School Syllabus Research Articles

Green education divide: a comparative case study analysis of countries of the Association of Southeast Asian Nations

BackgroundGreen education is an essential precursor to promoting long-term sustainable practices and fostering environmentally conscious behaviours, especially among the younger generations. Such education equips individuals with the knowledge, awareness, and experiences necessary for green behavioural shifts, empowering them to engage actively in sustainable practices in the long run, which is essential for ensuring environmental sustainability. However, green education practices and policies vary among the countries of the Association of Southeast Asian Nations (ASEAN) owing to different levels of socioeconomic development, national priorities, and capacities of each member state. We aimed to analyse and compare the disparities in green education among pace-setter, maturing, and emerging ASEAN countries. MethodsWe used a case-study approach—a desktop analysis based on journal articles, country reports, newspaper articles, and other sources from the past 10 years—to analyse and compare the green education disparities among pace-setter, maturing, and emerging ASEAN countries. FindingsAs a pace-setter ASEAN country, Singapore has made impressive progress in promoting green education through the effective implementation of pragmatic policies and impactful green education initiatives. Furthermore, the country has established extensive formal and informal green education programmes that closely align with the Singapore Green Plan 2030. By contrast, maturing ASEAN countries are making incremental progress in incorporating green education into their formal education systems. However, challenges faced by these countries include a shortage of well-trained teachers, the lack of specific green education subjects in school syllabuses, and financial constraints. Despite these challenges, innovative approaches—such as partnerships with non-governmental organisations (eg, the World Wide Fund for Nature)—have emerged as promising strategies to promote green education within these maturing nations. Emerging ASEAN countries face the biggest challenges in promoting green education. Competing national priorities, political instability, limited funding and resources, inadequate infrastructure, and a lack of qualified educators pose challenging barriers to advancing green education within emerging ASEAN nations. InterpretationThis study provides insights into the best practices and challenges surrounding green education within pace-setter, maturing, and emerging ASEAN countries. To address the disparities in green education among these countries, there is a need to adopt a holistic ecosystem framework characterised by the so-called 8i enablers, namely infrastructure (eg, well-equipped laboratories and learning spaces), infostructure (eg, advanced teaching technologies), intellectual capital (eg, well-trained educators), integrity systems (eg, efficient green education governance systems), incentives (eg, public and private funding for green education initiatives), institutions (ie, strong institutional leaders), interaction (ie, cooperation and collaboration among relevant stakeholders), and internationalisation (eg, leveraging regional and international partnerships to access expertise and resources). FundingNone.

Exploring Minecraft in the Primary School Syllabus for Enhancing Arabic Learning: A Systematic Literature Review

Exploring Minecraft in the Primary School Syllabus for Enhancing Arabic Learning: A Systematic Literature Review

Status of Education for Sustainable Development (ESD) in Higher Secondary Schools of the Province of Sindh in Pakistan

Education for sustainable development (ESD) aims to educate the learners to make informed decisions and responsible actions for climate change, economic sustainability, and a peaceful society. This study aims to check the status of ESD in the higher secondary schools of Sindh province in Pakistan. This qualitative study was conducted in the selected public sector schools of two districts of the province during the period of July 2022 to December 2022. This study revealed that the status of ESD in public higher secondary schools of Sindh province is not satisfactory and schools are not providing adequate knowledge and information to students about core concepts of sustainable development. The outcomes of the study indicate the unavailability of ESD content in the syllabus, a lack of awareness of proper pedagogies among teachers and an inadequate learning environment. This study recommends introducing ESD concepts in the school syllabus and training the teachers in higher secondary schools.

Examining the Interrelationships Among Curiosity, Creativity, and Academic Motivation Using Students in High Schools: A Multivariate Analysis Approach

Abstract Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated.

