Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23008
Daniel B. Kileo, Adam J. Chidyau, Timothy Mandila
This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School. Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.
{"title":"Vastness of Teachers' Awareness of Students with Special Needs at St. Pamachius Inclusive Secondary School in Hai District, Tanzania","authors":"Daniel B. Kileo, Adam J. Chidyau, Timothy Mandila","doi":"10.24940/ijird/2023/v12/i9/sep23008","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23008","url":null,"abstract":"This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School. \u0000Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"51 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23024
Lucian I. Mlay, Emmanuel Kileo, Timothy Mandila
The study investigated the availability and influence of English textbooks on teaching and learning effectiveness in community secondary schools in Rombo District in Kilimanjaro region. The study was guided by the System Resource Theory on Organizational Effectiveness developed by Yutchman and Seashore (1967). A convergent parallel design involves a collection of both quantitative and qualitative data from 150 respondents, including 10 heads of schools, 20 English subject teachers, and 120 students, obtained through purposive and stratified random sampling techniques. Data were collected through questionnaires, interview schedules, and documentary reviews whose validity and reliability were established. Descriptive and inferential statistics were used to analyze quantitative data, which were summarized into frequency and percentage. The study found that the policy of student – English textbook policy ratio is implemented by different means, including encouraging teachers to use the available English textbooks, providing English textbooks in schools, giving homework to students, and improving the learning process in various ways, such as testing students after reading a passage, giving assignment, instruction and activities to students. The study concluded that, despite the shortage of English textbooks in community secondary schools, their existence brings effective learning and teaching in English language subjects. The study recommended that the government should provide enough English textbooks to the community secondary schools to ensure a good student-English textbooks ratio policy is achieved. Also, heads of schools should provide clinical supervision to teachers to exhaust English textbooks during the teaching process since some schools have textbooks that are not utilized effectively in teaching and learning activities.
{"title":"Availability of English Textbooks on Influencing Teachers' Effectiveness in Community Secondary Schools in Rombo District, Tanzania","authors":"Lucian I. Mlay, Emmanuel Kileo, Timothy Mandila","doi":"10.24940/ijird/2023/v12/i9/sep23024","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23024","url":null,"abstract":"The study investigated the availability and influence of English textbooks on teaching and learning effectiveness in community secondary schools in Rombo District in Kilimanjaro region. The study was guided by the System Resource Theory on Organizational Effectiveness developed by Yutchman and Seashore (1967). A convergent parallel design involves a collection of both quantitative and qualitative data from 150 respondents, including 10 heads of schools, 20 English subject teachers, and 120 students, obtained through purposive and stratified random sampling techniques. Data were collected through questionnaires, interview schedules, and documentary reviews whose validity and reliability were established. Descriptive and inferential statistics were used to analyze quantitative data, which were summarized into frequency and percentage. The study found that the policy of student – English textbook policy ratio is implemented by different means, including encouraging teachers to use the available English textbooks, providing English textbooks in schools, giving homework to students, and improving the learning process in various ways, such as testing students after reading a passage, giving assignment, instruction and activities to students. The study concluded that, despite the shortage of English textbooks in community secondary schools, their existence brings effective learning and teaching in English language subjects. The study recommended that the government should provide enough English textbooks to the community secondary schools to ensure a good student-English textbooks ratio policy is achieved. Also, heads of schools should provide clinical supervision to teachers to exhaust English textbooks during the teaching process since some schools have textbooks that are not utilized effectively in teaching and learning activities.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/ojssep23004
Adelini J. Ngowi, Dr. Victorini Salema, Dr. Gadi Koda
This study examined awareness among university students in compliance with loan application requirements in the Northern zone of Tanzania. The study was guided by the human capital theory by Gary Backer (1964). The study employed a convergent design under a mixed-methods research approach. The target population of the study was 11 universities, 3000 Second year undergraduate university students, 5 HESLB Personnel, 11 loan Officers represented HESLB at each university used in the study, and 11 Ministers of finance from the students' government from selected universities in the Northern Zone of Tanzania. Probability and non-probability sampling techniques were employed to obtain a sample of 300 second-year undergraduate students, 4 universities/colleges, 4 Ministers of Finances from the Student Government, and 3 loan officers who represent the HESLB in each University used in the study. The study engaged questionnaires, a document analysis guide, and an interview guide to collect data for the study. Content and face validity were ensured by MWECAU research experts. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient, whereby r= 0.757 from students, whereas qualitative data were established through peer debriefing and triangulation. Descriptive statistics with the aid of the (SPSS) version 22 was used to analyze quantitative data and qualitative data were analyzed thematically by transcribing the information, coding, and themes supported with direct quotations. The study found that the criteria employed by HESLB had been achieved to a low extent in informing students about loan application requirements. The study concludes that the majority of university students had limited awareness of loan application requirements, possessing knowledge only about a few specific aspects of loan application requirements. The study recommended that HESLB should conduct a comprehensive review of the loan eligibility criteria to address diverse concerns among university students.
