Quality and Determinants of Primary Education in Rural India

India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.

ANALISIS PENGARUH PEMENUHAN STANDAR PROSES DAN SARANA PRASARANA TERHADAP MUTU PENDIDIKAN PADA MASA PANDEMI COVID-19

In the National Education Standards (SNP), there are eight minimum standards to realize quality national education. Two of them are process standards and learning facilities and infrastructure standards. Environmental changes due to the COVID-19 pandemic certainly have an impact on changes in the fulfillment of process standards and standards for learning facilities and infrastructure. Online learning has become a necessity as a learning method in universities during the COVID-19 pandemic. These changes can ultimately have an impact on the quality of education. This study aims to determine the effect of process standards and standards of learning facilities and infrastructure on the quality of education during the COVID-19 pandemic. The data used is primary data obtained from a survey of FATIK IAIN Ponorogo students. The results showed that the standard of the process and the standard of learning facilities and infrastructure had a significant effect either partially or simultaneously. Process standards and standards of learning facilities and infrastructure simultaneously affect the quality of education by 33.6%.

Academic Supervision: The Efforts to Improve Teachers' Abilities in Implementing Standards of Learning Process

The aim of the research is to provide information about the standards of the learning process, socialize the standards of the learning process and inform about the implementation of the standard implementation of the learning process for high school teachers in Bandar Lampung. This Research used Qualitative research method. To collect data, the researcher uses observation sheets and documentation. The data analysis technique in this research is using qualitative data analysis. This school action research was designed in two cycles, which consists of planning, implementation, observation, and reflection stages. Data obtained from observations, documentation and portfolios were analyzed in the form of descriptions. The results shows there was a significant increase in each cycle. In some conditions the average value was 59.44 and included in enough category. In the first cycle the average value was 69.72 and was still included in the enough category, while in the first cycle secondly, the average acquisition value was 85.29 and it is still in the good category. From the explanation of the results of the assessment of the 4 aspects of the Implementation of the Learning Activity Process Standards, it shows that in the second cycle all results fall into the good criteria, so it can be concluded that the implementation of school action research is declared complete in the second cycle.

The Pivotal Significance of Attentiveness to Standards and Assessment in South Carolinian School Libraries

The Pivotal Significance of Attentiveness to Standards and Assessment in South Carolinian School Libraries provides an overview of the history of the initial development of librarian standards and an in-depth look at the South Carolina Standards of Learning, the American Association of School Librarians’ Standards for Learners, and the International Society for Technology in Education Standards for Students. Information on the organizations’ covered standards is supplied, along with a brief examination of their potential application within school libraries. Additionally, a synopsis of South Carolina’s ADEPT Performance Standards for Classroom-Based Teachers, TE21 CASE Benchmarks, and South Carolina’s CTE Standards is provided. To conclude the research, three methods of assessment of standards application within a school library are summarized, including their potential impact on personnel growth.

Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia

The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.

A 1585 Oxford Ceremonial Student Oration

Orations from university ceremonial occasions provide important evidence about standards of learning and rhetoric valued in university culture. At Oxford, the most significant yearly ceremony was the comitia, or Act. Preceded by the vesperies ceremony the previous Saturday, the Monday Act marked the occasion when students incepted, that is, received their licences to become masters or doctors and members of convocation, the university’s governing body. However, there are few surviving sixteenth-century speeches from the Act, and indeed few extant orations from other Oxford ceremonial occasions. An anonymous printer published the main master of arts speeches from the Acts of 1585 and 1586 in a single volume. This chapter focuses on the oration of 1585, perhaps authored by Thomas Savile, younger brother of the more famous polymath Henry. Besides being of interest for this possible authorship, it is significant for its connections, as yet unnoted by historians, to contemporary politics and to Jean Bodin.

معايير تقييم معلمي اللغة العربية لغير الناطقين بها

The aim of this research is to understand and establish criteria for evaluating the performance of the Arabic teacher for non-native speakers. The standards of learning foreign languages ​​and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. In order to achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject studying. The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Stralah AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation.