Adult literacy and basic education programs

The study investigated the undergraduate students' perception on the use of computer-based tests for learning assessment in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The target population were all undergraduate students from three universities in Ilorin, Kwara State, Nigeria. A multistage-stage sampling technique was employed to select 600 respondents as the sample size. At first stage, purposive sampling technique was used in selecting three universities. Afterwards, simple random sampling technique by ballot was used to select 200 students from each of the three universities. A researcher self-constructed questionnaire titled: "Undergraduate Perception on the Use of Computer-Based Test for Learning Assessment" with a four-point Likert Scale was used to obtain the data for the study. The instrument was validated by experts' judgment and the Cronbach Alpha reliability estimate yielded 0.83. Data collected was analysed using descriptive statistics, t-tests and Analysis of Variance (ANOVA). The result shows a positive perception of undergraduate students on the use of computerbased tests for learning assessment and that their perception does not differ significantly irrespective of institutional type, students' academic level and gender. It was recommended that computer-based test should be integrated into all examinations in Nigerian Universities irrespective of the level and gender of the students that are involved.

Adult education is a programme designed for adults, youths and some children in order to meet the ever increasing demands of the time like those who were unable to attend formal schools or those who couldn't finish their studies or those who wants to increase in their knowledge and 1 skills. It has been found out despite the trainings; children, youths and adults are found to be more engaged in one form of crime or the other. Therefore the paper highlighted the Section 4 of the national policy on education, and on the strategic policy of adult and non-formal education, programmes of adult and non-formal education like basic Literacy, post literacy and continuing education were extensively discussed. The paper highlighted the reforming process in adult and non-formal education like sponsoring of a bill in the national assembly towards sharing of 2% consolidated funds at state level, local governments should be forced to recognize and fund adult and non-formal education, make all programmes of out-of-school children be responsibility of adult and non-formal education, NNCAE to sponsor a bill on the minimum requirement for headship of adult and non-formal education agencies, some adult education courses should be made compulsory for undergraduates in Nigerian Universities, amongst others. The paper concluded that despite the numerous challenges, there is a ray of hope of adult and non-formal education in Nigeria.

The paper was on emerging innovations for addressing challenges in adult education delivery in Nigeria during the pandemic and beyond. Concepts of adult education was highlighted, programmes were extensively discussed. The paper went ahead to explain the challenges of adult education delivery which include failure of the UBE act to recognize adult and non-formal education, accessibly and inadequate funding to mention but few. Emerging innovations were enumerated and discussed amongst which are zoom learning, distance education, literacy by radio and mass media. The paper concludes that the pandemic had caused a serious setback in the education delivery of adults considering the disadvantaged nature of the learners and the time wasted during lock down. It has seriously traumatized the learners to an extent that many didn't come back when the ban was lifted therefore there is the need to come with these innovations so as to catch the those that are far and unwilling to attend the face to face visa viz economic situation. Lastly suggestions were made to include learners should be given support, infrastructure should be provided and subsidized amongst others

O presente artigo foi elaborado no quadro das comemorações do centenário de Paulo Freire, grande educador brasileiro cujas contribuições vão para além do Brasil, chegando em vários países do continente africano entre eles a Guiné-Bissau. Neste país, Freire teve uma participação ativa na organização da nova educação almejada pelo país após a conquista da independência, notadamente na organização e execução da Campanha Nacional da Educação e Alfabetização de Adultos, uma das armas empreendidas na luta pela erradicação do analfabetismo. Trata-se de uma pesquisa de caráter qualitativo, tipo estudo de caso, descritivo, em que se observou, se registrou e se analisou essa contribuição. Constatou-se que apesar do grande empenho de Freire nessa campanha, a mesma não atingiu todas as expectativas pelo fato de entre outros não se ter uma língua de ensino apropriada para que a população tivesse condições de se apropriarem do saber; os conflitos político militares que assolaram o país, entre out...