{"title":"Examination of Awareness among University Students in Compliance with Loan Application Requirements in the Northern Zone of Tanzania","authors":"Adelini J. Ngowi, Dr. Victorini Salema, Dr. Gadi Koda","doi":"10.24940/ijird/2023/v12/i9/ojssep23004","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/ojssep23004","url":null,"abstract":"This study examined awareness among university students in compliance with loan application requirements in the Northern zone of Tanzania. The study was guided by the human capital theory by Gary Backer (1964). The study employed a convergent design under a mixed-methods research approach. The target population of the study was 11 universities, 3000 Second year undergraduate university students, 5 HESLB Personnel, 11 loan Officers represented HESLB at each university used in the study, and 11 Ministers of finance from the students' government from selected universities in the Northern Zone of Tanzania. Probability and non-probability sampling techniques were employed to obtain a sample of 300 second-year undergraduate students, 4 universities/colleges, 4 Ministers of Finances from the Student Government, and 3 loan officers who represent the HESLB in each University used in the study. The study engaged questionnaires, a document analysis guide, and an interview guide to collect data for the study. Content and face validity were ensured by MWECAU research experts. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient, whereby r= 0.757 from students, whereas qualitative data were established through peer debriefing and triangulation. Descriptive statistics with the aid of the (SPSS) version 22 was used to analyze quantitative data and qualitative data were analyzed thematically by transcribing the information, coding, and themes supported with direct quotations. The study found that the criteria employed by HESLB had been achieved to a low extent in informing students about loan application requirements. The study concludes that the majority of university students had limited awareness of loan application requirements, possessing knowledge only about a few specific aspects of loan application requirements. The study recommended that HESLB should conduct a comprehensive review of the loan eligibility criteria to address diverse concerns among university students.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"45 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23009
Aremu Mark Olawumi Kofi, Kennedy Ayim Adjei, Dominic Aboah
This paper examines the implications of freedom of association and staff union membership at Technical Universities (TUs) in Ghana on institutional management and organization. It focuses specifically on the case of Takoradi Technical University. The paper outlines the staff classification at TUs into four categories: senior member teaching, senior member non-teaching, senior staff and junior staff. It analyzes the membership criteria of the main staff unions - TUTAG, TUSAAG, TUWAG, and TUAAG. The analysis shows that while TUSAAG's membership aligns with the staff classifications, TUWAG and TUAAG have unrestricted membership across categories. The paper argues that unregulated union membership across staff classes undermines orderly union-management relations and negotiations at TUs. It makes it difficult for union leaders to properly articulate and represent the specific demands and undertakings of the different staff classes. This negatively impacts institutional harmony and organized decision-making. The paper recommends that union membership and representation at TUs should be realigned to reflect the staff classifications outlined in institutional regulatory documents. It concludes that while freedom of association is a guaranteed right, its application should not conflict with statutory guidelines for the purpose of institutional harmony and effective management.
{"title":"Freedom of Association and Staff Union Membership at the Technical Universities (TUs) in Ghana, the Implication on Institutional Management and Organization: A Case of Takoradi Technical University","authors":"Aremu Mark Olawumi Kofi, Kennedy Ayim Adjei, Dominic Aboah","doi":"10.24940/ijird/2023/v12/i9/sep23009","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23009","url":null,"abstract":"This paper examines the implications of freedom of association and staff union membership at Technical Universities (TUs) in Ghana on institutional management and organization. It focuses specifically on the case of Takoradi Technical University. The paper outlines the staff classification at TUs into four categories: senior member teaching, senior member non-teaching, senior staff and junior staff. It analyzes the membership criteria of the main staff unions - TUTAG, TUSAAG, TUWAG, and TUAAG. The analysis shows that while TUSAAG's membership aligns with the staff classifications, TUWAG and TUAAG have unrestricted membership across categories. The paper argues that unregulated union membership across staff classes undermines orderly union-management relations and negotiations at TUs. It makes it difficult for union leaders to properly articulate and represent the specific demands and undertakings of the different staff classes. This negatively impacts institutional harmony and organized decision-making. The paper recommends that union membership and representation at TUs should be realigned to reflect the staff classifications outlined in institutional regulatory documents. It concludes that while freedom of association is a guaranteed right, its application should not conflict with statutory guidelines for the purpose of institutional harmony and effective management.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"32 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23016
Juliet Otoo, Alfred Addy, Prince Opuni Frimpong, George Benneh Mensah
The paper on knowledge gaps, remediation and curricula design in childhood blindness: the case for nursing and midwifery professional training in Ghana provides a comprehensive analysis of the global evidence and findings related to childhood blindness. The authors effectively contextualize the topic within the specific context of Ghana, highlighting the need for nursing and midwifery professionals to receive adequate training to address knowledge deficits and provide appropriate care for blind children. The paper is well-researched and informative and presents a compelling argument for improving professional training in the field of nursing and midwifery.
