Basic Education

Rwanda has shown significant progress in improving access to education and Ministry of Education (MINEDUC) has also highlighted the improvement of educational quality as its main priority for the next five years-a position clearly detailed in the Education Sector Strategic Plan (ESSP) 2010-2015, equitable provision of quality education remains a challenge in Rwanda. While Rwanda has shown significant progress in improving access to education, equitable provision of quality education remains a challenge. The purpose of the study was to establish factors affecting provision of quality basic education in Nyagatare district-Rwanda. The three research questions were formulated to guide the study. This study adopted the ex-post-facto research design simple and stratified random sampling technique was used to select the participant for the study. The sample consisted of 260 teachers, 346 pupils and 36 principals in Nyagatare district. Data was collected through the use of questionnaires in the case of pupils and teachers while interview schedule was used to collect data from the principals. To data collected were coded using SPSS computer programme. The data was further analyzed and interpreted to provide meaningful and final results. The researcher presented the research findings in the percentages and frequency tables. Open-ended questions were analyzed using excerpts of the respondents. The findings revealed that majority of the teachers (72.8%) did not use apparatus in teaching of science subjects while (55.6 %) of the pupils felt that their science laboratories were not well equipped. From the study (55.7%) of schools had no libraries and where they exist, they were poorly equipped. Lecture method was widely used than any other method of teaching. Most teachers live outside the school as indicated by (57.3%) of the pupils' respondents, hence remedial teaching during morning and evening was not possible. From the study, internal supervision of the implementation of the curriculum by principal need to be intensified, the research revealed that there was inadequate assessment done by department of quality assurance and standard officers from the ministry of education. For example (50%) of the pupils stated that these offices do not visit their schools. Majority of the pupils (56.9%) revealed the syllabus was never covered before the end of every year. Based on the findings, it was recommended that board of governor should equip the sciences laboratories, libraries and put up teachers houses. Variety of teaching methods should be used to create interest and focus on value addition of learners. There is need to intensify assessment by the quality assurance and standards officers as well as the internal assessment by principals. Introduction Quality education can be viewed as one that prepares learners to participate meaningfully and effectively in the development of their lives and their nation. In schools, quality education can be determined by a number of factors such as the teaching and learning processes, supervision and implementation of curriculum, the infrastructure, equipment, teaching methods, teaching and learning materials, and the availability of suitably qualified and competent teaching personnel For most ordinary people, quality is determined through learning achievements and usually these are measured through examination results (Bernard, 1999). According to UNESCO (2008) quality education largely depends on the teaching and learning process, the relevance of the curriculum, as well as the availability of materials and enabling learning

Cambodia and Thailand have placed a great emphasis on the
EFA goals by 2015. Both countries have achieved the net enrollment but still struggled
with the dropout number and out-of-school population. However, each country has
shared similar policies and approaches to deal the problems; meanwhile, they have put
efforts in investing more budgets on universal education, believing that it will be a great
impact on economic and social development. This study is aimed to identify the
challenging factors affecting Education For All (EFA) goals and to compare the education
policies on the affected factors that help to promote the equal access in both countries.
Therefore, this paper found the relative significant issues which are the main factors
affecting the equal access to education. Also, there are some policies are found to be
emerging solutions for the government at different levels.

While it is true that SBM shapes and charts the direction of school operations, it is interesting to discuss how a developing country like the Philippines is influenced by this reform strategy as a structural and procedural framework in managing its system of education, particularly, its basic education sector which through the years has been criticized for its alarming state as shown by its performance indicators rates. This paper purports to provide a panorama on how school-based management as a restructuring framework is viewed and interpreted by the basic education sector which constitutes the largest portion of the country’s educational system. Specifically, the eight key elements of successful SBM schools, namely: (1) an active vision; (2) meaningful decision-making authority; (3) distribution of power; (4) development and use of knowledge and skills; (5) collecting and communicating information; (6) rewards for progress; (7) shared leadership; and (8) cultivating resources, were used to serve the purpose of this discourse.