This study aims to predict the level to which classroom teachers' program literacy explains their program evaluation level, utilizing the "Program Literacy Scale" developed by Bolat (2017) and the "Program Evaluation Scale" developed by Baş (2016). Additionally, we seek to determine the impact of participant demographics, including gender, age, seniority, and faculty type graduated, on these skills. We employed a quantitative research method with a scanning design and a random sampling approach. The study involved 380 classroom teachers from state schools during the 2023-2024 academic year. We analysed the obtained data by using descriptive analyses, independent t-tests, ANOVA tests, Tukey's HSD test, and Simple Linear Regression. Analysis revealed significant differences (p<.05) in program literacy based on teacher age, seniority, and faculty graduation. Additionally, program evaluation skills differed based on gender, seniority, and faculty graduation factors. Importantly, the study found that program literacy positively predicted the level of program evaluation skills. These results suggest a link between teachers' program knowledge and their capability to evaluate program effectively.

O presente artigo foi elaborado no quadro das comemorações do centenário de Paulo Freire, grande educador brasileiro cujas contribuições vão para além do Brasil, chegando em vários países do continente africano entre eles a Guiné-Bissau. Neste país, Freire teve uma participação ativa na organização da nova educação almejada pelo país após a conquista da independência, notadamente na organização e execução da Campanha Nacional da Educação e Alfabetização de Adultos, uma das armas empreendidas na luta pela erradicação do analfabetismo. Trata-se de uma pesquisa de caráter qualitativo, tipo estudo de caso, descritivo, em que se observou, se registrou e se analisou essa contribuição. Constatou-se que apesar do grande empenho de Freire nessa campanha, a mesma não atingiu todas as expectativas pelo fato de entre outros não se ter uma língua de ensino apropriada para que a população tivesse condições de se apropriarem do saber; os conflitos político militares que assolaram o país, entre out...

The study investigated the influence of ISO 9001 Standards on the quality of academic programmes in universities in Kenya; A case of Bachelor of Education programme in the University of Nairobi and premised on Deming's theory of quality management. A descriptive survey design was used targeting heads of academic units, lecturers and alumni. The analysis yielded both qualitative and quantitative data. The findings established that adopting ISO 9001 standards significantly influence the quality of academic programmes. The study recommends that universities maintain a Quality Management System and seek ISO certification to enhance their teaching and learning standards.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Näkökulmia toisen kielen puheeseen-Insights into second language speech. AFinLA-e. Soveltavan kieli eteen tutkimuksia / n:o .-. Mar na Huhtamäki¹ & Elisabeth Ze erholm² ¹Helsingfors universitet, ²Stockholms universitet U alets plats i undervisningen av svenska som andraspråk This is a case study about pronuncia on teaching in Swedish as a second language. The aim of this study is to compare pronuncia on teaching for adults in Finland and Sweden. Data were gathered via interviews with eight teachers and observa ons of eight Swedish classes. The theore cal framework is language teacher cogni on, which implies that we compare what teachers say with what they actually do in the classrooms. The study shows that teachers in both countries find pronuncia on a central field of Swedish teaching. However, they think that they lack methods for pronuncia on teaching. Most of the pronuncia on teaching observed is implicit and integrated in the teaching of other elements, such as vocabulary and grammar. In Sweden, there were more examples of explicit pronuncia on teaching than in Finland. In Finland, the minority posi on of Swedish implies certain challenges for teaching pronuncia on and other aspects of the language. Overall, there was much correspondence between the interviews and the observed classes in the two countries.

The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African Kha Ri Gude Literacy Campaign. Analysing the learning outcomes of the 2011 cohort of a total of 485,941 participants, the authors seek to identify variations between the learners' achievements across the eleven official South African languages. Besides exploring the relationship between the literacy and numeracy assessment scores by language, the authors also analyse these scores against various relevant features of the learners' profiles such as their residential type (rural village, urban township etc.), regularity of class attendance and previous school attendance, if any. They asked ten language experts who had been involved in the development of the campaign's learner materials to rank the various languages according to their level of difficulty with regard to literacy learning and to interpret the variation in learner achievement scores across the South African languages. This interpretation demonstrates that the challenges of teaching and learning literacy and numeracy in South African languages go beyond the difficulty levels established on the basis of linguistic criteria. The authors contend that future literacy programmes will have to take existing hierarchies and inequalities among language groups into account and devise differentiated strategies to achieve parity of learning.

