Electronics course is one of the vital components of Technical Vocational and Livelihood strand of the K to 12 Curriculum. As such, evaluation of the electronics instruction is vital. In such light, this case study explored the teaching difficulties and coping strategies of two electronics teachers. The interviews with teachers and learners, classroom observations, and focus group with the learners revealed that difficulty in dealing with diverse learners and lack of teaching resources are the identified difficulties of the teachers. With these difficulties, using varied learning activities and buying or borrowing instructional materials are the coping strategies of the teachers. Therefore, this study posits that successful electronics instruction is dependent on capability of teachers to deal with the diversity among learners and the availability of learning resources.

English as a medium of instruction (EMI) has given birth to researches because of its perceived significance in the international arena. This systematic review of literature accessed multiple databases to locate every study on EMI. A repertory grid was utilized to plot the responses to the posted research questions. Different areas of concern emerged from the grid: culture condition, content absorption, education transition and parent facilitation. From these themes, the systematic review revealed the need to study or document the impact of EMI on culture of students and on content learning, EMI transition in educational levels and parent’s participation in the EMI implementation are seen to be gaps of the reviewed studies. With these discoveries, it is still believed that there is still a wide area on EMI that needs to be studied.

For the Luhya speaking people of Western Kenya as well as for everywhere in the world, women are important for economic development and access to land is central for food production and income generation. Though they constitute the majority of the agricultural workforce (70-80 per cent), their access to and control over land is globally estimated at 5 per cent. This study sought to investigate women’s rights to land ownership and use in Vihiga County, Kenya. The specific objectives were to establish the extent to which women have knowledge of their right to land ownership and the cultural factors that influence land ownership.   The study was carried out in 2018 and it employed a survey design. The target population was 10,000 respondents from Vihiga County which comprised the four sub-counties: Sabatia, Hamisi, Emuhaya and Vihiga households and the Ministry of Lands. Simple Random Sampling was used to select a sample size of 384 respondents comprising women, chiefs and county land administrators. A questionnaire was used to collect data from the respondents. Data were analyzed by use of descriptive statistics.  The findings indicate that very few women (30.76%) were aware of basic constitutional provisions that provide for equality in land and property ownership whereas 69.24 % had no knowledge to their right to land ownership. Further, community perception (55.30%), polygamy (21.10%), fear (16.6%) and threats (8.0%) are some of the major cultural factors that influenced the women’s right to land ownership and use in Vihiga County. The study therefore concludes that the lack of knowledge on the right to land ownership and cultural issues play a major role in land issues and this may greatly impact on land use hence threatening food security in the country. There is need for communication to these women to be aware of their rights.

Previous studies defined and explained free will in relation to different fields such as forensic psychiatry, religion and education. However, little is known on how free will operates in the teaching and learning process. In such light, this study explored the views of teachers on free will and  how free will is being implemented in the classroom context. The study revealed that teachers and students were the primary movers and propellers of free will in classroom. Free will is also characterized by free choice and unconstrained decision making. Finally, the study posited that free will entails responsibility on the part of the students.

This article aims to explore teacher educators’ perceptions on EFL pre-service programme in Nepal. In order to achieve the objective, the descriptive qualitative research design was used. Four teacher educators who were teaching English at two different (one constituent and one affiliated) campuses of Rupandehi were purposively selected as the research participants. The semi-structured interview and open- ended questions were used in order to draw out the information from them. The study revealed that almost all the teacher educators involved in the study are found to have positive perception on EFL pre-service programme as it provides content-based and methodological knowledge and professional skills to the pre-service teachers to prepare them for a job. In addition, the study explores that teachers focused more on theoretical work and rote learning rather practical work.

One of the important factors that affect a teacher’s success and efficiency is his/her attitude towards the profession. The fundamental objective of this study is to determine the attitude of prospective and serving teachers towards the teaching profession. To this end, it is questioned whether “the attitudes of prospective and serving teachers towards the profession of teaching differ according to the variables including their gender and educational qualification”. The study group of the research consists of 300 serving elementary school teachers and 300 prospective elementary school teachers from eight Districts of Mizoram who were selected using random sampling method. In order to evaluate serving and prospective teachers’ attitudes towards teaching profession, 5-point Likert-type attitude scale developed by the authors was used. For the analysis of the data, t-test was used. The research findings shows majority of serving and prospective elementary school teachers have positive attitude towards teaching profession. No significant difference occurred in the attitude of serving and prospective teachers in relation to the gender factor. A significant difference occurred in favour of graduate serving and prospective teacher in relation to education.

