Does School-Based Management Help to Improve Quality of Education? A Case of Student Achievement in Nepal
pp. 228-236 | Published Online: November 2018 | DOI: 10.22521/edupij.2018.74.1
Deependra P. Joshi
Several years after the adoption of decentralization policy in Nepal, quality of education is still a concern. The purpose of this article is to discuss the role of school-based management for quality education in general, and the effect of transferring school management to local communities for the improvement of student achievement in particular. This paper employs document analysis as a method to explore school management issues, and discusses various opportunities and upsetting factors with regards to the transfer of school management to local communities. Nepal’s historical perspectives on school management, the government’s policy shift to transfer school management to local communities and student achievement results from the Government of Nepal’s National Assessment of Student Achievement (NASA) reports have been discussed. The findings reveal that student achievement has been stagnant, if not declining, in spite of considerable achievement in access to education after partial decentralization of school management. The paper concludes that the process of policy reform should be driven by demands which can be ensured through participatory management of schools, a process that includes consultative decision making, accommodation of interests of diverse stakeholders and strong commitment of both school leaders and bureaucrats.
Keywords: school management, decentralization, quality education, student achievement
Comparison Between Correlation of Creative Thinking Skills and Learning Results, and Correlation of Creative Thinking Skills and Retention in the Implementation of Predict Observe Explain (POE) Learning Model in Senior High Schools in Malang, Indonesia
pp. 237-245 | Published Online: November 2018 | DOI: 10.22521/edupij.2018.74.2
Frengky Neolaka, Aloysius Duran Corebima
This correlational research was conducted in order to uncover the correlation between creative thinking skills and learning results, as well as between creative thinking skills and retention in the implementation of Predict Observe Explain (POE) learning model. The population of this research were students of Class X senior high schools in Malang, Indonesia, in the odd semester of 2017/2018 academic year. The sample used was F1 class students of Senior High School 5 Malang. The results of simple linear regression analysis show that creative thinking skills correlate with learning results through the implementation of POE learning model. The contribution of creative thinking skills toward learning results was as much as 32%. However, creative thinking skills do not correlate with students’ cognitive retention. Students may experience difficulties retrieving information stored in their memory because new knowledge is stored only in their short-term memory. Factors that might have caused this to occur are that students only learn in order to pass examinations. Learning is undertaken in order to obtain high exam scores and when students are forced to complete assignments, but they do not continue learning afterwards.
Keywords: creative thinking, learning results, retention, POE
Emerging Fundamental Issues of Teacher Education in Tanzania: A Reflection of Practices
pp. 246-264 | Published Online: November 2018 | DOI: 10.22521/edupij.2018.74.3
Samson J. Mgaiwa
Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.
Keywords: teacher education, teachers, students’ learning, Tanzania
Comparative Analysis of Teacher Education Systems in Bulgaria, Poland, Russia and Turkey
pp. 265-277 | Published Online: November 2018 | DOI: 10.22521/edupij.2018.74.4
Necdet Aykac, Hulya Sahin
The study covers comparative analysis of teacher education systems of Bulgaria, Poland, Russia and Turkey. Russia has a well-established educational system, and both Bulgaria and Poland have made many reforms to their modern teacher educational systems after their European Union membership acceptance and subsequent accession to the EU. Each were selected for this study, and their policies and applications of teacher training, teacher training institutions, conditions of acceptance of students to teacher training institutions, study periods, practicum teaching applications, assignment of teachers to teaching posts, and the status of the teaching profession in these countries were investigated and evaluated by comparing them with Turkey’s current day situation. Therefore, descriptive survey model was used and the research data collected by way of a literature review. While collecting the data, printed academic sources such as theses, books, journals, and articles about the teacher training systems in Bulgaria, Poland, Russia and Turkey have been used. The data attained in this study were evaluated the descriptive analysis approach in terms of the criteria determined in accordance with the aim of the study.
Keywords: teacher, teacher training policies, teacher training problems
Theoretical Approaches vs. Teacher as a Role Model Towards Language Learning
pp. 278-290 | Published Online: November 2018 | DOI: 10.22521/edupij.2018.74.5
Arberore Bicaj, Arif Shala
Everyone learns a foreign language in their own way, but generally it is never considered to be very easy. The way a foreign language is taught is a significantly important area of academic research. This paper tries to identify the ways in which a foreign language can be most easily learned in order to identify the best strategies. Acknowledging the global impact of the English language, this paper explores the theoretical approaches, starting from the Communicative Language Teaching (CLT) approach and the Task-based approach. Also considered is the role of the teacher as a model in language learning. Therefore, in order to reach conclusions, foreign language learning has been approached on a theoretical level by examining the international literature. In this way, a compilation of the literature has been produced and analyzed in order to fulfill the purpose of this research.
Keywords: foreign language, role model, communicative language teaching approach, task-based learning, teacher
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