{"title":"Knowledge Gaps, Remediation and Curricula Design in Childhood Blindness: The Case for Nursing and Midwifery Professional Training in Ghana","authors":"Juliet Otoo, Alfred Addy, Prince Opuni Frimpong, George Benneh Mensah","doi":"10.24940/ijird/2023/v12/i9/sep23016","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23016","url":null,"abstract":"The paper on knowledge gaps, remediation and curricula design in childhood blindness: the case for nursing and midwifery professional training in Ghana provides a comprehensive analysis of the global evidence and findings related to childhood blindness. The authors effectively contextualize the topic within the specific context of Ghana, highlighting the need for nursing and midwifery professionals to receive adequate training to address knowledge deficits and provide appropriate care for blind children. The paper is well-researched and informative and presents a compelling argument for improving professional training in the field of nursing and midwifery.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23002
Demsa Simbolon, Indah Vita Anggraini
Background: One of the causes of the double burden of nutrition problems in Indonesia is the early feeding of complementary feeding. The practice of providing complementary feeding in several countries, including Indonesia, has not reached the target and it is not yet known the magnitude of the probability of complementary feeding not following the recommendations in Indonesia based on national survey data. Objective. To identify the risk factors for the failure of Infant and Young Child Feeding (IYCF) practice in urban and rural NTT. Objectives: This study aims to determine the Probability of inappropriate complementary feeding practices in Children aged 6-23 Months in Indonesia and the factors that influence it. Methods: The research design uses cross-sectional studies. The data is sourced from the 2017 Indonesian Health Demographic Survey (IDHS) results. The sample was selected from women of childbearing age in IDHS 2017, namely women of childbearing age aged 15-49 years who had children aged 6-23 months who met the inclusion and exclusion criteria of 4,985 children. The data were analysed using multivariate logistic regression. Results: The practice of giving complementary feeding according to recommendations in children aged 6-23 months in Indonesia is only 55.53%. Socio-economic status is very poor (p= 0.000; OR=1.785; 95% CI 1.44-2.213), rural residence (p= 0.000; OR=1.168; 95% CI 1.025-1.33), lower education (p= 0.002; OR=1.398; 95% CI 1.149-1.702), and grande multipara parity (p= 0.001; OR=1.57; 95% CI 1.238-1.992) is significantly associated with the practice of giving complementary feeding not by the recommendations. Conclusions: The probability of the practice of giving complementary feeding is not by the recommendation of 86% due to the socio-economic status of very poor families living in rural areas, low maternal education levels, and mothers with grande-multipara parity. It is necessary to improve the socio-economics of the family through the empowerment of mothers and families, increase access to health services in rural areas, improve maternal education through various programs, and intensify family planning programs to limit the number of children in the family.
