Global experiences have shown that, the demand for educational planning and its implementation has been increasing from time to time as core components of the overall comprehensive socio-economic development efforts. Moreover, the rapid changes in science and technology with which educational organizations deal, the significance for knowing and defining the new roles of organizations and the need to bring these organizations with different environment systems makes the demand for educational planning and its implementation essential.
The declaration on education as a basic human right was articulated in article 26 of the Universal Declaration of the Human Rights (UDHR) by the United Nations in 1948. Through this declaration UDHR proclaimed free and compulsory primary education, which led to the establishment of Education For All (EFA), being a global goal. Being a fundamental right free primary education fights against illiteracy, ignorance and diseases. Kenya has been committed to the pursuit of the EFA goal through the introduction of Universal Primary Education (UPE) and Free Primary Education (FPE) since the 1970s. Kenya introduced FPE in two phases, which is in the year 1974; and in the year 2003. In both phases school fees in all public primary schools was abolished. This has led to increased access to primary education resulting to increase in enrolment to 8.3 million children by 2007.The success of implementing UPE and FPE initiatives was rooted in the total commitment and performance of the teacher. It is the teacher skill, creativity and attitude in the teaching/learning process that dictates the level of learner performance during curriculum implementation.
The study aims to view the English language teaching scenario at primary level in Himachal Pradesh in India. Majority population in the state reside in rural areas where, for education, children have access to government schools only. In such schools, learners are introduced to English language from Class One. The objective to introduce English so early is to make children studying in government schools efficient in the language, by early exposure to the language so that they may compete with children studying in public schools. The actual implementation of these goals varies from school to school. The demand for good quality education makes it imperative to study the situation of English language teaching in the state and analyze the actual English language teaching scenario in primary schools in the state.
This study was conducted to develop an Inclusive Schooling Model and an implementation plan for prevention of dropout at primary school level. Before working on this segment of the study, causes of primary school dropout were explored. Primary school dropouts, their parents and teachers were surveyed for this purpose. In the light of all reported causes, an inclusive schooling model was being proposed which can help Pakistani stakeholders to eradicate the causes of dropout and prevent the children from dropping out before completion of primary education. They may become potential learners for high school education and perform better socially, morally, economically and politically in the society. This model primarily focuses on professional, school and social transformation for the improvement of existing schools. A plan of implementation from federal level to school level was also proposed. This model is pedestaled on United Nation’s and other international declarations as well as The Constitution of the Islamic Republic of Pakistan (1973).
This book includes different aspects of devolution plan in education sector in Pakistan. It is based on the data collected from 87 districts of the country. The book is useful for the policy makers at federal, provincial, district and sub district Levels. Different institutions responsible for planning and management of education like ministry of education and district educational institutions can equally utilize this book for bringing improvements in the education sector. Different national and international agencies can get benefits from this book in developing their understanding about devolution plan. It provides a blue print of the current situation of the education sector which may be used for planning present as well future education. The book is also useful for the researchers at different levels who are or will be perusing their researches in this particular area.
Teacher plays a pivotal role in the process of education. Science teaching at primary level in developing countries is of very poor quality. This book is based on research on science teaching at primary level. Research evidences showed that teachers lack at competencies required in teaching science. This research was undertaken to study the competencies of primary science teachers and a model for developing these competencies were developed and tested.
The book is a resource for scholars interested in best practices for use of ICTs in teaching and learning. It outlines the systematic events that led to adoption of Information and Communication Technology in Kenyan system of education. This is done by documenting the role of ICTs in increasing access to improved education. Furthermore, it provides an overview of the policies that the Government developed and introduced into Primary Teachers Colleges (PTCs) to guide training of teachers with competencies in integration of ICTs in education. The writers discuss the status of ICT use in teaching and learning in PTCs, adopting a different approach that involves both the qualifications of the teacher trainees and their lecturers and how their level of preparedness affects mainstreaming of ICTs in teaching and learning. Lastly, the authors provide workable recommendations that the Government can utilize to improve the level of ICT integration in the country.