This paper addresses the issue of universal primary education (one of the MDGs) in Pakistan. It is unlikely for Pakistan to achieve Universal Primary Education (UPE) by 2015. The main assumption in this study is that existence and proper functioning of a school in a locality need its integration with the community and other local institutions by making them the stakeholders. It also intends to identify the problems in the way of universal primary education in Pakistan. An all-encompassing approach (that addresses all the constraints) to this issue may be useful to achieve the goal of Universal Primary Education in Pakistan. The study draws on secondary data such as review of government reports, scientific published material and other relevant literature. We found that the issue has multiple dimensions, such as insufficient educational services, especially in rural areas, incompetent and untrained teachers (mostly recruited on the basis of political recommendation) and poor quality of education. We also identified other constraints concerned with the UPE, such as poor physical and educational environment, poverty, lack of community participation, illiterate parents and lack of political commitment and good governance. This situation, with regard to primary education, creates doubts about the utility of schooling among the resource constrained parents. Additionally, inadequate and insufficient technical and vocational training institutions for those students who successfully complete the primary education are also an inhibiting factor. It is important that the school is made a part of the larger social structure and ought to be sensitive and responsive to the needs of students, parents and the community at large.

The Philippines' Department of Education undertook a curriculum reform for basic education with the goal of improving student learning to meet the more complex demands of Philippine society amidst globalization. The 2002 Basic Education Curriculum has three key reform themes: (a) the articulation of more complex and higher-level learning goals, (b) the streamlining and integration of learning areas in the curriculum, and (c) the use of creative and innovative teaching approaches to improve student learning. These themes are discussed in the case of Makabayan — a new learning area that integrates several subjects with the goal of helping each Filipino student to develop a healthy personal and national identity. The problems in realizing the curriculum aims are discussed, focusing on the difficulties in fully articulating the ideal curricular elements, constraints in the implementation, and the weak conceptualization of the learning reform in the context of Philippine education.

De leeftijdsorganisatie van leerlingen in scholen heeft onder meer tot gevolg dat de minst èn meest ontwikkelde of gevorderde leerlingen in elke groep of klas mèèr schoolproblemen ervaren dan gemiddelde leerlingen. Via ‘Optimaliserend Onderwijs’ kan onderwijskwaliteit voor elke leerling worden gerealiseerd. Dit vraagt samenhangende onderwijsveranderingen en passende schoolontwikkeling. In deze handleiding wordt verhelderd welke veranderingen nodig zijn en hòe deze optimaliserend kunnen worden ontwikkeld in scholen voor basis- en voortgezet onderwijs. Een en ander wordt ook verduidelijkt met praktijkvoorbeelden.

The Department of Education in the Philippines has undertaken initiatives to restructure the curriculum for secondary schools as part of its ongoing effort to improve the quality of learning. After a decade of study, the Department produced a new basic education curriculum, as the 2002 Basic Education Curriculum. All public schools in the country were mandated to implement the curriculum at the start of 2002–2003 school year. Makabayan (nationalistic or patriotic) is one of the learning areas in the Basic Education Curriculum along with English, Filipino, Science and Mathematics. Makabayan from First to Fourth Year is designed to develop the personal, social and work special skills of learners especially their interpersonal skills, empathy with other cultures, vocational efficiency, problem-solving, and decision-making in daily life, that is, to develop socio-cultural and politico-economic literacy. This paper describes the context and content of the Makabayan curriculum and the extent to which it develops in learners a sense of citizenship, that is, a healthy personal and national self-concept. To delimit scope, this paper focuses on the study of geography only as one of the components of Araling Panlipunan (Social Studies) in the secondary school Makabayan Curriculum, using the results of a study of third year high school students' learning of geographic knowledge and skills as bases of empirical data. Key Words: citizenship, geographic literacy and competency, Makabayan curriculum, secondary education

