scholarly journals Challenges Facing Community Involvement in Ensuring Quality Education in Public Secondary Schools in Meru District, Arusha Region-Tanzania

2021 ◽  
Vol 6 (1) ◽  
pp. 074
Author(s):  
Haika Lauwo ◽  
Demetria Gerold Mkulu
Keyword(s):  
Secondary Schools ◽  
Community Involvement ◽  
Quality Education ◽  
Arusha Region

scholarly journals Correlates of Supervisory Strategies and Quality Education in Secondary Schools in Oyo State, Nigeria

2012 ◽  
Vol 2 (3) ◽  
pp. 164
Author(s):  
Bada, Ibrahim Adegboyega
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Quality Education ◽  
Public And Private ◽  
Independent Variables ◽  
Service Commission ◽  
The Government ◽  
Joint Contribution

This study examined supervisory strategies as correlates of quality education among secondary schools in Ibadan southwest local government area of Oyo State. Simple random sampling technique was used to select thirty schools (public and private) and three hundred respondents consisting of 200 teachers from public schools, 80 teachers from private schools and 20 supervisors from Teaching Service Commission (TESCOM).Pearson Product Moment Correlation (PPMC) was used to test the four hypotheses(P < 0.05)  Multiple Regression was used to determine the contribution of independent variables (Supervisory strategies) both jointly and individually to dependent variable (quality education).Results revealed that two of the supervisory strategies (companionable and synergistic) have positive and significant correlation  on quality education (r =0.853) and (r = 0.783) while authoritarian strategy had negative  correlation, laissez faire had no significant relationship on quality education (r = -0.522 and r = -0.200)respectively. The joint contribution of the four supervisory strategies to the prediction of quality  education in secondary schools was also significant (F (4,295) = 261.225).The paper concludes  with some recommendations to the Teaching Service Commission (TESCOM) and the Government. Key words and Phrase: Supervisory Roles, Quality Education, Supervisory Strategies.

scholarly journals PROVISION OF QUALITY EDUCATION IN PRIVATE SCHOOLS: REFLECTIVE PRACTICES IN LOW-COST PRIVATE SECONDARY SCHOOLS IN BULAWAYO METROPOLITAN PROVINCE, ZIMBABWE

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Senamiso Midzi ◽  
Lwazi Sibanda ◽  
Joyce Mathwasa
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
School Health ◽  
Low Cost ◽  
Quality Education ◽  
Retention Rates ◽  
Structured Interviews ◽  
High Staff Turnover ◽  
Science Laboratories ◽  
School Heads

Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semi-structured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from low-cost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals Human Resource Management Strategies: A Panacea for Quality Education Delivery

2013 ◽  
Vol 12 ◽  
pp. 71-80
Author(s):  
Francis Briggs ◽  
Elizabeth Desmond
Keyword(s):  
Resource Management ◽  
Secondary Schools ◽  
Human Resources ◽  
Human Resource Management ◽  
Human Resource ◽  
Management Strategies ◽  
Quality Education ◽  
Process Output ◽  
Education Delivery ◽  
Rivers State

Managing human resources in public secondary schools is of great important in the attainment of quality education delivery. The quality and quantity of human resources available will determine how the process-output will enhance continual growth in the educational system, since human resources organizes and coordinates other factors. This study examined human resource management strategies that enhances quality education delivery in public secondary schools in Rivers State.

scholarly journals Catholic secondary education and identity reformation in Zambia’s Southern Province: an outcome of a conflict of educational policy values or not?

2017 ◽  
Vol 82 (1) ◽  
Author(s):  
Farrelli Hambulo ◽  
Leonie Higgs
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Catholic Education ◽  
Educational Policy ◽  
Key Words ◽  
Catholic Schools ◽  
Critical Reflection ◽  
Quality Education ◽  
Southern Province ◽  
Good Reputation

Abstract This article sets out to reflect critically on the causes of undesired identity reformation that has occurred in Catholic secondary schools in Zambia’s Southern Province since the country gained independence from Britain in 1964. This critical reflection is necessitated by the fact that although scholars in the field of Catholic education and the Zambian people acknowledge the presence of undesired identity reformation in Catholic schools, this issue is presented in brief, speculative and indefinite terms. This is against a background where such schools have earned themselves a good reputation due to their provision of quality education to the Zambian people since independence. Catholics and other people concerned with the welfare of Catholic education have started to express their discontent with the identity reformation experienced by Catholic schools. This article, therefore, critically engages with Carmody’s (2007) contentions regarding the causes of undesired identity reformation in Catholic schools and relates them specifically to Catholic secondary schools in Zambia’s Southern Province in order to verify them. It is shown in this article that Carmody’s contentions are not relevant in explaining the causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province. As such, in stating the nature and the scope of the undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province, the article highlights four genuine causes of undesired identity reformation. These four genuine causes are linked to a weakening of the “academic” and “religious” missions of Catholic schools, which contributes to their loss of Catholic education identity as recommended in Catholic education policy. Key words: Identity; Catholic; academic; religious Opsomming Hierdie artikel, “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie: ’n Gevolg van strydige waardes van onderwysbeleid of nie?”, is ’n uitvloeisel van ’n studie getitel “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie”. Die artikel dui aan dat sedert Katolieke skole in Zambië gevestig is, hulle deel van daardie land se onderwysvoorsiening uitmaak en oor die jare ’n goeie reputasie as verskaffers van onderwys van ’n goeie gehalte opgebou het. Sedert Zambië se onafhanklikwording in 1964 het Katolieke onderwys egter ’n ongewenste identiteitsverandering of -reformasie ondergaan, wat behels dat dit van Katolieke onderwyspraktyk, soos aanbeveel in Katolieke onderwysbeleid, afwyk. Kenners van Katolieke onderwys in Zambië en die Zambiese nasie erken die identiteitsverlies wat Katolieke skole sedert onafhanklikwording ondervind en gee hul ontevredenheid daarmee te kenne. Die betrokke kenners verwys slegs oorsigtelik na die probleem van identiteitsverlies wat Katolieke skole ondervind, wat tot gebrekkige insig in die probleem bydra. Die Zambiese nasie verwys slegs op spekulatiewe en onduidelike wyse na hierdie probleem, wat ook tot gebrekkige insig in die probleem van identiteitsverlies in Katolieke skole in die land bydra. Met verwysing na die argumente wat kenners van Katolieke onderwys oor hierdie probleem in Zambië aanvoer, is hierdie artikel gemoeid met die argumente wat Carmody (2007) aangaande die oorsake van ongewenste identiteitsreformasie in Katolieke skole aanvoer; die argumente word spesifiek met katolieke sekondêre skole in Zambië se Suidelike Provinsie in verband gebring met die doel om hulle te verifieer. Die artikel dui aan dat Carmody se argumente nie op Katolieke sekondêre skole in Zambië se Suidelike Provinsie van toepassing is nie en voer redes hiervoor aan. Die artikel gee ook ’n tentatiewe beskrywing van die ongewenste identiteitsreformasie wat Katolieke sekondêre skole in die Suidelike Provinsie ondervind en sluit af met ’n uiteensetting van die vier ware oorsake van ongewenste identiteitsreformasie in Katolieke sekondêre skole in Zambië se Suidelike Provinsie. Sleutelwoorde: identiteit, Katoliek, akademies. godsdienstig

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