Share of total and sparse rural areas population that travels far to secondary schools (esimated) by country, EU27+UK

2021 ◽  
Keyword(s):  
Secondary Schools ◽  
Rural Areas

scholarly journals Policy interventions for attraction and retention of female teachers in rural secondary schools

2019 ◽  
Vol 1 (2) ◽  
pp. 50-59
Author(s):  
Isabela M. Kamere ◽  
M I Makatiani ◽  
Arthur Kalanza Nzau
Keyword(s):  
Secondary Schools ◽  
Rural Areas ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Female Teachers ◽  
Policy Interventions ◽  
Life Long Learning ◽  
Key Policy ◽  
Development Goals ◽  
Attraction And Retention

The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on  ensuring  inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering  all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful   insights and offer suggestions on how the implementation of these policies could be improved.  

scholarly journals Identifying the Components of Distance Education in Rural Areas to Provide a Distance Education Model for Secondary Schools in Villages of Iran

2020 ◽  
Vol 3 (3) ◽  
pp. 145-157
Author(s):  
Amir Hossein Oraki ◽  
Mahboubeh Sadat Fadavi ◽  
Narges Saeidian Khorasgani ◽  
◽  
◽  
...  
Keyword(s):  
Distance Education ◽  
Secondary Schools ◽  
Rural Areas ◽  
Education Model

Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools

2017 ◽  
Vol 118 (3/4) ◽  
pp. 170-184 ◽  
Author(s):  
Rekai Zenda
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Content Type ◽  
Face To Face ◽  
Hands On

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

scholarly journals TEACHER'S DISTRIBUTION PATTERN AS DETERMINANTS OF EFFECTIVE TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS

2021 ◽  
Author(s):  
Scott Ekere ◽  
Ogunlade J Olurotimi ◽  
Adeleye J Olusola
Keyword(s):  
Secondary Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Measuring Instruments ◽  
Ministry Of Education ◽  
Teachers And Students ◽  
Calculation Results ◽  
Implementation Stages ◽  
Senior Secondary Schools ◽  
Teaching Learning

The study investigated teacher’s demographic factors to ascertain teaching learning issues in Nigeria. As a descriptive survey, teachers and students in senior secondary schools in Ekiti State constituted the study population. The sample comprised of 288 teachers and 1920 students, randomly selected from 32 schools that were stratified, selected and drawn from 16 local government areas in Ekiti State. Four different measuring instruments were used to collect data. The data collected were subjected to statistical analysis using t-test. Findings from the documentary evidence revealed there is uneven distribution of teachers between sex and location, while statistical calculation results revealed that there is a difference between the effectiveness of male and female teachers as well as teachers from both urban and rural locations in the improvement of teaching and learning. The study recommended that government should do more to monitor implementation stages of its education policy with special regard to gender and locations of teachers. Serious and genuine implementation of policy is as important as its formulation. The inspectorate division of the ministry of education should take seriously the distribution of teachers and monitoring of what goes on in our classrooms, especially schools in rural areas where students expect ”miracle” passes.

scholarly journals Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu

2020 ◽  
Vol 10 (6) ◽  
pp. 266
Author(s):  
Bunmi Isaiah Omodan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
South African ◽  
Rural Areas ◽  
Well Being ◽  
Poverty Line ◽  
Structured Interview ◽  
Selection Approach ◽  
Relational Framework ◽  
Teachers Perspectives

The advent of COVID-19 has thrown the world in upheaval, most notably in the operationalisation of secondary schools. Observation, bodies of existing literature, and experience have shown that rural secondary school learners are disillusioned and uncertain on the future of their academic development amidst the “psycho-social” vagueness regarding their schooling and well-being. This study draws its background from South African teachers’ perspectives and proposed Ubuntu as relational framework lensing through Transformative Paradigm to respond to the problem. Critical Emancipatory Research was adopted as a research design. Five secondary schools located in Thabo Mofutsanyane municipality of the Free State, South Africa, form the research site. Two teachers each were selected from the schools using the opportunistic selection approach. A semi-structured interview was used to collect data from the teachers on the challenges faced in managing learners during the pandemic and how to manage the effect of COVID-19 on the learners. Socio-thematic Analysis (StA) was used to analyse the data. The findings showed that learners in rural areas are disadvantaged through the poverty line, affected psycho-socially, and that the need for sociological and psychological supports for teachers and learners becomes expedient in the management of the vacuum created by COVID-19. The study concluded that the principle of Ubuntu during and after COVID19 is a possible means to ameliorate the vacuum.

