Quality Enhancement in Teaching Using Self-Assessment Strategies: A Case Study of Selected Schools in the Zambezi Region of Namibia (Published)
This qualitative study explored how self-assessment strategies can be used to enhance quality education in schools. Purposefully sampled school principals and heads of department (HoDs) of five combined schools in the region participated in the study. Face-to-face interviews were conducted with the five participating school principals while the HoDs were engaged in a focus group interview. This study revealed that schools have common understandings of quality and quality education. The study revealed that the use of a single type of teacher self-evaluation (TSE) deprives innovative teachers from initiating and exploring other viable self-assessment strategies. Therefore, this study recommends a creative application of alternative self-assessment strategies in order to enhance the quality of education in selected schools in the Zambezi Region of Namibia.
Contribution of School-Based Income Generating Activities in Quality Education Provision in Secondary Schools Managed by the Catholic Diocese of Moshi, Tanzania (Published)
The purpose of this study was to find out the contribution of school-based income generating activities (IGAs) in quality education provision in secondary schools managed by the Catholic Diocese of Moshi (CDM). This study was conducted in October, 2017 in 12 secondary schools managed by the CDM comprising 8 co-education, 2 girls and 2 boys’ secondary schools. The study adopted a quantitative approach under a cross-sectional survey research design. A sample size of 252 respondents was selected to be part of this study; this included a total of 168 Students and 72 Teachers using stratified and simple random sampling. The study also automatically involved 12 Heads of schools. Data was collected through self-administering Questionnaires to the Heads of schools, Teachers and Students; and Document Analysis Schedule for examine Form Four National Examination results from secondary schools selected as a sample of the study. The data obtained was analyzed through Statistical Package for Social Sciences (SPSS) version 14, into percentages and frequencies; and presented by using tables. The results of this study indicated that; crops, vegetable and poultry farming were the main school-based IGAs in secondary schools managed by the CDM; provision of teaching and learning materials as the most contribution of school-based IGAs to the secondary schools managed by the CDM; lack of entrepreneurship skills among the school-based IGAs stakeholders was the main challenge affecting Heads of Schools in management of school-based IGAs in secondary schools managed by the CDM; and finally a suggestion of creation of awareness and cooperation’s among the school-based IGAs stakeholders were the main possible solution to challenges facing Heads of Schools in management of school-based IGAs in the secondary schools managed by the CDM. This study concluded that school-based IGAs are very useful alternative ways of producing additional funds as they enable secondary schools managed by the CDM to solve financial problems. The study recommended that; Heads of Schools, Teachers and Students should be given special entrepreneurship training on transparence and accountability before the design and implementation of any school-based IGAs in secondary schools managed by the CDM.
CHALLENGES OF CLIMATE CHANGE ON PROVISION OF AND ACCESSIBILITY TO QUALITY EDUCATION IN NIGERIA (Published)
This paper deals on challenges of climate change on provision of and accessibility to quality education in Nigeria. It also looks at the implications for quality education in Nigerian educational system. The study is a survey carried out in the three education zones in Ebonyi State. The population is made up of 2,855 secondary school teachers and simple random sampling technique was used to draw a sample size of 300 secondary school teachers. Two research questions guided the study. A structured questionnaire made up of 26 items was used for data collection. Two experts in curriculum studies and one expert in Measurement and Evaluation validated the instrument. To determine the reliability of the instrument, a pilot test was done outside the area of the study. Using Cronbach Alpha method, a reliability coefficient of 0.78 was obtained. Data collected were analyzed using mean statistics. The findings of the study among others, showed that climate change-related problems adversely affect teaching and learning by causing the following: lateness and absenteeism to school among teachers and students; destruction of school buildings and learning materials, unconducive learning environment, destruction of means of livelihood; incompletion of curriculum content, ineffective instructional supervision, and poor performance in examinations. Based on the findings the following recommendations were made: climate change should be integrated into secondary school curriculum; and seminars, workshops, and conferences should be organized for teachers, students, and school administrators on adaptation and mitigation measures of climate change.