This study aims to determine the effect of literacy programs and library facilities on literacy culture in primary schools in North Sumatra Province, Indonesia.The population in this study amounted to 2.477 primary school teachers and the research sample was 247 people.Data collection techniques were conducted through surveys. The results showed that literacy programs have a positive effect on literacy culture in primary schools and library facilities have a positive effect on literacy culture in primary schools and simultaneously literacy programs and library facilities have a positive effect on literacy culture. Literacy programs and library facilities contribute 54.6% to literacy in primary schools in North Sumatra Province, Indonesia.

This study examines the connection between manpower development, business process performance and business intelligence maturity in Nigeria. A large-scale survey was used to gather data on the progressive decline in the ability of manpower to cope with the challenges that accompany the unfolding new dispensation in the industry. A random sampling technique was employed in selecting a total of 900 respondents from the Nigerian population.

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Community-based literacy teaching workshops attend to the learning needs of new students who have not been able to benefit from enrollment as children in the public school system. The following report from the field calls attention to the special circumstances of this heterogeneous group of literacy learners. The workshop described here engages learners who are literacy learners as well as second language learners of the national language, in this case Spanish. Literacy learning proceeds in parallel with second language learning. The report summarizes a series of informal interviews with students and their teacher and observation of their adult literacy program, during a period of approximately ten years. As such it provides preliminary findings for better understanding the problems of community literacy programs in bilingual communities in general. The tasks of learning to read and write present themselves in a special situation of language contact, that of community language and national language.

The postgraduate training of doctors depends on their self-directed learning activities. Traditional continuing medical education has a limited impact on their clinical behaviour. The authors review the most relevant models and concepts of adult learning for continuing medical education, and personal and environmental factors that influence the quality of the learning. Doctors learn best when they recognise the need to learn and perceive what is to be learned as relevant to their practice. Continuing medical education should meet the doctors&#39; educational needs by presenting a variety of learning options to suit their personal learning styles.

Nowadays, a large part of teacher leadership studies have been focused mainly on the principal as a key factor in the results of students’ success. Nevertheless, some recent literature is available that discusses other faculty members who without leaving their classroom responsibilities, assume distinct directive responsibilities on an intermediate level. This article explores some of the salient characteristics that distinguish the leadership of teachers in charge of other teachers, and discusses in particular the importance of tolerance and freedom. The text gives some clues about the process in which teachers feel challenged when they undertake the responsibility for an educational improvement project, being in charge of their peers, but without the managerial authority to exercise the influence over them. The evidence presented corresponds to the findings from a case study conducted on the topic of middle leadership from a group who coordinate a program to improve education in t...

Tema for denne bacheloravhandlingen er å utforske førstelinjemedarbeideres bidrag til tjenesteinnovasjon i telekommunikasjonsselskapet Telia. Selskapet jobber aktivt med å være en ledende innovatør og digital tilrettelegger i samfunnet. I denne oppgaven har vi undersøkt hvordan førstelinjemedarbeidernes ideer generes, hvilken rolle mellomleder har knyttet til å håndtere ideer og hvordan ledelsen involverer førstelinjemedarbeidere i innovasjonsprosesser. Oppgavens problemstilling er: Hvordan bidrar førstelinjemedarbeidere til tjenesteinnovasjon i Telia? På bakgrunn av problemstillingens omfang valgte vi å faktorisere den ned til tre forskningsspørsmål: F1: Hva kan førstelinjemedarbeidere bidra med? F2: Hvilken rolle har mellomleder i forbindelse med førstelinjemedarbeideres bidrag til tjenesteinnovasjon? F3: Hvordan involverer ledelsen førstelinjemedarbeidere i Telias tjenesteinnovasjon? For å besvare disse spørsmålene har vi benyttet oss av et enkeltcase-studie med intervjuer av før...

