| 1. |
- Atchia, Shakeel Mohammad Cassam, et al.
(författare)
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Factors Affecting Academic Achievement of Secondary School Students in Mauritius
- 2019
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Ingår i: Journal of Education and Research. - : Kathmandu University School of Education. - 2091-0118 .- 2091-2560. ; 9:1, s. 70-90
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).
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| 2. |
- Chinapah, Vinayagum, et al.
(författare)
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Global Efforts towards Quality Education for All : Evidence and Reflections from an International and Comparative Educational Perspective
- 2013
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Ingår i: Journal of Education and Research. - : Kathmandu University School of Education. - 2091-0118 .- 2091-2560. ; 3:2, s. 39-58
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Tidskriftsartikel (refereegranskat)abstract
- In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter the labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual´s learning potentials.
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| 3. |
- Chinapah, Vinayagum, et al.
(författare)
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Towards Inclusive, Quality ICT-Based Learning for Rural Transformation
- 2016
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Ingår i: Journal of Education and Research. - : Kathmandu University School of Education. - 2091-0118 .- 2091-2560. ; 5/6:2/1, s. 107-125
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Tidskriftsartikel (refereegranskat)abstract
- Information and communication technology (ICT) has emerged as a tool that can enhance fl exible learning pathways. ICT has the potential to increase equitable access to quality learning, which is essential for skills development. Skills are required in technology-related nonfarm activities so as to improve livelihoods and achieve sustainable rural transformation. However, slow pace of the developing countries to utilize the benefi ts of the ongoing technological revolution in the North has resulted in the ‘digital divide’. Besides, it is still problematic to implement ICT programmes for educational development. The current and future challenges of providing ICT-based learning desperately call for the reengineering of education to move out of the formal structure of teaching and learning, towards building a more practical and realistic approach. By means of a literature review, this paper examines and discusses why it is important to provide inclusive, quality ICT-based learning, particularly in the rural areas of Asia and sub-Saharan Africa (SSA). It recommends that diverse ICT-based solutions be adopted to promote skills development and training within non-formal and informal settings. More comparative studies are also required to understand the impact of ICT-based learning in rural areas.
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| 4. |
- Grinberg Rabinowicz, Sarit, et al.
(författare)
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Good Practices in Pursuit of Sustainable Rural Transformation
- 2014
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Ingår i: Journal of Education and Research. - : Kathmandu University School of Education. - 2091-0118 .- 2091-2560. ; 4:2, s. 7-23
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Tidskriftsartikel (refereegranskat)abstract
- Responding to the world’s instability in the economy, society, and in the environment, initiatives such as the EFA goals and MDGs acknowledge that the developing world is in crisis. For the rural people, who are the majority of the poor worldwide, economic, social, and environmental instability is a daily reality. Rural people are among the most vulnerable, the most marginalized, and the most oppressed groups and they make up the majority of the poor in most countries. With education as a catalyst for transformation, providing the rural people with the knowledge, skills, and tools they need to improve their lives, and taking into account the context and reality of rural people, sustainability has to be a part of this transformation process. Sustainable rural transformation as a holistic perspective takes into account rural needs, the context, and the process of transformation. This paper identifies the challenges that rural populations are facing, and argues how the concept and practice of education for rural transformation should work towards a sustainable development, envisioning a ‘sustainable rural transformation’. This paper illustrates and examines the concept of sustainable rural transformation and why education and good practices are important to promote an equitable sustainable rural transformation and human well-being.
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