This report presents quality of Universal Primary Education (UPE) Policy in Northern Uganda. It covers the districts of Adjumani, Amolatar, Amuru, Apac, Dokolo, Gulu, Gulu Municipality, Kitgum, Lira, Lira Municipality, Oyam and Pader, between November and December 2007. Its written based on Education Policy Planning Framework of Haddad and Demsky 1995 and Education For All (EFA) by Little 2008. It draws on findings of policy implementation of UPE by stakeholders. Key partners in implementation of the UPE policy included Ministry of Education and Sports, Political Leaders, District Leaders and school management committees. It further looks at policy impact assessment of UPE in order to identify areas which have been a major constraint on the achievements in education quality such inadequate classrooms, furniture and teaching learning aids. Finally, looking at policy implications and recommendations, the report therefore, proposes urgent need to mobilise additional resources and increase physical facilities like text books, classrooms, reform of teacher training programs to desist from content-driven and teacher-centred tutoring at the colleges and participation of stakeholders
The emerging global scenario offers immense opportunities and challenges. Only those nations can be benefited from it which has acquired the required knowledge base and skills. Every country which has sound and quality education system, can meet the challenges and can exploit the opportunities. Pakistan is facing serious challenges in its education system, specifically in its primary education. The enrollment at this level is quite low and confronting with a severe threat of dropout. Only one out of 3 boys and only one out of 05 girls, enrolled in the first grade, completing their primary education. It greatly affects enrolment at the higher levels i.e. at tertiary level it is even lower than 5%. Therefore, it is necessary to come with a comparative picture of dropout factors with respect to genders and also to give some comparative inputs for decision making in education in Pakistan.
The study on the implementation of environmental education aims to determine the perceptions of teachers from various primary schools with regard to the implementation of environmental education in the Human and Social Sciences. The study also aim to investigate factors that hamper the successful implementation of environmental education in primary schools. It is revealed in the introductory orientation of the study that attempts to inform and train teachers in curriculum development skills, activities and knowledge have not been fruitful. The findings and recommendations of this study are expected to improve teachers’ interest in and awareness of environmental issues and to help them realise the need to integrate environmental education in primary schools. Based on the findings, it is recommended that curriculum developers should encourage teachers to become part of the curriculum development because they are the primary implementers who play primary roles during the process. Teacher support-mechanisms through workshops, seminars and teacher training programmes should be provided to in-service and pre-service teachers in order to ensure that all teachers are well skilled.
This study explores the current status in Kenyan primary shools where managerial roles have increased due to the implementation of the Free Primary Education program. In particular, the study sought to examine the extra roles and duties that the head teachers are performing that have been created during the implementation of the FPE program; the ways in which the increased roles have affected the role of head teachers as instructional supervisors; the ways in which the increased roles have affected the academic performance of pupils in primary schools and the ways in which the head teachers can be helped to cope with the increased duties created in the implementation of FPE.The study suggests the need for the Ministry of Education to re-structure the head teachers'' managerial role in order to reinforce their instructional supervisory role. This could (to some extent) improve the quality of education in public primary schools.
The study was conducted at national level and data was gathered from all four provinces of Pakistan.The major purpose of the study was to investigate the nature and extent of the contribution of private sector in the development of primary education in Pakistan.The main objectives of the study were to prioritize the problems faced by the private sector, to find out grass root level data regarding enrollment at primary level; and to find out quality of education provided by the private sector. THe study helped in finding the enrollment of both male and female students of sample cities of all provinces of Pakistan. Data regarding school management, school organization,category of school, physical faclities and academic situation of private sector was gathered from private sector. The study also helped to find out the problems faced by the private sector and measures to improve the standard of primary education in Pakistan.
Although this work was produced as part of my academic requirements for the award of an MA in International Educational Management Degree of the University of Leeds, it is an important source of reference for researchers in the field of educational planning and management, practitioners of educational planning and management, politicians and policy makers with specific regard to educational management improvement. It brings out new insights and areas of comparison and learning between rural-based and urban-based schools in the operationalisation of Universal Primary Education in Uganda. Lessons can also be drawn from this comparative case study in Uganda for the management of other public educational institutions both in the developing and developed worlds. This critical study also raises vital new issues in the management of Universal Primary Education (UPE) which can be further investigated to inform practice, policy and subsequent research.
This work presents the results of SPEDG sponsored survey conducted on the relationship of education and fertility of women in two districts of Mardan and Sawabi, Pakistan. This survey, like all other surveys conducted in different parts of the world concluded a linear and inverse education-fertility relationship at the secondary and higher educational level of female but the relationship of primary education was of a ‘zig-zag’ nature and there was no linear relationship of the fertility level of women with that of the primary education.
According to UNESCO (1994) the child with special educational needs is entitled to regular access, full education and curriculum adaptation. In Ireland, since the introduction of the Education Act (1998) and the EPSEN Act (2004) there has been a significant shift in government policy towards the creation of inclusive learning environments for a diverse society. This book addresses the significant challenges for both art teacher and art student with special educational needs in mainstream post-primary education. The approach to the research taken was qualitative in nature with certain aspects of quantitative study. From the analysis, three key recurring topics emerged which allowed the author to discuss the findings in thematic form. Visual art education and inclusive practice in mainstream post primary schools; sufficient access to art education for all: and the identity of the disabled student in relation to the curriculum. This book should be especially useful to teachers and student teachers of art craft and design. It should also be helpful to special educational needs assistants and to parents of children with disabilities.