This study examined how poverty and residential mobility influence low-income adults' persistence in family literacy programs in Pennsylvania. Twelve out of 20 program directors reported that learners typically moved at least once a year. In five of these high-mobility programs moving was reported to significantly hinder persistence. Geographic location and the availability of inexpensive and subsidized housing increased mobility. The 17 learners we interviewed moved 78 times in the previous five years, for an average of once per year. One-half of the moves were within 15 miles, yet even short distance moves often delayed progress and disrupted program participation. Although residential mobility did not hinder persistence in all programs, it is part of a constellation of poverty-related problems (e.g., poor health, lack of child care and transportation) that pose challenges for learners to attend classes regularly and meet their educational goals. Key Implications Adult educators have typically tried to improve persistence by changing adult learners' attitudes (e.g. increasing motivation) or the program itself. However, situational factors and community conditions such as lack of affordable housing and well-paying jobs substantially limit the life chances and educational progress of poor and working-class families. To enhance families' residential stability and persistence, programs should help participants access housing assistance services, develop a plan with learners to pursue self-study and minimize disruption following a move, work with school teachers to help children adjust after a school change, coordinate with housing advocacy organizations, and advocate for affordable housing and other policies that benefit poor and working-class families.

Quality teaching affects the performance of learners across the disciplines. This study would like to explore the different teaching styles used by the professors that is prevalent in the Master in Physical Education (MPE) program and the effects of the teaching styles in their profession. The qualitative and quantitative design was utilized by the researchers in gathering and finding the results of the study. It was found out that the teaching style that is prevalent in the MPE program was consistent and intertwined relative to the delivery of instruction in the program used by the professors. Lastly, the use of indirect teaching using the Mosston’s Spectrums were vital to the improvement of the performance of the learners.

Formålet med denne masterutredningen er å få innsikt i hvilke sammenhenger det er mellom en leders grad av politiske ferdigheter, relasjonen med de ansatte (LMX) og utnyttelse av potensial, tillit og motivasjon blant de ansatte i en organisasjon. Teorien legger frem at politiske ferdigheter er viktigere for jobbsuksess i dag enn noen gang før. Jeg ønsker dermed i denne studien å finne hvilken betydning politiske ferdigheter har i organisasjoner i dag. Studien sitt empiriske grunnmateriale ble innhentet gjennom kvantitativ tilnærming hvor utvalget besto av tre ulike bedrifter. Totalt ble undersøkelsen besvart av 88 respondenter Funnene i denne studien viste en positiv korrelasjon mellom høy grad av politiske ferdigheter hos en leder og en ansatt sin oppfattelse av utnyttet potensial, tillit til lederen og deres motivasjon. Det ble derimot ikke bekreftet at LMX hadde en modererende effekt på forholdet mellom politiske ferdigheter og utnyttelse av potensial, tillit og motivasjon. Gener...

The paper is derived from a study that examined use of children's lens in a reflective teaching approach to enhance their learning of social emotional competences (SECs) in Molo Sub-County. The sample comprised of 73 children and 4 teachers where, 37 children and 2 teachers were in the intervention class and 36 children and 2 teachers were in the control class. The study employed a quasiexperimental design with pretest posttest model with a training module for teachers, a semi-structured interview schedule and documentary analysis schedule for teachers and a Devereux Student Strengths Assessment (DESSA) for the children. The two preschool teachers in the intervention class were trained and later guided on how to use children's lens in a reflective teaching approach. They provided explicit lessons that teach preschool children's SECs at the same time finding opportunities for them to strengthen their use throughout the school day. Teachers administrated DESSA pretest and posttest to all the children in the sample between a time space of three months. The children's SECs scores were converted to Standard T-scores and analysed. A statistically significant difference in children's SECs scores was established using an ANCOVA test. Further, it was found that children's social emotional cognitive schema grew and developed. At the same time, preschool teachers also' grew and developed professionally. It is recommended that teachers in preschools in the Sub-County need training and guidance on the use of children's lens in a reflective teaching approach on children's SECs. This would happen through workshops on the use of children's lens in reflective teaching approach, use of children's lens in reflective teaching approach seminars and use of children's lens in reflective teaching approach in-service training. In order to have a local resource for teachers in the Sub-County, use of children's lens in reflective teaching approach and children's SECs research findings and related scholarly literature should be availed in preschools libraries and resource centers.

