Ensuring Quality Early Childhood Education Provision: The Indispensable Role of Parents in the Effutu Municipality of Ghana (Published)
There is a notion that children are the hope of the future of a society. This has led to Early Childhood Education becoming the focus of debate at all levels of government. However, the benefits emanating from Early Childhood Education cannot be realized on its own without a key component of the indispensable role parents play. Consequently, this ethnographic research employed a focus group interview to collect data from 14 participants from the Effutu Municipality to answer the research questions formulated to guide the study. The study found that if parents actively involve themselves in the education of their children, it can build a rapport between them and the school to be informed about what goes on in the school about their children so they can continue at home. This can increase their children’s happiness at school, and possibly encourage them to participate in school activities. However, the study found that the parents were faced with challenges ranging from financial constraint and their lack of education to wrongly prioritizing their children’s education which potentially prevented them from living up to their parental expectation. From the findings, it is recommended that parents should re-orient their perception and attitude towards early childhood education and consider it to be a critical stage in their children’s educational ladder and subsequent general development as human beings. They should also visit their children’s schools whenever need be, and they should have time for their children and be interested in their education.
The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security (one course model) (Published)
The research aims to show The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security , the research uses the descriptive curriculum to its suitability to achieve its objectives, as it means by describing reality and explaining it and trying to develop solutions to suit its development, by showing the concept of intellectual security And how to achieve its requirements, and the role of the university curriculum in the development of students’ thinking and development to achieve the requirements of intellectual security, by analyzing (social upbringing) course in child kindergarten department, and show its role in achieving these requirements, the most significant result appears that the course play big role in the development of thought emerging and enhancing intellectual security if it is applied practically in real life.
The Role of Sponsors in the Development of Infrastructure in Public Primary Schools in Kenya (Published)
Sponsors have a great influence in the management of public schools in Kenya. This is why they were given the mandate in the Education Act prior to the free primary education of 2003 to oversee the general management of the schools they sponsored. The study sought to establish the influence of sponsors on the management of public primary schools in Wareng Sub-County in Uasin Gishu County, Kenya. Informed by the study, this paper examines the influence of sponsors in the development of infrastructure in public primary schools in Kenya. The study adopted a descriptive survey design and was guided by the Systems theoretical approach. The target population comprised all schools, head teachers, all chairpersons, sponsors’ representatives and one District Quality Assurance Standards Officer in the Sub-County. A sample size of 115 respondents was selected, which comprised 38 head teachers, 38 chairpersons, 38 sponsor representatives and one officer from the District Education Officer’s office. The participants were sampled using quota, purposive and simple random sampling techniques. Since the research was both quantitative and qualitative questionnaires, interviews and observation schedules were used to collect data. Data was analysed using descriptive statistical techniques, specifically frequencies and percentages. The results of the study revealed that sponsors no longer participate in their initial role of developing and funding public primary schools. It emerged the introduction of free primary education has brought confusion over the role of sponsors with those of the head teacher. It was, therefore, recommended that the Ministry of Education needs to review the policy on sponsoring of schools, especially on the rules and rights of sponsors.
THE ROLE OF TEACHERS’ TRAINING IN EFFECTIVE IMPLEMENTATION OF LIFE SKILLS CURRICULUM IN SECONDARY SCHOOLS IN ELDORET EAST DISTRICT, KENYA (Published)
The teacher is the most important ingredient in the effective teaching and learning and more so the life skills. It is therefore important that teachers are very well prepared to meet this new challenge of teaching life skills. The success of a teacher largely depends on his/her personal context, personal efforts and his/her general personality. These characteristics can be greatly enhanced if a teacher receives specialized training in methods of teaching life skills education programme. This prompted the author to carry out a study in life skills teaching in secondary schools in Eldoret East District in Kenya. This paper discusses the findings on how the training of teachers influences life skills education in the study area. The study adopted a descriptive survey research design. The techniques used to select the research sample were stratified, purposive and simple random sampling. Two hundred and forty (240) students, 45 teachers and 15 heads of humanities department were selected to participate in the study. To collect data, questionnaire and interview schedule were used. Data collected were coded in Statistical Package for Social Scientists (SPSSv 13.5) and analysed by non parametric Chi-square (χ2) test, descriptive statistics and frequency distribution. The findings were presented in form of tables, charts and graphs. The study revealed that teachers were not fully prepared to teach life skills and were in dire need of in-service courses for effective teaching. It was therefore recommended the Ministry of Education through KIE should facilitate in-service training of LSE teachers at least once per year and provide clear guidelines on how to teach the contents of LSE. Investigation into teachers’ classroom competence has yielded findings, which can be used for the betterment of teaching and learning of life skills in Kenyan secondary schools. Curriculum developers would find the research findings useful as they reflect on the extent in which the objectives set for the course are being achieved