Selection, sequencing and progression of content in biology in four diverse jurisdictions

Selection of content for a school syllabus is important in achieving progress towards inclusive generalisations which characterise powerful knowledge. Biology as a discipline progresses from knowledge of individual facts to inclusive generalisations such as homeostasis, energy transformations, heredity, and evolution. The present study evaluated the selection of content in the official biology syllabus for the seventh and eighth years of schooling in four diverse jurisdictions: Kenya, South Africa, British Columbia (Canada) and Singapore. The purpose was to determine whether and how content selection enabled progression to inclusive generalisations in biology and to compare selection, sequencing and progression among the four jurisdictions. General Topic Trace Mapping was used to compare each syllabus to a generic reference syllabus structured according to inclusive generalisations. Although there was some agreement in the scope of topics selected, jurisdictions varied in the way it was organised. Kenya included more everyday knowledge than other jurisdictions. British Columbia and Singapore selected content according to unifying themes, whereas South Africa and Kenya did not. South Africa selected content that enabled progression towards inclusive generalisations, but did not explicitly identify the generalisations. This study supports the contention that powerful knowledge in biology may be construed differently in diverse jurisdictions.

Empirical Analysis of Road Safety Behaviours of School-going Children Using Structural Equation Modelling: A Perspective from India

The behaviour of children in traffic are functions of knowledge, attitude and risk perception. This study is attempted to find the major road safety related problems faced by children on their way to school and to identify and evaluate the important factors which affect the road safety behaviour among school going children using different transport modes. The data was collected from 1224 students studying from class 7th to 12th in India The results show that problems faced by children using different transport modes, traffic misbehaviour from elders, and performance of children’s risky behaviours. Road safety knowledge among students, their attitude towards road safety, and risk perception about various dangerous situations need to be enhanced. Text books are the least source of traffic safety information, indicating the necessity of including traffic safety lessons as mandatory in school syllabus by making use of modernized techniques.

Analyzing the Challenges and Opportunities in Raising Public Awareness About the Hazards of Natural Disasters Among Junior High School Students in Bandung Regency, Indonesia

Natural disasters pose a significant peril to the Indonesian community, especially the Bandung Regency. Due to the significant likelihood of calamities, it is crucial to enhance public consciousness, particularly among adolescents in junior high school, regarding the perils associated with natural catastrophes. The objective of this study is to examine the obstacles and possibilities of enhancing knowledge of natural disaster risks among middle school students in Bandung Regency. This study employs a qualitative methodology, utilizing a case study technique. The researchers gathered primary data by conducting interviews with junior high school students, instructors, and relevant stakeholders, in addition to making field observations. The research findings indicate that there are multiple obstacles to enhancing the level of awareness among junior high school students regarding the perils associated with natural disasters. These challenges encompass a deficiency in knowledge and comprehension concerning the hazards posed by natural disasters, limited availability of information and educational resources pertaining to disasters, indifference and a lack of concern towards natural disasters, as well as a dearth of proactive involvement from both educational institutions and parents. Nevertheless, this study has identified various avenues for enhancing the knowledge of junior high school students regarding the perils associated with natural calamities. These include incorporating disaster education into the school syllabus, employing information and communication technology (ICT) to disseminate information and educate about disasters, engaging students in simulation exercises and disaster response activities, and reinforcing the involvement of families and communities in fostering a culture of disaster awareness. Enhancing the knowledge and understanding of the potential hazards associated with natural disasters among junior high school students is a crucial measure to foster community resilience in the face of future calamities.

Effects of Perceived Mathematics Connection on Mathematics Motivation: Mediating Role of History of Mathematics Concepts