De viktigste årsaksfaktorene som ble funnet og som bidrar til å forklare at det er en forhøyet risiko for utenlandske arbeidere å bli rammet av arbeidsulykker innen bygg og anlegg var: - Utilstrekkelig risikostyring opp mot de risikofaktorene som er knyttet til utenlandske arbeidere anses å være en dominant årsaksfaktor til ulykker med denne gruppen i bygg og anlegg. Disse risikofaktorene er blant annet: kommunikasjonsproblemer, mangel på opplæring, overtidsarbeid og boforhold. - Fravær av engasjement og forpliktelse til sikkerhet blant ledere overfor utenlandske arbeidere som gjør de mer tilbøyelig til å ta risiko og bryte regler. - Mangel på opplæring av arbeidsoppgaver og sikkerhetsopplæring. Mange av de utenlandske som skader seg mangler sikkerhetsopplæring. - Mangel på operativ ledelse fremstår som en tydelig årsaksfaktor. Å ha operativ ledelse til stede overfor utenlandske arbeidere som ofte mangler opplæring og har problemer med å forstå arbeidsoppgaver/ sikkerhetsinstrukser ...

Libraries use orientation as one of the marketing tools to introduce their clientele and potential patrons to the services and resources at their disposal. However, the means to measure the impact of the orientation programme is not clear as students still find it difficult to use the library effectively; based on this, the study investigated the effectiveness of present-day library orientation methods and their impact on students of the Law Faculty of KNUST library usage. Using a quantitative case study design, the study involved a randomly selected sample of 200 undergraduates out of a population of 721 students from the Law Faculty for the 2017/2018 academic year. Data were analysed using STATA and presented through both simple descriptive and inferential statistics. The findings were that most of the students indicated that information about the library; its resources and services were valuable. Specifically, the study revealed that participants were satisfied with the informati...

Gjennom en kombinasjon av spørreskjema, dybdeintervjuer og en erfaringskonferanse har vi forsøkt å kartlegge hvordan BHT bidrar til et inkluderende arbeidsliv i virksomhetene. De fleste virksomheter har blitt IA-bedrifter ganske nylig og erfaringene er derfor begrenset mange steder. Svarene i undersøkelsen reflekterer derfor kanskje mer entusiasme og forventninger til IA enn erfaringer. De viktigste konklusjonene, med disse ovennevnte begrensningene, vi kan trekke til nå er at BHT har engasjert seg i IA-arbeidet. De bidrar med sin kompetanse. IA ser ut til å bli et viktig område for BHT. Foreløpig ser det ikke ut til at IA arbeidet går ut over det forebyggende HMS arbeidet. Tross mye bekymring på forhånd ser det ut til at samhandlingen mellom virksomheter, BHT og arbeidslivssentre går ganske bra de fleste steder. Det har vaert gjort mye for å hindre at arbeidslivssentrene skal ta oppgaver fra BHT ved at de tilbyr gratis tjenester til virksomhetene i konkurranse med BHT, som må ta seg betalt for sine. Det er for eksempel opprettet en rekke samhandlingsfora i regi av arbeidslivssentrene rundt om i landet. Om det gode samarbeidet varer ved gjenstår å se. Til nå har arbeidslivssentrene vaert mest opptatt av å få flest mulig IA avtaler på plass. Nå skal avtalene fylles med innhold, og da kan faren for interessekollisjon med BHT øke. IA-arbeidet har satt fart i bedriftsintern attføring. Lederansvaret er blitt tydeligere med mer systematikk og åpenhet, men fortsatt gjenstår det mye arbeid, kanskje spesielt på virksomhetenes egeninnsats. Arbeidslivssentrenes kontaktpersoner og de økonomiske støtteordningene tillegges vekt. Trygderefusjonsordningen for BHT fungerer bedre enn den gjorde i begynnelsen. På tross av stor entusiasme og mye godt arbeid som gjøres i mange bedrifter, må vi likevel fastslå at IA avtalen til nå, nasjonalt sett, ikke har ført til noen overbevisende effekt på verken sykefravaer eller utstøting. Avtalen i sin nåvaerende form, ser heller ikke ut til å vaere saerlig egnet til å rekruttere personer med nedsatt funksjonsevne til arbeidslivet.