ABSTRACT
Primary education is crucial to the development of education and to national growth and development of any nation. It lays the foundation for successful nation building, security and better standards of living for the citizens. In Nigeria several programmes have been designed to ensure basic education for all citizens. Among these is the Universal Basic Education (UBE) which was launched in 1999 and has a semblance with the Universal Primary Education (UPE) Scheme of 1976. The implementation of the previously launched programme UPE was abandoned.
The aim of this research is to appraise the UBE Scheme, studying its origins and the foundational policies, recognizing the need for it, its fundamental problems within the limited study area as a reflection of the general challenges faced on the national scene, to discover the prospects that exist for successful implementation of the program and suggest solutions to the identified problems so as to ensure that access to basic education is given to all, paving way for growth and development of Nigeria.

Tulisan ini akan menguraikan penerapan metode RADEC (Read-Answer-Discuss-Explain-and Create) yang berorientasi pada enjiniring. Metode ini dapat meningkatkan proses kognitif sekaligus keterampilan peserta didik dalam proses pembelajaran. Metode ini terbukti efektif dilaksanakan selama wabah COVID-19 sebagaimana dilakukan penulis melakukan pembelajaran selama pandemi.

This review examines the findings of empirical studies from between 2000 and 2013 that relate to factors affecting educational access, quality, equity and impact in basic education in Nigeria. It also considers related grey literature and policy documents. Most of the literature refers to public primary education, predominantly in northern Nigeria, with an emphasis on girls’ education since this has been the focus of recent development efforts, which have produced most of the available documents. As well as pulling together some of the insights from the available literature, the review aims to identify the gaps in the research – both substantive and methodological – and point to ways in which we might increase our knowledge.

The present COVID-19 pandemic has brought extraordinary challenges and has affected the educational sectors, and no one knows when it will end. Every country is presently implementing plans and procedures on how to contain the virus, and the infections are still continually rising. In the educational context, to sustain and provide quality education despite lockdown and community quarantine, the new normal should be taken into consideration in the planning and implementation of the "new normal educational policy". This article presents opportunities for responding issues, problems and trends that are currently arising and will arise in the future due to COVID-19 pandemic through the lens of education in the Philippines-the new educational norm.

This thesis presents the resulting reflection from two
years of field research, which took place in two schools in
the city of Uberlândia, and in which I’ve been focused on
observing the body experiences of children, teenagers and
teachers while interacting in theater classes and in different
situations of the school context. A perspective that entwines
ethnography and phenomenology led the observation
process as well as the writing of descriptions from the
pedagogical processes which I reflect upon. The rooting of
the investigation on the notion of corporeal experience and
embodiment were inspired especially from Merleau-Ponty´s
phenomenology and the formulations from the researcher
Thomas Csordas, respectively. Such notions were fertile to
scale the understanding of theatrical practices in school
as body experiences born from the intersubjectivity and
intercorporeality in which we are all immersed, as beingsin-
world and a cultural world. The descriptions from the
processes observed in the schools come from these
intercorporeal experiences pointing to emerging structural
axes: body and space / body and raw materiality; play
and performativity; drifts. As I formulate them, I perceive
other emergencies from the observed experiences: the
embodiment as a condition of existence and manifestation
of the complexity found in the bodies-people’s constitution
from teachers and students; opening for emergencies as
microconduct - which can guide teacher´s practices in
action at school; subversion of the interactional vectors as
a political and pedagogical project in the field of aesthetic
experiences of/and from the bodies.