The present study assessed the mediating effects of history of mathematics concepts on the relationship between mathematics connection and mathematics motivation. The study was a descriptive survey carried out on 390 students randomly selected from Asuoso Senior High School in the Offinso-North District of Ghana’s Ashanti region. Data was collected using Likert type structured questionnaires. Reliability analysis was computed in SPSS (V. 23) and confirmatory factor analysis was computed in AMOS (V. 23). In addition, average variance extracted (AVE), convergent validity, and discriminant validity were computed in Microsoft Excel from factor loadings. Also, composite reliability was calculated at https://www.thestatisticalmind.com/composite-reliability/. Structural Equation Modelling (SEM) was computed in Amos (V. 23) to determine direct, and mediating effects among the main constructs. The study found that mathematics connection positively and significantly influenced mathematics motivation of senior high school students. The indirect effects of mathematics connection on mathematics motivation through history of mathematics concepts was positive and significant. The study recommended that mathematics teachers should desist from merely topic explanations and rote memorization of solution procedures. They should rather make mathematics connections and history of mathematics concepts imminent in their lesson planning and delivery. To implement this, mathematics topics should be linked to real-life scenarios, other subjects, and students’ lives, and the history behind such concepts are explained in plain language. Not only teachers, NaCCA should ensure that the mathematics syllabus and textbooks for senior high schools have incorporated real-life scenarios as well as the historical background of concepts to ensure learners develop the interest and motives for studying mathematics.

A Geocritical Reading of the Playwright Ramu Ramanathan’s Play The Boy Who Stopped Smiling

Today’s education system is more focused on the development of the infrastructure of the institution than the mental and insightful development of the students. Rabindranath Tagore in his short story titled Tota kahinee or The Bird’s Tale said that “the cage is improving, but what news of the bird?” (Tagore, 4). The playwright Ramu Ramanathan is an excellent vocal or throaty of these issues. Most of the writers in general and the playwright in particular associate children’s stories with fairy tales. They don’t often even write any sort of drama or any piece of writing from a small child’s perspective. Their questions and queries are sidelined. The writers are least bothered about the mental space of the characters. We the people force the children to memorize our school syllabi, courses, formative and summative exams, and class work. According to Nehal Hardik Thakkar, “The children aren’t given a proper individual space, and their issues have remained socially invisible”. We don’t often push them to enjoy and learn something. We never ask them to forget about marks and all. We don’t also encourage them not to chase success. We insist and compel them to pursue success. If we critically think about it, we will come to know that we push them to get traumatized and assist them to stop their smiling. The epoch-making playwright Ramu Ramanathan in his play called The Boy Who Stopped Smiling talked about all these exact things. He breaks the traditional way of drama writing and here in this play, he uses the concept or the style of Grips theatre. The study of this paper will attempt to discuss this play from a geocritical perspective. Here the researcher will try to spend a maximum amount of time to discuss about the space, place, and several other things. Through the central character named Malhar, the playwright endeavored to provide a lifelong lesson to all the parents' community. Here in this play, other characters make fun of the protagonist named Malhar. They called him mad and also wanted him to be sent to a mental asylum. Nobody in this play thinks from Malhar's perspective; even the mother of Malhar avoids visiting the space and place of Malhar’s mental faculty. All of the other characters stigmatized him as mental and crazy and also considered him as poorly weak.

The teaching of additional languages to students with specific learning difficulties: challenges and possibilities of engagement

This essay discusses the right of students with disabilities to modify their school syllabus and teaching methods according to their specific needs, as outlined in Brazilian Law No. 9394/96 and No. 13.146/2015. It presents challenges and possibilities of adapting lesson plans and materials for students with visual impairments, autism spectrum disorder, and dyslexia, using a socio-discursive interactionist (SDI) theoretical-methodological perspective in language teaching. For visually-impaired students, the use of tactile materials, audio resources, verbal descriptions, and assistive technology are suggested when working with genres, but this paper also highlights the difficulty of interpreting graphics, tables and other visual representations. For students with autism, studies have shown that using a didactic sequence can be effective for teaching different genres to students with autism while promoting integration in the classroom. For dyslexic students, it is paramount to focus on guiding students to communicate in practical and meaningful ways from a socio-discursive perspective. Overall, the essay suggests that teachers should tailor their lesson plans to the specific needs of each student with impairments, using a genre-based teaching perspective.

