This book presents the European research conducted in five countries on the subject of education to citizenship in secondary schools. Cyprus, Germany, Italy, Portugal and Romania were chosen according to geographic, historic-political, economic and cultural criteria. The results show a steady growth in awareness of the importance of relations between teachers and students, as a requirement for building a democratic society, in which each person can fully exercise one’s rights of active citizenship, by adopting dialogue, clear communication and educational comprehension. The analysis and the questionnaires should be especially useful to researchers of pedagogy and professionals of education in their commitment of creating a positive social interaction in school environment.
Over the past twenty years or so, the subject of Personal, Social, Health and Citizenship Education has been developed in secondary schools in England as part of the curriculum of pastoral care. David Fincham argues that, where Catholic secondary schools are concerned, the development of Personal, Social, Health and Citizenship has been problematic and that the subject has challenged traditional and hierarchical perspectives in these schools. Consequently, divergences have appeared in the perceptions of members of the Catholic community towards what Personal, Social, Health and Citizenship Education should achieve.
Secondary education is the phase of education following primary education. Except in countries where only primary or basic education is essential, secondary education includes the final phase of unavoidable education and in many countries it is utterly compulsory. The next step of education is habitually college or university. Secondary education is characterized by transition from primary education for minors to tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults. Depending on the system, schools for this episode or a part of it may be called secondary schools, high schools, gymnasia, lyceums, middle schools, sixth-form, sixth-form colleges, vocational schools and preparatory schools, and the exact sense of any of these varies between the systems.
This study describes secondary school students’ HIV/AIDS knowledge, attitudes and behaviour and compares these aspects in two secondary schools in Yaounde-Cameroon. One school runs a formal HIV/AIDS education programme and the other does not. Students’ attitudes towards people living with HIV/AIDS (PLHIV) and trusted sources of HIV/AIDS knowledge are examined. 618 students participated in the survey. The findings indicated that students in two schools were knowledgeable about modes of HIV prevention and transmission. No differences in attitudes towards PLHIV were observed in two schools. Students of the intervention school reported positive attitudes towards condoms than those of the no-intervention school. Girls demonstrated more discrimination towards PLHIV than boys. The research revealed that HIV/AIDS interventions impact moderate behaviour changes. There is need for vigorous input into the formal HIV/AIDS intervention, targeting specific behavioural aspects and perhaps qualitative approaches to understanding the drivers of students’ attitudes.
Secondary education is a link between elementary education in one hand and tertiary education on the other .Improved enrolment at the elementary stage in the last decade in India has led to increase access to secondary schools.The country is moving towards universalisation of secondary education. Scheduled Tribes(STs) are one of the educationally backward sections of India and different type of secondary schools i.e. residential/non residential, Government and non government and tribal and general schools exist in the country having different levels of facilities. The present work examines the enrolment,acievement and personality pattern of ST students of secondary schools of Odisha in India.
Education is the cornerstone of all economies, and without which, or with poor education, all other sectors fail. Of the 4Ms of production, the other three remain docile unless manipulated by man. Education being what it is, the task of making available sufficient numbers of properly qualified teachers for the attainment of the objectives of the education need not be overemphasized. But despite this understanding, teacher planning in secondary schools in Somaliland has been poor and disorganized with basic parameters generally lacking. While there should be not less than 250 teachers for the 12 secondary schools in Boroma District, there are only 157, and 46.03% of these are found in only 3 schools. The total enrollment in secondary schools in Boroma is 1601, 1518, 1357 and 1316 students in Grade 1, Grade 2, Grade 3 and Grade 4 respectively with dropout rates of 5.18%, 10.60% and 3.02%, and a gross dropout rate of 6.26%, and an average audience of 399.03. There is a general under staffing by at least 93 teachers. There is need to recruit new staff, train and develop, and institute retention programs.
The study deals with the analysis of the internal efficiency of secondary schools. Over the years , quality of learning have been interfered with by internal inefficiency in education institutions the world over. This book focuses on the indicators affecting internal efficiency of schools such as class size, educational wastage (dropouts and repeaters )and enrollment. It shed some light on the measures to be undertaken in order to result to internal efficiency in education institutions.
This book is premised on education in Zimbabwe, particularly the challenges inherent in developing democratic habits amongst the young learners in search for a wider democratic polity. The micropolitics of schools and the macropolitics are explored, and a view posited that human rights and quality education thrusts may co-exist. A linkage between the schools'' micropolitics and the macropolitics is firmly established. The implications of the United Nations Convention on the Rights of the Child Article 12.1 are brought to the foe and the student voice solicited within the educational process as a democratic building measure. The endemic culture of political violence is noted and the question posed as to whether that should be Zimbabwe''s future and heritage.