Transformers are electrical devices consisting of two or more coils of wire used to transfer electrical energy by means of a changing magnetic field One of the main reasons that we use alternating AC voltages and currents in our homes and workplace's is that AC supplies can be easily generated at a convenient voltage, transformed (hence the name transformer) into much higher voltages and then distributed around the country using a national grid of pylons and cables over very long distances. The reason for transforming the voltage to a much higher level is that higher distribution voltages implies lower currents for the same power and therefore lower I 2 R losses along the networked grid of cables. These higher AC transmission voltages and currents can then be reduced to a much lower, safer and usable voltage level where it can be used to supply electrical equipment in our homes and workplaces, and all this is possible thanks to the basic Voltage Transformer.

This study investigated the role of Nigerian mass media in curriculum change and implementation at the Basic Education level in Nigeria. The study was aimed at assessing the following objectives: to find out the changes in the basic education curriculum influenced by Nigerian mass media and to determine the role being played by the mass media in curriculum implementation at the Basic Education level in Nigeria. Two corresponding research questions were answered while two null hypotheses were tested. The study adopted a descriptive survey research design. A total of 200 media practitioners from print, electronic, new media and news agencies were used for the study. A self-designed questionnaire was used for data collection. The questionnaire was pilot tested and a reliability index of 0.84 was obtained. Out of a total of 200 respondents used for the study, only 198 respondents correctly filled and returned their questionnaire. The data collected was analyzed using frequency counts and mean, while the non-parametric statistics of chi-square (X 2) was used to test all the hypotheses at alpha 0.05 level of significance. Findings revealed that the Mass Media has influence in the existing changes of the basic education curriculum. Also, the

The aim of this paper is to draw socioeconomic condition of Bede community, their social status, and adaptability with natural environment, motion of their life, family and social structures etc. It depicts occupation, religious activities, cultural patterns, condition of their habitat, food habits, nutrition, and educational conditions of Bede community. It also presents sociological situation and legal status of Bede community. Furthermore, this paper states some recommendations towards government and NGO's for legal and voluntary actions to ensure the rights of Bede people in Bangladesh that may impact to their development.

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya,

The return to civil/democratic rule in Nigeria and the need to promote the process of national integration coming on the heels of a major international education initiative in Dakar in 2000 provided the platforms for the formulation and implementation of key educational policies in the country. Some challenges have been overcome while others that still need to be resolved include the need for government to: (i) allocate more resources to the education sector, (ii) curb corruption, ensure transparency and accountability in the education sector, (iii)restructure the sector  to ensure that roles and responsibilities of different  government agencies are clearly defined,(iv) recognise the key role of private providers in the education delivery system, (v) ensure that the policy formulation process is participatory, and (vii) minimise the politicisation of the post of the Minister of Education and  reduce the high turnover of the leadership of the Ministry of Education for effective policy implementation and continuity.

Cronología de la Educación Primaria en el Distrito Federal. Elaborado en co-autoria con el doctorante Aarón Linares Pérez (actualmente Director del Centro de Actualización del Magisterio (CAM), a solicitud de la Subdirección Técnica de la Coordinación Sectorial de Educación Primaria (CSEP). Entregado en octubre de 2010.

Forma de citación:
-CSEP/Subdirección Técnica. (2010). Un recorrido histórico. Inicio y desarrollo de la Educación Primaria en el Distrito Federal.  https://independentresearcher.academia.edu/MarthaSeguraJimenez

This article is  a qualitative research  that  consists of a qualitative research which analyses documents concluding that it is very nice reading books on tablets, mobile phones and computers, because due to the popularization of technological tools  such  as the computer and  mobile  devices,  new  ways  of  dealing  with  texts  and  reading  have become  increasingly  popular.  Digital  technologies  offer  both  the possibility of contact with books of renowned authors as well innovative and experimental reading, promoting new aesthetic experiences and opportunities for the teaching and learning of literature and learning. In this context, discussions on literary literacy in basic education are aimed at assigning new perspectives to how readers read and interpret literary texts, motivated by individual and (con)textual choices and by recent changes in the way we produce and consume written texts. In this paper, we will discuss the literary literacy and its interrelations with digital literacy, emphasizing the inclusion of literacy practices in teaching literature in order to promote the formation of reflective critical readers in a context in which digital texts are reality.