Oppslutningen om arbeidstakerorganisasjoner går tilbake i mange land. Også i Norge har organisasjonsgraden falt de siste tiårene. Vi bruker registerbaserte data for å studere utviklingen i Norge fra 1996 til 2012, en periode med konjunktursvingninger, endringer i naeringsstruktur og arbeidsinnvandring. Drives endringene i organisasjonsgrad først og fremst av nykommere som unge og innvandrere i arbeidsmarkedet? Resultatene viser at nedgang i organisasjonsgrad ikke skjer blant de yngste, men i aldersgruppen 35-49 år, og at innvandring bare forklarer en liten del av nedgangen. Strukturelle endringer, som endringer i naeringsstruktur og bedriftsstørrelse, betyr langt mer for nedgangen i oppslutning om arbeidstakerorganisasjonene.

We statistically examined 295 low-literacy adults&#39; oral reading fluency measured by total word and word error rates with connected prose. Based on four fluency ability groupings in relation to standardized assessments of reading-related skills (e.g., phonemic awareness, word recognition, vocabulary, comprehension, and general ability) the results suggest that adults that read at comparable correct word rates vary significantly in the number of total words and word errors. These differences were independent of assessed general ability level. Total word and word error rates, thus, offer a picture of learner reading ability that can help instructors emphasize instruction in deficit reading components.

Dersom vi skal klare å redusere klimautslippene tilstrekkelig er karbonsterke næringer nødt til å fases ut og det må tilrettelegges for at nye bærekraftige næringer kan vokse. Olje og gassindustrien er en kilde til store klimautslipp, men i Norge er industrien den viktigste kilden til arbeidsplasser, statlige inntekter og økonomisk vekst. Det er derfor politisk svært krevende å fase ut produksjon av olje og gass dersom man ikke samtidig får på plass nye næringer som kan gi arbeidsplasser og opprettholde en positiv økonomisk utvikling. På grunn av norske olje- og gassvirksomheters avanserte teknologiske kompetanse og innovasjonsferdigheter i operasjoner til havs har etablerte olje og gassvirksomheter begynt å se på mulighetene i markedet for havvind. I løpet av de to siste tiårene har havvind vokst til å bli en viktig kilde til kraftproduksjon, og vindturbiner til havs har utviklet seg til å bli verdens største roterende maskinene. Norske interesser i havvindindustrien kn...

The 2019 Learning and Work Institute English, Maths and ESOL Conference took place on the 4th December 2019 with the theme ‘No one left behind’. I was invited to take part in a panel to look at the progress that has been made since the Moser Report 1999. Statistics presented in the keynote and opening address were depressing: a decline of 40% in participation in adult literacy and numeracy since 2011/12 (LWI, 2019). In ESOL, we know that there has been a reduction of ESOL funding by 60% when comparing figures in 2009 with those in 2016, and participation fell from 180,000 in 2009/10 to 100,000 in 2015/16 (House of Commons Library, 2017, p. 7). Furthermore, evidence shows that those lacking in basic skills are also likely to have low basic digital skills (Good Things Foundation, 2018) It was easy for me to deduce that there had been a downward trend and to be concerned about the future of adult skills.

Nafisah is the National Co-Chair for NATECLA (National Association for Teaching English and Community Languages to Adults) and Head of Life Skills and Community at ELATT, an education charity in London. She has worked with the third sector, adult and community learning (ACL), the government and local authorities. Her doctoral research about the experiences of migrant women who are settling into UK society, focused on how social interactions in English affected their perception of their own belonging.

  The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) quest...