This study reviews the decentralisation of education in six West African countries during 1980-2005 using a dual conceptual framework of systems theory of public policy and political bargaining model of management. The study notes that in many respects, decentralisation of education has been more spatial than substantial, essentially moving responsibilities for decision and operation a peg or two down but withholding authorities at the central level. The basic decision making for educational service delivery has been mainly transferred within the same legal entity, signalling the strength of deconcentration as the main mode of decentralisation in West Africa. These countries’ tools and techniques to organise school work and acquire and allocate resources to achieve educational goals are invariably based on the bureaucratic and flexible models of educational administration undergirded by a national governance model that is by and large monocentric and nurtures verticality. Thus, constrained by a political mindset that by tradition prefers physicality to functionality in local government enterprise and undermined by the absence of appropriate knowledge infrastructure for an advanced economy, decentralisation of education in West Africa more often than not stretches back into the past to define confinement rather than inspire refinement. To their credit, Nigeria, Ghana, Burkina Faso, Cote d’Ivoire, Mali and Senegal have dedicated capital to restructure their education systems and thus fundamentally created the pressure for change by virtue of decentralisation. But unless funds follow functions religiously and central dominance gives way to local prominence generously, the prospects for leveraging the impact of decentralisation on educational flexibility and quality will remain modest at best.

This paper critically re-examines the narrative of decolonization of education in Africa and questions the extent to which the supposed decolonization processes are sensitive and responsive to new forms of exploitation of Africa as may arise from new centres of global power such as China. Using Archer’s realist social theory, the study notes that African nations still by and large use colonial-era curriculum frameworks, power relations and institutional structures to enact and validate schooling for its human capital formation; suggesting decolonization processes are neither effective nor enduring. African education systems are under-utilizing local climate and culture to promote indigeneity alongside modernity mainly because the element of agency is lost in the shuffle of its elite class’s inability to accumulate meaning over the last six decades. There is need, therefore, to reclaim Africa’s humanity and subjectivity by decolonizing production of knowledge of Africa if decolonization processes are not to become a metaphor. Using Syrotinski’s deconstructive post-colonialism, the study critiques the representation of China in the post-colonial epistemic subtlety of partnerships and argues that China’s influence in Africa is primarily conditioned by the structure and culture of colonization and that China may seek greater elaboration of the same cyclical charade to look both “different and pertinent.” Chinese overtures to Africa literally constitute a contingency that affects the story of Africa’s decolonization and its outcomes by coming with a price tag of exploitation, albeit more muted and less refuted. Prudence dictates that African education systems should provide avenues to question the narrative of China-Africa cooperation from the standpoint of unequal relations that could undermine Africa’s efforts to eliminate dependence and so eventually fully decolonize. African nations need to re-think China and their education systems must provide the standpoints for doing so by widening the social base of political consciousness and action against possible neo-imperial takeover.

A neural network supposes a learning that the present work set out to reveal as asymmetries between narratives of sexist violence. A retrospective, descriptive and interpretive study was carried out with an intentional selection of students in a public Institution of Higher Education (IES) in central Mexico. A contemplative structure was revealed, considering the synaptic weights that explained the relationship between the entry, processing and exit of units of idealization, contemplation and conflict planning. Research lines related to the structure of relationships between the categories are suggested.

The present study was undertaken by the researcher to study the relationship between 21^st century skills and teacher effectiveness among English language teachers in Kerala state, India. For this purpose the Four Communication Skills Scale (4CS) constructed and validated by the investigator and Teacher Effectiveness scale constructed by Sujatha Mishra were used for data collection. The sample consists of 500 in service English language teachers from different colleges in Northern Kerala, India by adopting stratified random sampling technique. The findings of the study revealed that there exists a positive and significant relationship between 21st century skills (4CS) and teacher effectiveness; critical thinking skills and teacher effectiveness; communication skills and teacher effectiveness; creative skills and teacher effectiveness; collaborative skills and teacher effectiveness among English language teachers.

This paper seeks to comparatively procure prospect in understanding the evolution of language use in the education systems of Kenya, Tanzania and South Sudan using cultural pluralism as an ideological casing and policy change as a theoretical setting. While the transitional and developmental phases in the language policies of Kenya and Tanzania date back to early 1960s through 1980s against the backdrop of colonial domination, South Sudan grapples with the unorthodox task of launching a language policy in 2011 that is both transitional in terms of breaking free from the hegemonic grip of Arabic; and developmental in terms of scrambling to assign value to its home languages and develop them.  It is obvious both Kenya and Tanzania have long embarked on bilingual education driven by Kiswahili and English in an uneasy duality that has stood the test of time. The nature of policy change in their context is path dependence, meaning their current trajectories have been established by the initial conditions of colonial language policy and the conjuncture of their independence era. By contrast, it is the punctuated equilibrium of political separation from Sudan that defines South Sudan’s nature of policy change, rendering it more likely to embrace policy diffusion based on functionality, commonality and diversity. Developing a mother tongue-based multilingual education remains the only viable reasoned use of language that Kenya, Tanzania and South Sudan should foster by atoning for the vices of status planning in their language policies; while using corpus planning to line up systematic provisions for linguistic designations and thus create the missing link between language choice and national poise. That being said, this study remains essentially theoretical and illustrative and would benefit more from additional empirical research.