背景：造成印度尼西亚营养问题双重负担的原因之一是过早喂养辅食。包括印尼在内的一些国家提供辅食的做法尚未达到目标，而根据全国调查数据，印尼不按建议提供辅食的概率有多大尚无定论。 目标。确定印尼全国各地城市和农村地区婴幼儿喂养（IYCF）实践失败的风险因素。目标：本研究旨在确定印度尼西亚 6-23 个月婴幼儿辅食喂养不当的概率及其影响因素。研究方法：研究设计采用横断面研究。数据来源于2017年印度尼西亚健康人口调查（IDHS）结果。样本选自2017年IDHS中的育龄妇女，即年龄在15-49岁之间、有6-23个月子女的育龄妇女，符合纳入和排除标准的儿童有4985名。数据采用多元逻辑回归法进行分析。 结果显示在印度尼西亚，根据建议给 6-23 个月大儿童添加辅食的比例仅为 55.53%。社会经济地位极差（p= 0.000；OR=1.785；95% CI 1.44-2.213）、居住在农村（p= 0.000；OR=1.168；95% CI 1.025-1.33）、受教育程度较低（p= 0.002；OR=1.398；95% CI 1.149-1.702）和多胎妊娠（p= 0.001；OR=1.57；95% CI 1.238-1.992）与按照建议添加辅食的做法显著相关。结论由于生活在农村地区的极度贫困家庭的社会经济地位、产妇受教育水平低以及母亲为大-多胎妊娠，给予辅食的概率没有达到建议的 86%。有必要通过增强母亲和家庭的权能来改善家庭的社会经济状况，增加农村地区获得保健服务的机会，通过各种方案改善产妇教育，并加强计划生育方案以限制家庭子女数量。
{"title":"Probability of Inappropriate Complementary Feeding Practices on Children Aged 6-23 Months in Indonesia: Results of Indonesian Demographic Health Survey in 2017","authors":"Demsa Simbolon, Indah Vita Anggraini","doi":"10.24940/ijird/2023/v12/i9/sep23002","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23002","url":null,"abstract":"Background: One of the causes of the double burden of nutrition problems in Indonesia is the early feeding of complementary feeding. The practice of providing complementary feeding in several countries, including Indonesia, has not reached the target and it is not yet known the magnitude of the probability of complementary feeding not following the recommendations in Indonesia based on national survey data. \u0000Objective. To identify the risk factors for the failure of Infant and Young Child Feeding (IYCF) practice in urban and rural NTT. \u0000Objectives: This study aims to determine the Probability of inappropriate complementary feeding practices in Children aged 6-23 Months in Indonesia and the factors that influence it. \u0000Methods: The research design uses cross-sectional studies. The data is sourced from the 2017 Indonesian Health Demographic Survey (IDHS) results. The sample was selected from women of childbearing age in IDHS 2017, namely women of childbearing age aged 15-49 years who had children aged 6-23 months who met the inclusion and exclusion criteria of 4,985 children. The data were analysed using multivariate logistic regression. \u0000Results: The practice of giving complementary feeding according to recommendations in children aged 6-23 months in Indonesia is only 55.53%. Socio-economic status is very poor (p= 0.000; OR=1.785; 95% CI 1.44-2.213), rural residence (p= 0.000; OR=1.168; 95% CI 1.025-1.33), lower education (p= 0.002; OR=1.398; 95% CI 1.149-1.702), and grande multipara parity (p= 0.001; OR=1.57; 95% CI 1.238-1.992) is significantly associated with the practice of giving complementary feeding not by the recommendations. \u0000Conclusions: The probability of the practice of giving complementary feeding is not by the recommendation of 86% due to the socio-economic status of very poor families living in rural areas, low maternal education levels, and mothers with grande-multipara parity. It is necessary to improve the socio-economics of the family through the empowerment of mothers and families, increase access to health services in rural areas, improve maternal education through various programs, and intensify family planning programs to limit the number of children in the family.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"39 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23025
Sunday Akinwale Oloyede
The paper discusses the significance of funding in the administration of Christian Higher Education (CHE) institutions, including universities and seminaries. It highlights the challenges faced by these institutions due to their reliance on private funding sources, as they do not receive government support. The challenges include a decrease in the quality and standard of education, changes in the perception of education, disruptions to institutional goals, and issues related to responsibility and control. However, the paper also explores the prospects of fund generation for CHE institutions, emphasizing the need for proactive approaches to address financial challenges. These prospects include achieving institutional goals, effective administration, improving the quality of personnel and infrastructure, and global relevance. The paper recommends that CHE institutions should explore alternative funding sources such as alumni support, endowments, donations, and research grants. It also suggests diversifying financing and engaging in institutional investments and business ventures without losing focus on institutional mission and vision. The paper emphasizes the importance of fostering good working relationships with all stakeholders, both within and outside the institution. In conclusion, the paper underscores the critical role of funding in CHE institutions and provides recommendations for addressing funding challenges and harnessing funding prospects to enhance the quality of Christian higher education.
