Relevance of Poetry: Catalyst of Moral Education in Sustaining Literacy for National Development in Teaching and Learning French Language (Published)
This paper attempts to show the relevancy of French poetry as catalyst of moral education in sustaining literacy for national development in teaching and learning the Language French. French poetry is one of the literary works that is used in giving moral education and promoting literacy in the teaching and learning French language. Education and moral are related to the needs of the society, it is what the students need to utilize in their daily life and should be given to them so as to have a brighter future. French language contains materials that deal with cognitive aspects likewise literacy education in form of prose and poetry which deal with the moral values should be imparted on the students during teaching process. French poetry, like other branches of literature is a work of imaginable deep thoughts, feelings and human experiences. Many people or teacher who are concerned about poetry teaching emphasise quite rightly the need to produce a lively atmosphere in the class so that poetry can be seen to be a source of pleasure and bring about the desired value change in our society. Descriptive research of a survey type was used for the study. The sample consisted of selected 50 French language students in two private Universities and 10 French language teachers in different institutions. The questionnaire was designed on the ability of the students towards teaching and learning French poetry as a catalyst of moral education in sustaining literacy for national development. The instrument used was a questionnaire for the teachers to generate information from them on the activities of the students towards learning French poetry and the provision of instructional materials during the Teaching and Learning of French poetry. Data collected were analysed using frequency count, percentage and ANOVA.
Keywords: Literacy, National Development, Poetry, Relevance, Teaching and Learning, moral education
The Role of NGOs in Promoting Education: Successes and Challenges (Published)
Citation: Fawzia Reza (2022) The Role of NGOs in Promoting Education: Successes and Challenges, International Journal of Education, Learning and Development, Vol. 10, No.1, pp.24-43
Universal basic education is a key requirement for social justice, but it must be developed and delivered in a culturally sensitive manner. Non-Governmental Organizations (NGOs) play a very significant role in the education sector in many developing countries. The primary focus of this paper is to understand the role of six specific NGOs (in Bangladesh, Pakistan, Thailand, Cambodia, India, and Malawi) in promoting education in developing countries and explore their successes and challenges. Based on their experiences, the author has proposed certain strategies that might assist NGOs who operate in other countries, and even educators in the public and private sectors in all developing countries, to ensure that all children receive quality primary and secondary education. Policymakers, Non-Governmental Organizations, and school administrations might be able to leverage the findings to better advocate for universal access to quality education in their home countries.
Keywords: Education, Literacy, Non-Governmental Organizations (NGOs), developing countries
Language of Instruction in Kenya: Focus On Lower Primary in Schools in Rural Areas (Published)
The use of mother tongue as a language of instruction debate has been ongoing in Kenya as well as in other African countries with no consensus from researchers and policy makers. This paper focuses on the use of mother tongue in lower primary in schools in rural areas in Kenya and the reasons for deviations from guidelines that recommend the use of language of the catchment area in classes 1-3. This paper maintains that the use of mother tongue in the early years of schooling provides basic literacy skills necessary for learning in other subjects. Despite the benefits of use of mother tongue as the language of instruction in lower primary in schools in the rural areas, many primary schools in Kenya hardly use it for instruction. Not only does this paper recommend the use of mother tongue in lower primary in schools in rural areas in Kenya but also proposes that teachers perform the crucial role of enabling parents and other stakeholders in the education sector understand how mother tongue benefits the learner in the teaching learning process.
Keywords: Language of Instruction, Literacy, Mother tongue, Quality of Education, cognitive development, learner participation
Language in Education: Barriers and Bridges (Published)
This article explores the implementation of Ghana’s local language in education policy; how it has been received and practiced in public basic schools, and the major challenges and implications. Through the study, the author highlights critical issues within local education practices that suggest a mismatch between education language policy and classroom practice. It is suggested that one of the primary reasons for the poor performance in schools lies in the oral orientation to classroom practices at the foundation stage at the expense of literate ways of thinking and reasoning and that an emphasis on literacy in the mother tongue at the foundation stage may help to shift the focus on student academic development where it belongs.
Keywords: English Language, Implementation, Language policy, Literacy, Mother tongue