Exploring Strategies Related to Usability of Assistive Technologies in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania (Published)

This study focused on exploring strategies related to the Usability of Assistive technologies (Ats) in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania. The study employed a convergent research design under a mixed research approach guided by the Social Disability Model, Universal Design for Learning Model, and Technology Acceptance Model theories. The study also collected data and information from sixty-seven (67) participants using probability and non-probability sampling techniques. Descriptive and inferential statistical tests are employed for quantitative data, and thematic analysis procedures are used to analyse qualitative information. The study revealed the existence of ATs scarcity due to unclear policies for hiring, inadequate ATs infrastructure, and the expensiveness of ATs. Nevertheless, the study found that there is a lack of ATs at University A, which generalizes the same conditions to other universities in Tanzania. The tested hypothesis indicated there is a relationship between ATs applications for VILs and VIS for effective implementation of a university curriculum. This study concluded that at University A, there are various constraints related to ATs policy availability and application. Subsequently, the study recommended that the responsible organs set clear policies for the universities in Tanzania to adopt ATs, VILs, and VIS as compulsory procedures for their accreditations as full-fledged universities.

 

Keywords: Curriculum, Implementation, Visual Impairment, assistive technologies, inclusive

Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria (Published)

This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was drawn using the simple random sampling technique. A checklist and a self-structured questionnaire were instruments used to collect data for the study. The checklist was designed to ascertain the adequacy of educational resources in junior secondary schools in Rivers State. The questionnaire, which was entitled: “Implementation of Inclusive Education Policy Questionnaire (IIEPQ),”was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by three experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively. Frequency counts, percentages, mean scores and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that the dearth and inadequacy of educational resources that can facilitate inclusive practices show that Rivers State is not yet on track to attaining the SDG 4, which centres on education for all (EFA). Based on the findings, it was recommended, among others, that Rivers State Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education.

Keywords: Implementation, Inclusion, Inclusive Education, Policy, attainment, practices and Sustainable Development Goals (SDGs).

Implementation of Educational Policy for Socio – Economic and Political Emancipation in Nigeria (Published)

The study examined the influence of the implementation of Nigerian Educational Policy on socio – economic and political emancipation in Nigeria. It specifically examined how the implementation of the policy could socially, economically and politically assist in the emancipation of people i.e. the Nigerian citizens. The study revealed that educational policies in Nigeria are capable of making an average Nigerian, self – reliant economically and socially. It further revealed that proper implementation of the policy could improve the political awareness and participation of the citizens. It was concluded that Nigerian educational policy paved way for socio-economic and political emancipation; however, effective and proper implementation brings development to Nigeria. Educational policies in Nigeria should be tailored to suit the social, economic and political aspirations of Nigerians. The problems militating against effective implementation of educational policies were highlighted. Based on the conclusions of the study, it was recommended that the challenges facing the effective implementation   of educational policies should be addressed by government and all stakeholders. Since teachers are the implementers of educational policies, qualified teachers should be employed, trained and retrained on how to implement national educational policy in such a way that socio – economic and political emancipation would be achieved. Policy makers and educational experts need  to work together to design national policies that would give way to economically self – reliant citizens, they need to work as partners in progress with teachers to ensure that the policy is implemented accordingly, also the cultural backgrounds of all ethnic groups in Nigeria should be taken into consideration whenever educational policies are reviewed.

Citation: Adesua, V. O.  (2022) Implementation of Educational Policy for Socio – Economic and Political Emancipation in Nigeria, British Journal of Education, Vol.10, Issue 10, pp.51-59

Keywords: Educational Policies, Implementation, Nigeria, Socio-Economic, political emancipation

An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure (Published)

This paper examined the level of implementation of the Universal Basic Education (UBE) program in Delta State of Nigeria. The study used a descriptive survey to assess the views of UBE teachers and staff on the successful implementation of the UBE Program in Delta State. The study population includes all UBE teachers and staff in the 25 Local Government Areas of Delta Province. The sample size was 240 teachers and 120 UBE staff. The tool used in data collection was a questionnaire. The tool was certified by testing experts and a reliability coefficient of 0.82 was obtained. Two research questions and two hypotheses were used. The research questions were analyzed using central points while the hypothetical hypotheses were analyzed using the chi-square table. The significance level was set at 0.05. The study revealed that the UBE Program was poorly implemented in Delta State and inadequate resources and infrastructure. It was recommended, among other things, that the State Government should provide all the resources and infrastructure required for the successful implementation of the UBE Program in Delta State, to be done.

Citation: Ossai A.G. (2022) An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure, British Journal of Education, Vol.10., Issue 9, pp. 59-68

Keywords: Effective, Implementation, Program, Teachers, global basic education

Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya (Published)

Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics.

Citation: Christine Arego, Lydia Wamocha and Eunice Majanga (2022) Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya, British Journal of Education, Vol.10., Issue 6, pp. 67-78

 

Keywords: ASEI-PDSI approach, Implementation, Pedagogy, in-service training

Critical Thinking as a Crucial Issue in Education: The Effect of the Teacher`s Performance and Cross-Culture Response (Published)

The movement to the information age has focused attention on good thinking as an important element of life success (Huitt, 1995; Thomas & Smoot, 1994). These changing conditions require new outcomes, such as critical thinking, to be included as a focus of schooling. Old standards of simply being able to score well on a standardized test of basic skills, though still appropriate, cannot be the sole means by which we judge the academic success or failure of our students.The purpose of this brief overview is to review what we know about critical thinking, how it might be differentiated from creative thinking, and to suggest future research and implementation activities.