The Current Construction Situation and Future Development Strategy of Rural Primary Boarding Schools in Jiangxi Province

2011 ◽  
Vol 280 ◽  
pp. 196-199
Author(s):  
Lu Nie ◽  
Zhi Qing Zhao ◽  
Zhi Yun Wu
Keyword(s):  
Secondary Schools ◽  
Primary School ◽  
Development Strategy ◽  
Future Development ◽  
Rural Areas ◽  
Compulsory Education ◽  
Boarding Schools ◽  
Jiangxi Province ◽  
School Building ◽  
Design Strategies

The current primary and secondary schools in China's rural areas and the readjustment of the distribution mechanism to ensure funding for rural compulsory education in the context of the reform of the province is pushing forward rural boarding schools project key projects. This paper elaborates the development of rural primary school’s construction actualities and summed up the design strategies outlook and principle of primary school building about function, standardization and regulation.

scholarly journals Establishing the Pupils’ Level of English Vocabulary Proficiency in Public and Private Rural Primary Schools in Kyuso Division of Kitui County

2019 ◽  
Vol 1 (1) ◽  
pp. 37-48
Author(s):  
Deborah Mutua Kalima
Keyword(s):  
Language Acquisition ◽  
Secondary Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
After School ◽  
Day Schools ◽  
Public And Private ◽  
Primary Level ◽  
Acquisition Device

The purpose of this study was to answer the question of what is the pupils' level of English vocabulary proficiency in public and private rural primary schools in Kyuso Division in Kitui County. The study was an attempt to provide relevant data on English vocabulary proficiency in Kyuso area. This study focused on the English vocabulary proficiency in Kyuso area among children in classes’ two to four. Learners from one class to the next depicted some changes hence a level of vocabulary proficiency manifestation. The study was limited to respondents within the sample in rural areas where the language of communication after school was purely Kikamba. The two categories of primary schools in the area were day schools, unlike secondary schools whereby 90% of them are boarding. The assumption was that the pupils had the same school hours, share the same locality and the same parents. The question was why there was a big difference in children from the two categories of schools. The study was based on primary schools, the level where the grammatical rules are initiated, and as the children grow up, they continue to utilize what they continue acquiring. It was observed that competent speakers show up right from primary schools. It is also at the primary level where a child can be ‘modelled' to improve or change to a better person due to their language acquisition device (LAD). In both public and private primary schools there seem to be differences in pupils level of vocabulary proficiency.

scholarly journals The Analysis of Samoan Schools Dropout Rates

2021 ◽  
Author(s):  
◽  
Lealaolesau Fitu
Keyword(s):  
Secondary Schools ◽  
Student Teacher ◽  
Rural Areas ◽  
Census Data ◽  
Dropout Rate ◽  
School Level ◽  
Dropout Rates ◽  
Urban Region ◽  
School Building ◽  
Positive Direction

<p>This thesis investigates the dropout problem in Samoan schools particularly at primary and secondary levels from 1995 to 2007. It aims at identifying and comparing the dropout rate by region (or geographical locations), school level (primary, primary/secondary and secondary) and school status (Government, Mission and Private). Moreover, it also investigates whether the student-teacher ratio, school size, the gender and ethnicity of the teacher, the qualification of the teacher, the school building and school facility variables are associated with the dropout of students. The investigation is carried out through analysis of census data gathered annually by the Samoa Ministry of Education, Sports and Culture (MESC) through census forms from all the primary and secondary schools in the country. Given our response variable is a dichotomous one, the logit regression models to model the effect of both the categorical and continuous explanatory variables on the dropout was adopted. Moreover, since the dropout rates across different year levels (eg, Year 2, Year 3, and Year 13) are correlated within each school we then use the Generalised Estimating Equations (GEE) approach. The results show that higher dropout rates are found in the rural areas (Rest of Upolu combined with Savaii region) as compared to urban area (Apia urban region). In addition, students are more likely to leave secondary schools earlier than primary or primary/secondary schools. Apparently, the majority of these dropouts are those who have attended Government schools. Surprisingly, students are less likely to get affected with the dropout in larger schools and those schools with higher student-teacher ratios. The gender of the school teacher has nothing to do with the dropout however; having more Samoan and highly qualified teachers in a school will significantly reduce the dropout rate. Nonetheless, a couple of school building variables are significantly associated with the dropout in the positive direction, while another couple inversely relate with the dropout. Schools with more trucks as means of transportation for students, and more radios for school programs and students’ activities are less likely to get affected with the dropouts.</p>

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