School inspection is one of the mechanisms that governments use to ensure accountability to the public in terms of the value for money invested in the education systems, and to improve the education quality and in schools. The study investigated the effectiveness of school inspection in staff development in secondary schools in Wakiso District, Uganda. A mixed methods approach was used involving phenomenology and survey designs. Findings revealed that school inspection was weak in facilitating staff development in secondary schools because the process lacked the evaluative component in regard to teacher classroom practices, provision of adequate feedback and in post-inspection follow up. The study recommends that inspectors undergo further training to acquire requisite knowledge, skills and attitudes that are consistent with modern trends.

The success of every society depends on the quality and quantity of education of its citizens. Literacy centers were established mainly to empower adult members with the right type of literacy and functional education needed for their improvement. This review attempts to highlight the mechanisms of participation for sustainable adult literacy and skill acquisition program. This review considered the concept of adult literacy and skill acquisition participation mechanisms. Relevant literature was identified and scrutinized. These mechanisms are not entirely new but are often neglected and improperly utilized, mainly because the practitioners are less motivated to care about them. Results indicate that the rate of adult participation in many countries across the globe seems not to be hopeful especially the developing countries. The concept of participation, type, role, and factors that inhibit/ facilitate sustainability in adult literacy and skills acquisition programs, were discussed. This review pointed out that barriers such as situational, institutional, and dispositional are some of the principal inhabitants to participation in adult education. Lastly, the connection between participation and sustainability was deliberated. This was flowed by suggestions on how to improve participation for the sustainability of adult literacy program(s). However, additional studies are required on the subject of adult literacy, because the topic is suffering neglect in educational research.

Oppslutningen om arbeidstakerorganisasjoner går tilbake i mange land. Også i Norge har organisasjonsgraden falt de siste tiårene. Vi bruker registerbaserte data for å studere utviklingen i Norge fra 1996 til 2012, en periode med konjunktursvingninger, endringer i naeringsstruktur og arbeidsinnvandring. Drives endringene i organisasjonsgrad først og fremst av nykommere som unge og innvandrere i arbeidsmarkedet? Resultatene viser at nedgang i organisasjonsgrad ikke skjer blant de yngste, men i aldersgruppen 35-49 år, og at innvandring bare forklarer en liten del av nedgangen. Strukturelle endringer, som endringer i naeringsstruktur og bedriftsstørrelse, betyr langt mer for nedgangen i oppslutning om arbeidstakerorganisasjonene.

Vi undersøker om organisasjonsgraden på arbeidsplassen har betydning for fagorganisering blant unge, nyansatte arbeidstakere. Vi bruker registerdata fra SSB som omfatter sysselsatte i to tidsperioder: 2006-07 og 2016-17. Våre funn viser at yngre arbeidstakere organiserer seg hvis de får jobb på en arbeidsplass der det er vanlig å vaere organisert. Naermere bestemt bidrar et økt nivå på organisasjonsgraden i virksomheten til økt sannsynlighet for at nyansatte fagorganiserer seg. Vi finner dermed støtte for hypotesen om at valget om å organisere seg avhenger av tradisjonen på arbeidsplassen.

The historical spaces of this twentieth century have been inhabited, in unprecedented numbers, by those fleeing war, poverty and famine. Their sense of rootlessness, as well as their struggle to find voice, meaning and balance in their new lives can be regarded as a metaphor for the (post-)modern urban condition. This immigrant/refugee experience has created complex transformations in all metropolitan centres around the world, but especially in those western countries which encourage immigration and offer a sense of possibility and hope for the displaced. Canada is one such country. Furthermore, the Canadian societal fabric is built upon the notion of a multicultural mosaic where, at least officially, the maintenance of minority languages and cultures is encouraged in most Canadian provinces. In the province of Ontario, the Heritage Languages Program (HLP) was established in 1977 in order to provide classes in the languages and cultures of minority language children for the purpose of promoting a sense of self-esteem and a fuller understanding of respective cultural backgrounds. Nevertheless, there is much ambivalence about issues regarding cultural and linguistic diversity in Canadian society, and therefore the HLP is still located on the margins of mainstream schooling. The purpose of this article is to tell the educational stories of those who teach at the crossroads of cultures and who search for a sense of home within their schools-specifically, those who teach heritage languages in Toronto. The intention is to create a space in which the voices of these marginalized teachers can be heard within the mainstream educational context. It is in the telling and reconstructing of these cultural narratives, from the perspective of the author's own minority language childhood educational experiences, that she explores more deeply the heritage language teaching enterprise and its location within the multicultural reality of Metropolitan Toronto. The struggle to establish a sense of professional identity, to find a voice, and to claim a physical and psychological space in schools is a thread that has woven its way throughout this inquiry on heritage language teaching and learning. Copyright