Secondary education in Kenya, unlike primary education, is yet to be free and universal. Financing secondary education is mainly the responsibility of parents while the government partly participates in paying salaries and allowances to school administrators and teachers as well as providing bursaries for some of the needy students. To supplement what is available through traditional sources of funds, schools can engage in income generating activities. This book notes that schools have a number of income generating activities, but which do not contribute much to the school budget. Major problems that school managers faced in implementation and management of income generating activities are identified in this book. The book also notes that there are resources that can be utilized to generate more income for secondary schools. This book concludes that schools have not fully utilized the opportunities available for income generation, despite the fact that they still experience shortage of funds. As such, it is recommended that school administrators take income-generating activities more seriously and that schools employ qualified personnel to manage income-generating initiatives.
This work has been approved by DR. Johnson Ishengoma (The head, department of education foundation, management and Life long learning) under the auspices of the school of education University of Dar es salaam. This book belongs to foundation, management and Life long learning. The findings in this book was also appreciated by the Morogoro Municipality and the entire Ministry of Education and vocational training of the united Republic of Tanzania for the improvement of the management of public schools in this country. It has enabled the author to join the world of researchers and acquire promotion in academics.
In the Kenyan context, academic performance among secondary schools has been an issue with some schools producing very few graduates with a grade of C+ which is a minimum requirement for University Education in the Country. This is particularly so for schools that are district and provincial schools in the country. Throughout the world, Education is considered as a means of solving social problems and improving the quality of life among individuals in the society. Factors that relate to the learner, the teachers, schools themselves and the society at large play a significant role in influencing academic performance of the learners. This study is therefore significant in enlightening schools, teachers, educational policy makers, supervisors of curriculum implementation on issues that require special consideration such as; teacher motivation, experience of teachers, academic qualification, learner characteristics, availability of instructional resources, school administration as well as teaching learning strategies, learner characteristics in reference to enhancing academic performance among students in secondary schools in Kenya.
Over the last few years, and as governments struggle to attain EFA goals and the MDGs, demand for education has grown tremendously while supply still grows at snail’s speed. This has resulted to countries focusing more on quantity at the expense of quality. With this worrying trend, Education Planners are at a loss to ensure quality of education and at the same time ensure access to education. This book, therefore, provides an analysis of Cost Function Analysis in public secondary schools in Kenya with a view to establish their carrying capacity and also the relationship between marginal cost and unit cost. The book further, proposes some recommendations to educational actors on strategies to use to ensure schools operate at an optimal level. This will ensure both internal and external efficiency of the education system.
This study sought to investigate challenges facing implementation of Life Skills Education in secondary schools in Trans-Nzoia West District in Kenya. It was guided by the following specific objectives: To determine teachers’ training on Life Skills Education; to find out teachers’ and students attitudes towards implementation of Life Skills Education in secondary schools; to establish the level of availability and adequacy of teaching/learning resources for implementing Life Skills Education in secondary schools; to analyze the teaching/learning strategies adopted by teachers to implement Life Skills Education in secondary schools; and to find out suggestions of teachers and students on the ways of improving implementation of Life Skills Education in secondary schools. A descriptive survey research design was employed in the study where the schools principals, teachers and students were involved. The study findings are presented and discussed in this publication.
In today’s educational scenario compulsory yoga education in the curriculum is an significant steps that has been taken. However there is a need for a yoga education to be taken more seriously. The curriculum of yoga education in secondary schools needs to be redesigned to make it more relevant and effective. The students of today need to be stress and improve their physical health for better learning and yoga education can fulfill this goal. Dr.Hiralkumar M. Barot.
Citizenship education motivates and inspires young people, because it is related with their daily lives and needs. Citizenship education can also cause some positive changes in young people’s behaviors, habits, attitudes. The level of engaging the antisocial behavior is very low among the young people who had citizenship education in their schools. It can play an important role to minimize some school-life problems such as bullying. Moreover, the percentage of participating in the formal and informal institutions of society is very high. Citizenship education is also important for multicultural societies. It strengthens the relationship among the people with different cultures living in the same society. Individuals know their rights and responsibilities and learn to live together. So intercultural education is a part of citizenship education in multicultural societies.