This historical paper which turned into a book examined the historical background of Roxas National Comprehensive High School, its major contributions in the Department of Education and the nation at large, and its major developments in this post-modern setting along the light of honing and refining the learners to the fullest actualization of their dormant yet infinite potentials. The problem is that there is a non-existence of comprehensive account of school which depicts its then and now. This study employed historical method in approaching the local history of the school. Data was obtained from the existing files of the school, interview method for the primary and other secondary sources using the snowball sampling technique. Data was also encoded as basis of evidences and analyzed thematically using narrative approach. This study found that in 1963, the establishment of secondary school at Roxas became a growing concern of the citizens. The then Mayor Fernando Rodriguez, a retired public school teacher with his council took the step to look for the school site. It was found and acquired through donations proceedings. This study also found out that the school started with six (6) pioneering teachers, namely: Mr. Exequiel Torres Sr., Mr. Camilo Jaranilla, Mrs. Luisa Ventilacion, Ms. Guadalupe Dioso, Ms. Agapita Esteban and Mr. Reynaldo Ponce de Leon. Moreover, the one (1) janitor mentioned is identified in the name of Mr. Felipe Cebuano and one (1) principal in the name of Mr. Jorge V. Macolor. The Roxas Municipal High School was formerly opened September 14, 1964 by late Mrs. Francisca R. Macolor. After opening the school, the late, Mr. Jorge V. Macolor assumed post of the first Principal. Upon opening of classes in 1964, the school implemented the General Secondary Curriculum. Being a Comprehensive High School, efforts had been exerted to fully implement the curriculum prescribed for this type of school. The school is presently implementing the Basic Education Curriculum (BEC). This historical study argues that the existing historical facts necessary in getting the comprehensive view as to where and when Roxas National Comprehensive High School originated are not only based on its founders, legal documents as basis, stakeholders who donated 6.11 hectares area of the school located at Brgy. New Barbacan, Roxas, Palawan and the roster of school heads who struggled to translate this academic institution from a dream to reality, but also based on the incumbent administrators spearheaded by the former Principal, Dr. Joel N. Gulane and replaced by Ma’am Felomina V. Alanis as incumbent school head. With the commitment to uphold the vision and mission of Department of Education, Roxas National Comprehensive High School further advances its major contribution to society and development in terms of scientific achievements and achievers not only in Division level, but also in Regional, National and International event participations, competitions and research presentations.

Worried by the poor achievement of students and search for appropriate strategy and the possible influence of students’ reasoning ability, the study addressed the effects of cognitive reasoning ability and prior exposure to content on Upper Basic two students’ achievement in Basic Science. The study utilized a pre-test post-test quasi-experimental design; it was a non equivalent control group type. The population is all the Upper Basic II students which is 14469 with a sample of 400 students selected using both purposive and random sampling techniques. The instruments that were used to collect data were Basic Science Achievement Test (BSAT) and Science Reasoning Tasks (SRT). The reliability of BSAT was determined using the Kuder Richardson 21(K-R21) formula and found to be 0.89 while that of SRT II using test retest approach was found to be 0.81. It was found that prior exposure of students to content of basic science significantly improved achievement. Similarly, achievement of high and low reasoning ability level students significantly differed in favour of high ability students. The study also found that male and female basic science students exposed to content prior to instruction do not significantly differ in their achievement. It was recommended that Basic science teachers should be made to be aware of the relationship that exists between reasoning pattern of learners, conceptual demand of the school subject and the methods of teaching that will facilitate good performance, among others.

In this paper we present the equations defined by recurrence and its relation to the numerical sequences in Basic Education, among equations defined by recurrence we highlight the Equations of Differences. Equations of Differences describe the behavior of phenomena whose variation in each time interval occurs discretely and each new event depends on one or more previous events. Numerous problems can be mathematically modeled using the difference equations, so they can be applied to several areas of knowledge to solve various problems.