THE EDUCATIONAL ROLE OF THE QAZAQ NEWSPAPER (1913 – 1918)

The Qazaq newspaper played a critical role in reviving the Kazakh national identity. It was the first socio-political media outlet produced in the Kazakh language, one of the deepest and strongest roots of contemporary Kazakh journalism. The Kazakh National Intelligentsia understood that, without education and language, protecting Kazakhs’ interests was doomed to failure. Kazakh people’s illiteracy was the main vulnerability of the. Therefore, new education was needed to relieve Kazakh people from illiteracy and direct them toward the perspective of Kazakh independence. This study aimed to explore the importance of education in The Qazaq during 1913-1918. To achieve this goal, the research focused on the quantity of coverage of issues such as education, language, religion, and tradition. The Qazaq’s primary function was to educate people via media by reporting on crucial problems in Kazakh education at the time. The newspaper covered issues such as education, religion, illiteracy among Kazakh people, scholarships for poor Kazakh children, schools and teaching problems; training of teachers; tuition for schools, exchanging programs abroad, modernization of school programs, publishing of textbooks for schools; funding of building new schools, religion, schools for Kazakh girls and training of female teachers, organized a boarding school for students, teaching methodologies and teaching in the Kazakh language, and syllabus for primary and high schools.

Ethno-physics Studies on "Ani-Ani" Traditional Rice Harvesting Tools as Physics Learning Media

The aim of this research is to analyze the physics concept of "ani-ani" a traditional rice harvesting tool as a physics learning material. With the aim of describing the results of the physics concept analysis study on the use of rice harvesting equipment to design physics learning materials in the study of the use of rice harvesting equipment. This research uses a qualitative descriptive method with data collection techniques in the form of observation, questionnaires and interviews and the data obtained is then analyzed, verified and reduced, then constructed into scientific knowledge and interpreted into high school physics concepts. The results obtained from this research are an analysis of the physical concepts of reaping or ani-ani starting from the mechanical advantages of using ani-ani, the pulling force exerted by the fingers and the pressure exerted by the fingers on the rice stalk so that the rice stalk is cut. The results of the concept analysis study were then used as draft physics learning materials for high school students. According to the relevant high school syllabus, namely basic competency 3.7 about particle dynamics (Newton's law) and 3.3 about static fluids (solid pressure).

Content Analysis of Saudi third intermediate Science textbook in the light of sustainable development dimensions

This study aimed at investigating the extent to which the sustainable development dimensions (Social, environmental and economical) are included in third intermediate Science textbook of the first and second terms of the school year 1442-1443 AH. To achieve this goal the descriptive analytical approach was utilized, a list of the sustainable development dimensions and sub-issues was created, and the textbook was analyzed based on these dimensions using idea as an analysis unit and frequency as a counting unit. The study revealed that the third intermediate Science textbook neglected many of the main and sub-issues included in the sustainable development dimensions. Some of the key issues were also missing including the topic of residence and population from the social dimension in the first term textbook, and the topics of lithosphere and Hydrosphere from the environmental dimension in the second term textbook. The study further shed light on the absence of integration, sequence and consistency within the topics of the third intermediate Science textbook. Based on the above mentioned results, the study recommended the following: reconsidering including sustainable development by balancing between its three dimensions social, environmental and economical and focusing more on the sub-issues, reconstructing science textbooks based on the dimensions of sustainable development and the demands of the new era, making use of the current study results to enrich intermediate Science curriculum, training teachers on how to include sustainable development in their instruction and providing supporting educational resources. The study suggested conducting similar analysis study to other school levels and another study focusing on establishing a reference guide on how to employ sustainable development dimensions within school syllabus.