One indicator of a quality student is the entry qualification. Entry qualification may be said to be one the factors that influence academic performance.  Secondary schools in Kenya admit students based on the Kenya Certificate of Primary Examination marks these are the entry marks at form one. It is assumed that the higher the entry marks the better the academic performance of a student. Learning is a cumulative process and so the better the qualification the higher the ability of understanding the course content. This paper determined if there is any relationship between entry marks of students in selected high and low performing secondary schools in Mombasa County. Descriptive survey and document analysis were used in this study. A sample size of 454 students, 33 principals and 291 teachers were used in this study. The data consisted KCSE scores in selected high and low performing schools. Pearson’s correlation co efficient test was used to measure the relationship between entry marks and academic performance. For descriptive analysis means, frequencies and graphs were used to explain the differences in performance.  This study revealed that high performing schools admitted students with higher entry marks while low performing schools had students with lower entry marks.

This small-scale study investigates acculturation and identity restoration among local Jerusalemites. It exploits Al-Barghouti’s poem ‘In Jerusalem’ to examine the forces lying behind the Israeli occupational practices against the Palestinian people living in Jerusalem. The study also aims to explore affiliations of identity restoration among the Palestinian ethnic groups living in Jerusalem. The study builds on a critical discourse analysis (CDA) approach to the literary work under study. Thus, it utilizes Van Dijk [1] and Fairclough’s (2010, 2013) 3-D models of analysis. By applying a critical as well as analytical approach, it has been found that isolation, separation, migration, Judaism, religious tourism, diaspora and eagerness, racial discrimination and ethnic genocide are (but not exclusively) among the factors and methods of acculturation that the Israeli authorities are employing against local Jerusalemites implicitly and explicitly. It has also been found that the emergence as well as the arrival of Islam to Jerusalem in the 7^th century, the establishment of good relations between Muslim and Christian locals, religion, common architecture and spirituality, and instigation against tyranny, slavery, dictatorship and invasion have all contributed to the development of an authentic, original identity only composed of Arabic sociocultural norms and values.

The enhancement of knowledge, skills and understanding of individuals in learning contexts that maybe reflected in themselves or in their work place is generally described as professional development. This research aims at exploring the most common initiatives undertaken by EFL teachers for their professional development. The study applies open-ended questions to gather information and descriptive analytical method to analyze the collected information. Five teachers teaching at undergraduate level in public college of Nepal, were selected as participants through purposive sampling. The result indicates that the EFL teachers often have the opportunity to participate in teacher development activities but they don’t take part these activities to develop themselves in their own profession.

The study sought to find out students perception of Mathematics teachers characteristics and their attitude. It also examines teachers in respect of their knowledge of Mathematics content, various attitude to work, attitude to the teaching of Mathematics, use of appropriate teaching strategies, classroom leadership skills, teachers care and concern for the students’ problems and welfare and teachers’ motivation and students’ attitude towards Mathematics. The population of the study comprised all the second year students in public senior secondary schools in Ekiti State Southwest, Nigeria. The study sample consisted of 1500 students selected through cluster and simple random sampling techniques. Two instruments – Students’ Perception of Teacher Characteristics Questionnaire (SPTCQ) and Students’ Attitude towards Mathematics Questionnaire (SATMQ) were developed and administered on the respondents. A trial test of 100 students using split-half reliability method as carried out which yielded reliability coefficients of 0.67 and 0.82 for SPTCQ and SATMQ respectively. Pearson's Product Moment Correlation Analysis and t-statistics were used to answer the research questions and test the hypotheses respectively. Findings show that the way students’ perceive their teachers’ in terms of knowledge of Mathematics contents, various attitude to work and teaching methods and has a significant relationship with students’ attitude towards Mathematics Based on the findings of the study. Some recommendations were made; teachers of Mathematics should periodically be given opportunities to update their knowledge through in-service training and re-training courses to increase their knowledge base in their subject area and more than one teaching method should be appropriately adopted in a single lesson presentation by a teacher so as to carry every student along, create variety, minimize boredom and enhance interest in what is being be taught and learnt and teachers of Mathematics should periodically be given opportunities to update their knowledge through in-service training and re-training courses to increase their knowledge base in their subject area.

