriptive survey, this research analyzes primary school education in District South Karachi. A sample of one hundred primary school teachers is randomly selected from public sector schools. Data is collected through a questionnaire assessing primary education challenges, with responses quantified on a Likert scale. Analysis entails frequency, percentage, and mean score calculations. Results/Findings: Teachers highlight prevalent issues in primary education, emphasizing the need for increased knowledge and motivation to address challenges in coordination with management, administrators, and policymakers. This focus is crucial for enhancing academic performance and student achievement. Future Direction: The study recommends policymakers and school management prioritize addressing identified issues to improve teacher performance and student outcomes. Efforts should concentrate on enhancing teacher knowledge and motivation to resolve challenges collaboratively with stakeholders.

WORLD EXPERIENCE IN PRIMARY EDUCATION

Primary education serves as the cornerstone of a nation's educational system, shaping the future of individuals and societies. This article provides a comprehensive review of primary education systems worldwide, drawing on global experiences to identify key lessons learned and best practices. Through a thorough literature review and analysis of primary education systems in various countries, including both developed and developing nations, this study examines the structure, curriculum, teaching methods, assessment practices, and educational outcomes of primary education. Common challenges faced by primary education systems, such as access, quality, equity, and relevance, are explored, along with successful strategies for addressing them. The role of government policies, socio-economic factors, cultural influences, and technological advancements in shaping primary education is also examined. The findings highlight the importance of sharing global experiences and collaborating across borders to improve primary education and ensure equitable access to quality education for all children. This article concludes with implications for policymakers, educators, researchers, and other stakeholders, as well as recommendations for future research and collaboration in primary education.

Social research in primary education management: understanding community needs and priorities

Social research plays a pivotal role in informing primary education management by delving into community needs and priorities. This review elucidates the significance of social research in comprehending the multifaceted dynamics inherent in primary education management. Understanding community needs and priorities is fundamental in shaping effective educational strategies that cater to the diverse requirements of the primary education landscape. Social research methodologies provide invaluable insights into the intricate interplay of factors influencing educational outcomes, including socio-economic backgrounds, cultural nuances, and local contextual factors. By employing qualitative and quantitative research methods, scholars and educators gain a comprehensive understanding of the needs and aspirations of the communities they serve. Moreover, social research facilitates the identification of gaps and disparities within primary education systems, enabling policymakers and school administrators to develop targeted interventions aimed at fostering inclusive and equitable educational environments. By engaging with stakeholders through participatory research approaches, such as community consultations and focus groups, researchers can co-create solutions that resonate with the unique realities of each community. Furthermore, social research serves as a catalyst for fostering collaboration between educational institutions, government agencies, and community-based organizations. By fostering partnerships grounded in empirical evidence and shared goals, primary education management can be strengthened through collective efforts aimed at addressing systemic challenges and advancing educational equity. Social research in primary education management is indispensable for understanding community needs and priorities. By leveraging research-driven insights, stakeholders can work collaboratively to cultivate inclusive, responsive, and effective primary education systems that empower learners and communities alike.

Maternal Labour Supply and School Enrolment Laws: Empirical Evidence from Brazilian Primary School Reforms

Abstract The relationship between childcare provision and mothers’ labour supply decisions is highly debated due to the potential reverse causality and resultant empirical challenges. We contribute meaningfully to this debate by discussing the effects from a reform on Brazil’s primary education system on maternal labour supply. This reform, which advanced the compulsory children’s enrolment in primary education schools from the age of 7–6, is interpreted as the provision of free childcare. Due to the imperfect compliance of the reform implementation, children’s month of birth is used as an instrumental variable to control for the endogeneity present in any actual school enrolment. We show that the reform presented a positive effect on the labour supply of (1) the Brazilian single mothers and (2) the least educated mothers, increasing their participation in labour market by 12.9 % and furthermore a probability of becoming full time workers by 10.9 %.

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.

한국 대학 환경교육에 대한 비판적 고찰

Objectives This study critically examines the challenges of environmental education in higher education in order to discuss future directions of the environmental education system and strengthen its theoretical and practical basis.
 Methods By focusing on a case study of a liberal arts course, ‘Climate Change and the Anthropocene’, the learning process is analyzed following the progression of the curriculum. The students' environmental awareness and the potentiality of environmental action are observed.
 Results As a result of the study, the students strengthened their pre-existing awareness of the socioeconomic mechanism that structures climate change and reflected on their environmental behavior by connecting it to their daily lives. Regarding specific issues, they had various positions within a broad spectrum, showing the potential to continue with their own concerns and challenges as well as a tendency to conform to the norm, avoid exploring fundamental changes, and sustain the status quo.
 Conclusions The need to focus on theoretical and methodological discussions on how environmental education in higher education as well as primary and secondary education systems can be more coherent and efficient is emphasized.