MEASURING KEY DETERMINANT FACTORS OF RESPONSIBLE ENVIRONMENTAL BEHAVIOR AMONG SECONDARY PUBLIC SCHOOLS IN PUTRAJAYA, MALAYSIA

The environment is very important to sustain the prosperity of the nation, society, and human beings. Negligence to protect the environment will result in great catastrophes by causing natural disasters to plague mankind. Environmental education has been regarded as a strategic solution to overcome challenging environmental issues. there is no specific subject on environmental education in the Malaysian school syllabus which led to poor public awareness, lack of understanding, and exposure to environmental issues and knowledge. Hence, this study is conducted to measure the level of environmental literacy among secondary school students in Putrajaya, Malaysia. Descriptive research design and correlation were used in this study. Instruments for Environmental Attitude Inventory (EAI) comprises a scale of 1-5 ranging from strongly agree to strongly disagree and was distributed to 120 from four students who were selected using simple random sampling. The finding shows that the value of the Adjusted R square is 0.260, which indicates that the factor-independent variables (knowledge, beliefs, and attitudes) only contributed to 26% of the influencing dependent variable (responsible environmental behavior). This value is more appropriate for determining the actual value in a population with a small sample size. Coefficients multiple linear regressions show that the value of t=0.358 shows knowledge does not influence responsible behavior while the most dominant is attitude. It is hoped that the findings from this research will contribute to environmental education in Malaysia.

Identification of Ferns (Pteridophyta) in the Indrokilo Botanical Garden, Boyolali Regency, as a Resource for High School Biology Learning on Biodiversity

Indonesia is a country with high biodiversity, both flora and fauna. Biodiversity is an important wealth for life and serves as an indicator of the ecological system and a means of detecting changes in species. Identification of ferns (Pteridophyta) was carried out because the Indrokilo Boyolali Botanical Gardens are very supportive for research and have not been clearly identified and used as a source of learning biology. This study aims to identify the types of ferns (Pteridophyta) in Indrokilo Botanical Garden, Kemiri Village, Mojosongo District, Boyolali Regency which is used as a learning resource on Biodiversity material in tenth grade. The method used was exploration research. Data collection is done by exploring, the results are identified using google lens, then used as a learning resource by adjusting the high school syllabus and data analysis using description analysis. The analyzed research report can be used as a learning resource. Research in Indrokilo Boyolali Botanical Garden obtained 31 species of ferns (Pteridophyta) consisting of 14 families namely, Pteridaceae, Polypodiaceae, Dryopteridaceae, Thelypteridaceae, Dennstaedtiaceae, Woodsiaceae, Aspleniaceae, Marattiaceae, Selaginellaceae, Cyatheaceae, Dicksoniaceae, Lygodiaceae, Ophioglossaceae, and Equisetaceae. Through the analysis of the research report, it can be used as a learning resource for high school biology class ten, the material of Biodiversity on KD 3.2 Analyze the various levels of biodiversity in Indonesia. So that the report of the results of this study can be used as additional examples of the level of species-level diversity at the species-level diversity in biodiversity.

From Past to Present: The Position of Ancient History in Primary School History Teaching After the 2019 Croatian Education Reform

The paper analyzes the position of ancient history in primary school history teaching. Three program documents for history teaching, The Syllabus for Primary Schools from 2006, History Curriculum Proposal from 2016, and History Curriculum for Primary Schools and Gymnasiums from 2019, are compared and analyzed with respect to the prescribed teaching contents related to ancient history. The paper also analyzes history textbooks before and after the 2019 reform, comparing textbook topics and the number of pages dedicated to ancient history, as well as the relationship between the histories of the Ancient East and Egypt, ancient Greece, and ancient Rome.

Civics Teachers’ Choice of Teaching Methods in Kinondoni Municipal Secondary Schools, Tanzania

Any choice made about pedagogy or teaching methods for Civics will have a reflective impact on the students’ learning. This study sought to find out what influence Civics teachers’ (CTs’) choice of pedagogical strategies or teaching methods. This is important because it contributed to understanding of factors that influenced their choices and whether they reflect participatory pedagogy inherent in the Civics syllabus for Secondary Schools. The study employed the qualitative research approach, a single case study. The data were analysed using a content analysis framework described by Miles and Hurberman (1994), that is, data reduction, data display, and drawing and verifying conclusions. The findings indicate that CTs’ choices of teaching methods were influenced by classroom-based participative-active pedagogies. Such pedagogies include, the Civics syllabus, CTs’ mastery or knowledge of teaching methods, expertise in Civics, students’ developmental ability or ability to speak the English language and availability of library or teaching and learning materials. However, the Civics syllabus was dominant factor that influenced CTs’ choice of teaching methods. The implication is that participatory pedagogy inherent in the Civics syllabus largely influence CTs’ choices of teaching methods. Keywords: Choice, Civics teachers, Civics syllabus, teaching methods DOI: 10.7176/JEP/14-11-01 Publication date: April 30 th 2023