This article analyzes the relationship between elections and corruption. Unlike previous approaches on African countries, in general, and Gabon, in particular, we have integrated a new control variable, namely: « the number of ministerial staff rotation ». After estimating the direct influence of elections on corruption by the robust least squares method over the period 2000 to 2019, we show that there is a significant relationship between elections and the Corruption Perceptions Index (CPI). Thus, it appears that the elections promote corruption in the country. In addition, we also show that the low level of Gabonese « press freedom » encourages corruption and that the multiplication of changes of members of the ministerial office could increase it.

One of the important factors in realizing educational objectives in learning English as a foreign language is the role of the students’ motivation within the educational set up. Motivating students is one of the major challenges language instructors face. The poor performance of students towards educational aims and objectives could be associated to the low motivation of the students. Some students seem naturally enthusiastic about learning, but many need-or expect their instructors to inspire, challenge, and stimulate them. ELT teachers across the kingdom are seriously thinking and engaging their attention with the challenges of how to motivate the newly admitted students in the college. Needless to say, de-motivation in learning a new language is a natural and common phenomenon. The case of unmotivated students open a Pandora’s Box of questions: What are the possible strategies that can be applied in the class to improve the students’ motivation? What are the factors responsible for effecting on the students’ motivation in learning English as a foreign language? The experts’ opinions are different about the role of motivation in academic achievement. However, the common opinions emerged in the past and majority of them agreed that most successful techniques English ELT teachers can use to motivate students include engaging their interest; demonstrating the relevance of what they're learning; displaying enthusiasm for what we're teaching; establishing challenging, and employing a variety of instructional strategies. The present study draws the attention of the teachers that at present there is a need to speculate about innovative motivational strategies in ELT class so that the students could be benefited.

The differential effectiveness of Bibliocounselling [BC] and Rational Emotive Behavior Therapy [REBT] in fostering emotional adjustment among in-school adolescents in Edo State, Nigeria was the focus of this paper. Three hypotheses were formulated and tested in the study. The study adopted the quasi-experimental research design. The purposive random sampling technique was used to draw a sample of 45 participants consisting of 15 participants for the first treatment [BC], 15 for the second treatment [REBT] and 15 for the control group –Personal Hygiene/Teaching from a population of 1,783 of in-school adolescents. The kulvan’s [1] Emotional Adjustment Scale was adapted for the study. A total of five sessions (45minutes per session) was covered in both the treatment and control groups. The mean and standard deviation were used to answer the research question, while the Analysis of Covariance and the t-test for two independent sample means were used to test hypotheses at 0.05 level of significance. Although both treatment methods were effective in fostering emotional adjustment among in-school adolescents, the participants exposed to REBT showed more improvement over those exposed to BC. It was therefore recommended among others that counsellors should use more of REBT to help foster students’ emotions.

This paper sought to find out the educational implications of three major in the learning process of children. These dominant theories are Sigmund Freud’s Psychoanalytic  theory of personality, Jean Piaget’s Cognitive theory of development and behavioral theory of based on mainly on the views of B.F. Skinner and John Watson. The views of these theorists were discussed in this in relation to how the educators can use available materials to influence the learners’ conduct in the classroom in order to bring about learning in the latter. After high lightening the educational implications of each of the theories, it was concluded that these learning theories are necessary and unavoidable in the learning process, since meaningful learning can hardly be achieved in a consistent manner.

With the continuous development of the industrial revolution, environmental pollution has become more serious, volcanoes erupt frequently, earthquakes and tsunamis continue to occur, SARS appears, a large area of locust natural disasters have emerged, a new type of coronary pneumonia is spreading all over the world, the number of deaths in the world has increased dramatically due to the natural environment. The global climate and environment have been seriously tested, and countries around the world have begun to pay attention to environmental issues. Based on the plot described in the movie afanda, the author makes a deep analysis of the natural, environmental and harmonious coexistence of mankind. In the development of economy, human beings must protect the environment and take the road of sustainable development, just as the golden mountains and silver mountains are not as green as the green mountains and rivers, which provide ideological guarantee for people to take the road of sustainable development.

The article aims at investigating elements concerning studying school as an organisation through analysing pictures of school children as pictures or drawings may communicate a lot of important information about the children themselves as well as the relationship that the children have with the school community. Additionally, the article targets at shedding light to the relationship that exists between the people inside the school environment as well as the climate, the culture and the activities that take place inside the school environment. More particularly, the colours used, the size, the placement of the objects and people should also be taken into serious consideration since they reveal information whether the child feels or wants to feel close to a particular person or has a desire to be protected by a specific person. What is more, through the interpretation of the pictures children reflect what they know about the world and the school environment in which they belong as well as how to plan, organise and make choices.