Citation: Kamal Osman Sharfi Mohamed  (2022) Critical Thinking as a Crucial Issue in Education: The Effect of the Teacher`s Performance and Cross-Culture Response, British Journal of Education, Vol.10, Issue 5, pp. 59-66

Keywords: Appropriate, Critical thinking, Implementation, basic skills

The Availability of Physical and Human Resources on the Implementation of Adult Education Programmes in Cross River State, Nigeria (Published)

This study investigated the availability of physical and human resources on the implementation of adult education programmes in Cross River State, Nigeria. Two research questions were formulated. Descriptive survey research design was adopted for the study. A sample of 600 respondents were selected from eighteen local government areas using stratified and simple random sampling techniques. The instrument used for data collection was 20 items, modified rating scale questionnaire titled “Availability of Physical and Human Resources and Implementation of Adult Education programmes Rating Scale (APHRIAEPRS)” was used for data collection. The instrument was dully validated by experts and its reliability estimate was established at .84 using Chronbach Alpha reliability method. Data collected were analysed using simple percentages. The findings from the results revealed that availability of physical resources on the implementation of adult education programmes was inadequate while availability of human resources for the implementation of adult education programmes was 50% average in the study area. Based on the findings, it was recommended among others that there should be adequate provision of physical resources to boost the implementation of adult education programmes

Citation: Ekpenyong David Oboqua and Aniekwu, Recheal Ogechukwu (2022) The Availability of Physical and Human Resources on the Implementation of Adult Education Programmes in Cross River State, Nigeria, British Journal of Education, Vol.10, Issue 4, pp. 58-68

 

Keywords: Adult Education, Availability, Human Resources, Implementation, Programmes, physical resources

An Assessment of the Implementation of Staff Development Programmes for Manpower Sustainability in Public Secondary Schools in Cross River State, Nigeria (Published)

This study assessed the implementation of staff development programmes for manpower sustainability in Cross River State public secondary schools, Nigeria. Descriptive survey design was adopted for the study. Three research questions were raised to guide the study to a logical conclusion. The population of the study was made up of 246 secondary school administrators selected through census approach and used for the study. A researcher-designed questionnaire titled: Implementation of Staff Development Programme Survey (ISDPS) was used to elicit information from the respondents. The instrument was validated by three experts in Measurement and Evaluation, and two specialists in Educational Administration and Planning. Split-half reliability test was employed to determine the reliability of the instrument. The reliability co-efficient obtained for the instrument ranged from 0.84 to 0.91 which showed that the instrument was adequate enough for the study. Data obtained were analysed using descriptive statistics, frequency and percentages. Findings revealed that there is low implementation of induction/orientation programmes for newly recruited teachers in Cross River State public secondary schools. There is a low implementation of in-service training programmes for teachers in Cross River State public secondary schools. There is a low implementation of Information and Communication Technology training programmes for teachers in Cross River State public secondary schools. It was therefore recommended among others that the school administrators in Cross River State should encourage the teachers to engage in training and re-training programmes in order to enhance their competency in the school system.

Keywords: Implementation, Staff Development, Sustainability, manpower

Teachers Perception and Practice of Automatic Promotion in English Speaking Primary Schools in Cameroon (Published)

Differences in the perception and outcomes of automatic promotion may be due to discrepancies in its implementation. Automatic promotion was conceived in Cameroon to be accompanied by support mechanisms and it is necessary to find out teachers’ perceptions and practice of automatic promotion especially against a backdrop of the inability of many primary school pupils to read and write. Teachers have a firsthand experience about the outcomes of automatic promotion. Their perception and practice may provide a basis for improving quality. Thus the study was a survey that incorporated a 15-item closed ended questionnaire and an interview. 275 primary school teachers and examiners of the First School Leaving Certificate Examination took part. Data were analyzed descriptively using frequencies and means. Findings revealed a negative perception of automatic promotion and discrepancies between the conception and implementation of automatic promotion which may explain the drop in quality. Implications and recommendations are discussed.

Keywords: Automatic promotion, Implementation, Primary schools., Teacher perception, practice

Teachers’ Perception on the Challenges of 9-Year Basic Education Curriculum Implementation in Edo State. (Published)

This study is carried out to find out the challenges faced in the implementation of the revised 9-year BEC in Edo state. The population for the study comprises all the school teachers from Lower, Middle and Upper Basic teachers in Edo State, Nigeria. A total population of two thousand eight hundred and eighty-four (2884) was focused for the study in Akoko Edo Local Government area. The sample of this study was six hundred (600) respondents selected across the state from public Lower, Middle and Upper Basic schools. Purposive sampling technique was used to group the state in terms of Senatorial District in the state.Random sampling techniques was used to select two (2) Local Government each from each senatorial district. Proportional sampling techniques was used to select five (5) schools in each Local Government making thirty schools (30). Strategfied sampling technique was used to select twenty (20) respondents from each schools selected in all the Local Government respectively. A total number of 600 respondents was selected from the 30 schools in the six (6) Local Government for the study. The research hypothesis there is no significance difference on the perceived challenges by teachers’ on the implementation of the revised 9-year BEC on the basis of year of experience was accepted and adequate recommendations were made.

Keywords: 9-year BEC, Challenges, Implementation, Perception, Teachers