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised actionoriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. Thus, this study aims to produce a feasible computerized grading system that will address these issues and problems encountered by the teachers in recording and monitoring grades. The developed K12 Senior High School Students Academic Performance Monitoring System for Private Institutions with Decision Support System was compliant with ISO 25010 quality standards as assessed by SHS Principal, SHS Faculty/ Teachers, and IT Experts. The developed system followed the policy and guidelines set by the departmen...

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised actionoriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised actionoriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

Company, which included a subcontract with Portland State University. Joseph Perez served as the Contracting Officer&#39;s Representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. For the reader&#39;s convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute the Department&#39;s endorsement. Availability of Alternate Formats: Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate Format Center by calling 202-260-0852 or by contacting the 504 coordinator via email at [email protected]. About the Author Dr. Reder earned his PhD from Rockefeller University in 1977, and for the ne...

Scholars have produced a substantial body of research to analyze how school leaders can change their schools in challenging circumstances to improve organizational conditions, professional relationships, teaching and learning practices, and student outcomes. The main purpose of this paper is to analyze the complex structure of leadership in the learning area that has been created, as a consequence of Chilean educational policy, between principals and Heads of Technical Pedagogical Units (HTPUs). Chile has defined a particular leadership role within school organizations denominated Head of Technical Pedagogical Units (HTPU). This study used a multi-method approach, employing both qualitative and quantitative methods, to understand the leadership relationship between principals and HTPUs. The data results show that HTPUs have had to share leadership with principals, a phenomenon referred to as a bicephalous structure. This situation has resulted in a division of tasks and roles, and thus has introduced more complexity into the school context and an unproductive relationship in terms of leadership for learning. Distributed leadership should be considered as a real alternative to deal effectively with the bicephalous structure of leadership found in the Chilean scenario. During the last few decades educational leadership has become a relevant subject for many researchers. The literature is concentrated on investigating the relationship between school leaders' performance and student outcomes at organizational levels. In other words, educational leadership is aligned with understanding the crucial relationship between leadership and learning within schools. In schools there is a tendency to reflect on teaching practices and leadership practices at both macro-and micro-levels to improve student outcomes. Researchers have produced a substantial body of literature to analyze how school leaders can change their schools in challenging circumstances to improve student outcomes. This paper assumes an indispensable connection between school leaders and school effectiveness.

This work has been produced by the Australian Council for Educational Research (ACER) on behalf of the OECD. Funding was provided through the OECD. The views and opinions expressed in this document are those of the authors/project team and do not necessarily reflect the official views of the OECD or of its member countries. You can copy, download or print the content for your own use, and you can include excerpts provided that suitable acknowledgement of the OECD as source and copyright owner is given.

The present study was designed to explore the factors that responsible for the relapse into basic literacy skills of adult neo-literates. This qualitative study utilized strategies, including: a survey, interviews, focused group discussions, artifacts, and observations. Random and criterion sampling techniques were applied. The data was analyzed by sorting, coding, and categorizing the views of the respondents. The study explored these three problems areas: the implementation of a literacy program, addressing the needs and aspirations of adult female neo-literates and the teachers' delivery of the courses. The results of this inquiry identified key factors tied to the three problem areas: the teachers were inadequately trained and failed to observe the basic standards of courtesy and respect for the learners. The courses ran at inappropriate times, were too short and used inadequate accommodation. While not excessively difficult, the materials used were not related to the real needs of the learners who wished, in the main, for literacy skills in relation to income generating activities. There was a need for increased opportunities to practise the skills taught and follow up courses were required.