Learning is a continuous process which started since the day we were born till the day we die, learning is the bedrock of any meaningful development of any country, Nigeria inclusive. Learners are psychologically affected by their experience, environment, marital status and socio media exposure, which has an effect on the learning process of adult learners in the literacy centres. The purpose of this study was to examine the psychological effect in adult learning process of adult learners in South West Nigeria, to find out about previous, past, and present of adult learners in literacy centres, to examine the chronological effect of assimilation in adult learners of South West Nigeria. Five research questions were formulated for this study. Descriptive research design was adopted for the study. One hundred respondents were met and the instrument used was questionnaire. Data collection was analysed using tables and percentage frequency counts for this study. The result of the data collected and findings shows that; the study established that adult environment should be placed far away from noisy and unpleasant areas so as to promote adult learning process. Environment is a major psychological effect that can affect adult learning process same as the clientele experiences and backgrounds. It is recommended that the facilitators in South West Nigeria should adopt demonstrative method of learning so has the learners would be able to understand faster in the literacy centre. Textbooks and other instructional materials should be provided in adult literacy centres of South West Nigeria. Facilitators should know about their learners and how they are faring in the society, the condition they are, their state of being, their psychological problems and medical issues, all these would affect their learning process.

The purpose of the study was to examine the influence of National Government Constituency Development Funds (NG-CDF) on management of secondary schools in Suna west constituency, Migori County, Kenya. The objective of the study was to: Determine the influence of infrastructure development through CDF on management of secondary schools in Suna West Constituency, Migori County, Kenya. The information provided by this research will benefit policymakers, community members and academicians. It adopted a descriptive survey research design, with a target population of 132 persons comprising of 88 BOM class representatives, 22 PTA chairmen, and 22 principals in all the 22 public secondary schools in Suna west constituency. The sample size of 26 BOM class representatives which was 30%, 22 PTA chairmen, and 22 principals in all the 22 public secondary schools in Suna west constituency was determined using purposive sampling for they were few. The researcher collected data using questionnaires. The instruments were validated by the supervisors from the school of education in Mt. Kenya University. Reliability of the instruments was determined through a pilot study where Cronbach alpha coefficients of 0.729, 0.738 and 0.716 were obtained for the instruments on infrastructure development, Social welfare and Teaching/Learning material, respectively. This indicated that the instruments were reliable. Quantitative data was analyzed using descriptive statistics, and presented in graph and tables. The study established that 14(64%) of the principals, 18 (69%) of BOM representatives and 13 (59%) PTA chairmen agreed with the statement that increased number of classrooms constructed through NG-CDF positively influenced effective management of secondary schools in Suna west constituency, Migori County, Kenya. It was therefore recommended that to enhance effective management of secondary schools, infrastructure development, Social welfare and Teaching/Learning material through NG-CDF should be considered. Besides, the study was limited to three variables, infrastructure development, social welfare and provision of teaching / learning materials, thus, a further study should also be carried out to assess the influence of other NG-CDF on management of secondary schools. The researcher paid keen attention to research ethical issues and got the informed consent of the respondents and guarded against plagiarism and ensured confidentiality.

Teacher education programs are designed to develop professionals who are prepared to meet the challenges of the 21st century classrooms and workplace. The purpose of this study was to examine the trainee teachers’ experiences of practicum, a part of their educational program, as a tool of learning to teach by using qualitative research method. Data were collected through semi-structured interview from four purposively selected trainee teachers selected from four different campuses affiliated to Tribhuvan University and the collected data were transcribed, coded and analyzed thematically. The findings indicated that the participants perceived practicum as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The analysis further revealed that theory-practice connection, competency and confidence development and socialization as a successful experience of the practicum program and inadequate resources, assessment centered experience, inadequate support from supervisors and school and college administration as the stressful experiences of trainee teachers’ practicum.

There are many cases when an actor commits two or more crimes before he is convicted for any of them. In such cases, a concurrence of crimes occurs. The Somali Penal Code provides the general legal regime for them. Some special laws in Somalia (drafted or already in force) also affect their regime. The provisions on the concurrence of crimes and also other related legal provisions of the General Part of the Penal Code need modernization. The present paper is an attempt to clarify the basic ideas of the concurrence of crimes and also lay the foundations for improvement of its legal framework for as well as for the situations where this concurrence is ruled out.