Background There is an emerging corpus of work on the impact of the HIV/AIDS epidemic on education in sub-Saharan Africa. This mainly employs demographic models to make projections of student enrolments and teacher requirements. However, there is a paucity of research in basic schools to examine the experiences of AIDS-affected teachers and students. Purpose This study explored staff and student perceptions of the impact of the HIV/AIDS epidemic on the education of affected children in high-prevalence districts of the Copperbelt province of Zambia. The impact of the epidemic on student enrolment, attendance and completion rates, and on the quality of the learning experience, was investigated. Programme description and sample The Ministry of Education assisted with the selection of districts in the Copperbelt Province with the highest prevalence of HIV/AIDS (34% to 39%). Four government schools with the highest HIV/AIDS prevalence rates and two community schools in impoverished communities were selected. Design and methods Statistical data from each school were made available. Six focus groups were held with District Education Board Personnel, NUT officials and the Copperbelt Special Education Standards Officer. Six interviews were held with school management teams. A total of 72 teachers and 64 students responded to questionnaires; 36 students also took part in four focus groups, each involving gender balanced groups of six to eight students from grades 4–8. Results The study provides information on the impact of the epidemic on basic education that has not previously been documented in Zambia and may assist the strategic planning and management of basic schools. A positive outcome of this study was that students, teachers and other professionals freely discussed issues concerning HIV/AIDS and its impact on education in a context where such issues are usually met with silence or denial. Conclusions The challenge for the Zambian Ministry of Education and the international community is not only to provide the right to basic education, but also to strengthen schools as inclusive and supportive communities. For students, this might focus on provision of alternative and more flexible opportunities for participation and learning, access to health and life skills education and appropriate counselling and support. For teachers, professional development opportunities to support the management of large classes and curriculum development—e.g. in the areas of life skills and vocational skills—are implicated.

This study examined the impact of internship training in entrepreneurship education (EE) on acquisition of two skills by Upper Basic Education students in Kwande Local Government Area of Benue State Nigeria. Four research questions and four hypotheses guided the study. Ninety nine Upper Basic Three students in two secondary schools were used for the study. The study adopted Quasi-experimental design where intact classes were assigned to experimental and control groups using purposive sampling technique. Data were collected using Skill Acquisition Test (SAT) and Practical Skill Acquisition Test (PSAT) of 20-items and 10-items respectively. The reliability for the instruments were 0.97 and 0.89 respectively using Kuder Richardson 21. Mean and Standard Deviation were used to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that students exposed to internship training approach achieved significantly higher mean scores in EE for soap making and also in Tiv traditional cloth waving (F 1, 97 = 253.3; p = 0.00<0.05 & F 1, 39 = 37.3, p = 0.00< 0.05) than the students who were not exposed to internship training. The result revealed no significant difference in the mean practical skill acquisition scores of male and female students exposed to internship in soap making and Tiv traditional cloth weaving (F 1, 98 =1.53, p=0.22>0.05 & F 1, 19 =0.20, p=0.66>0.05). The study recommended among others, that every EE student should be exposed to internship training as this will enable the students have real contact with the practical aspect. This will enable them put some skills learnt in the school to use.

This research determined the prevalence of skin disorders among the students of Congressional National High School and the effectiveness of the 'Kilatis Kutis' strategy in addressing these. This study utilized one group pre-test and post-test experimental design. It was participated by 225 students from Congressional National High School. Majority of the participants had various infectious dermatoses. They likewise had low knowledge on these disorders, particularly on its nature and treatment. Significant difference in the seriousness of the participants' skin disorder and level of knowledge was revealed before and after the 'Kilatis Kutis' strategy. This indicates that the strategy has been effective in enhancing the participants' skin condition and raising their knowledge on skin disorders.