Religious Education and Freedom of Education in Ghana: Challenges and Opportunities

There seems to be apparent silence on the discussion of the influence of religion on human and national development due to the intolerance and divisiveness amongst the various religious groupings in Ghana. Contemporary discourse on the right to education and freedom of education finds it confusing whether harmony exists between the two or if one infringes on the other. Ghanaian educational environments suggest that the existence of academic and religious freedom is not present in the actual educational settings. School syllabi, rules, regulations, and pedagogical approaches pose considerable challenges to the quest for freedom of education and religion. Through documentary analysis and the concepts of freedom of education and the right to education, this research examined the challenges and opportunities of religious education in the Ghanaian educational environment. The research suggested that relevant and critical pedagogical approaches should be used to teach religious education to allow religious tolerance and coexistence amongst the various religious bodies within schools and communities.

Undiagnosed diseases: Needs and opportunities in 20 countries participating in the Undiagnosed Diseases Network International.

Rare diseases (RD) are a health priority worldwide, overall affecting hundreds of millions of people globally. Early and accurate diagnosis is essential to support clinical care but remains challenging in many countries, especially the low- and medium-income ones. Hence, undiagnosed RD (URD) account for a significant portion of the overall RD burden. In October 2020, the Developing Nations Working Group of the Undiagnosed Diseases Network International (DNWG-UDNI) launched a survey among its members, belonging to 20 countries across all continents, to map unmet needs and opportunities for patients with URD. The survey was based on questions with open answers and included eight different domains. Conflicting interpretations were resolved in contact with the partners involved. All members responded to the survey. The results indicated that the scientific and medical centers make substantial efforts to respond to the unmet needs of patients. In most countries, there is a high awareness of RD issues. Scarcity of resources was highlighted as a major problem, leading to reduced availability of diagnostic expertise and research. Serious equity in accessibility to services were highlighted both within and between participating countries. Regulatory problems, including securing informed consent, difficulties in sending DNA to foreign laboratories, protection of intellectual property, and conflicts of interest on the part of service providers, remain issues of concern. Finally, most respondents stressed the need to strengthen international cooperation in terms of data sharing, clinical research, and diagnostic expertise for URD patients in low and medium income countries. The survey highlighted that many countries experienced a discrepancy between the growing expertise and scientific value, the level of awareness and commitment on the part of relevant parties, and funding bodies. Country-tailored public health actions, including general syllabus of medical schools and of the education of other health professionals, are needed to reduce such gaps.

English Pronunciation Learning Challenges: A Case study of Mundu EFL learners in Chad

The present study aims at investigating the pronunciation components in the prescribed English Language Syllabus for High Schools as well as the pronunciation instruction in some selected High Schools in Moundou, Chad, in order to determine the impact on learners’ production with respect to this phonological feature. The content analysis method was adopted for the investigation. Data were drawn from consultation of the National English Language Syllabus for High Schools in Chad, and 44 English Teachers’ logbooks for the 2021/2022 academic year. These logbooks were collected from 6 Government High Schools in Moundou. Two research questions guided the collection of data which were later on classified, put in numerical data and analysed within the framework of the Factors Affecting Pronunciation Theory. Results of the study revealed a total lack of pronunciation prescription in the English language syllabus and a zero percent representation of pronunciation related lessons in English language classes. Hence, it could be concluded that pronunciation instruction in English language lessons, to a greater extent, has been neglected in some High Schools in Chad. This has created enormous challenges resulting to poor pronunciation, segmental feature errors, and deviances in supra-segments, etc., in the speech production of learners.