{"title":"Challenges and Prospects of Fund Generation in Christian Higher Education Administration","authors":"Sunday Akinwale Oloyede","doi":"10.24940/ijird/2023/v12/i9/sep23025","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23025","url":null,"abstract":"The paper discusses the significance of funding in the administration of Christian Higher Education (CHE) institutions, including universities and seminaries. It highlights the challenges faced by these institutions due to their reliance on private funding sources, as they do not receive government support. The challenges include a decrease in the quality and standard of education, changes in the perception of education, disruptions to institutional goals, and issues related to responsibility and control. However, the paper also explores the prospects of fund generation for CHE institutions, emphasizing the need for proactive approaches to address financial challenges. These prospects include achieving institutional goals, effective administration, improving the quality of personnel and infrastructure, and global relevance. The paper recommends that CHE institutions should explore alternative funding sources such as alumni support, endowments, donations, and research grants. It also suggests diversifying financing and engaging in institutional investments and business ventures without losing focus on institutional mission and vision. The paper emphasizes the importance of fostering good working relationships with all stakeholders, both within and outside the institution. In conclusion, the paper underscores the critical role of funding in CHE institutions and provides recommendations for addressing funding challenges and harnessing funding prospects to enhance the quality of Christian higher education.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23026
Omolola, R. Akinlalu, Folorunso, Awoseyila, Dr. Sina B. Johnson
This study attempted to determine ergonomic analysis in logging operations in Onigambari Forest Reserve. It specifically examined the risk factors associated with logging operations in the study area. The study used a reconnaissance to obtain data from 51 loggers who were available in the forest reserve using a checklist. Data collected were analyzed using descriptive statistics such as frequency count, tables and charts to achieve the study objectives. Our results showed that awareness of standard rules and safety regulations fell short of expectations, while the employers did not provide the necessary information and protective gadgets. Noise assessment showed that all workers were exposed to noise, but just 2% reported effects of noise on their work, while 21.6% reported effects of noise on their health. The study found that none of the workers had ever gone for an audiometry test. The workers agreed that accidents could affect their work; felling and breaking of tree branches were reported as the most common accidents, although worker carelessness was also reported to be a major cause, 56.9% of the workers were exposed to vibrations, of these, 39.2% were exposed to whole body vibration. 19.6% were exposed to hand-arm vibration. The study concludes and recommends that first aid boxes equipped with the necessary drugs be provided to limit, reduce and curb minor injuries from becoming complex ones. Personal protective should always be worn by loggers or operators for preventive measures as well as a reduction in hours worked per day.
{"title":"Ergonomic Analysis of Logging Operations in Onigambari Forest Reserve","authors":"Omolola, R. Akinlalu, Folorunso, Awoseyila, Dr. Sina B. Johnson","doi":"10.24940/ijird/2023/v12/i9/sep23026","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23026","url":null,"abstract":"This study attempted to determine ergonomic analysis in logging operations in Onigambari Forest Reserve. It specifically examined the risk factors associated with logging operations in the study area. The study used a reconnaissance to obtain data from 51 loggers who were available in the forest reserve using a checklist. Data collected were analyzed using descriptive statistics such as frequency count, tables and charts to achieve the study objectives. Our results showed that awareness of standard rules and safety regulations fell short of expectations, while the employers did not provide the necessary information and protective gadgets. Noise assessment showed that all workers were exposed to noise, but just 2% reported effects of noise on their work, while 21.6% reported effects of noise on their health. The study found that none of the workers had ever gone for an audiometry test. The workers agreed that accidents could affect their work; felling and breaking of tree branches were reported as the most common accidents, although worker carelessness was also reported to be a major cause, 56.9% of the workers were exposed to vibrations, of these, 39.2% were exposed to whole body vibration. 19.6% were exposed to hand-arm vibration. The study concludes and recommends that first aid boxes equipped with the necessary drugs be provided to limit, reduce and curb minor injuries from becoming complex ones. Personal protective should always be worn by loggers or operators for preventive measures as well as a reduction in hours worked per day.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"24 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/ojssep23005
Christina Dominick, Dr. Victorin Salema, Dr. Gadi.M.Koda
This study evaluated the extensiveness of the Securing Education for Visual Challenged Pupils Project on improving teachers’ pedagogical skills to help pupils with visual disturbances in classrooms in Moivaro and Arusha Primary schools in Tanzania. The summative evaluation study employed a convergent design under a mixed-method research approach guided by the Context Input Process Product evaluation model. The target population of the study was 1045. The probability and non-probability techniques were employed to select 131 respondents. Interview and observation guides were used to collect qualitative data, whereas questionnaires were used to collect quantitative data. The validation of data collection instruments was ensured by research experts. The reliability of qualitative data collection was established through triangulation. Quantitative data were analysed descriptively with the aid of SPSS version 22 by using means, frequencies, and percentages. Quantitative data was analysed thematically. The study found that securing education projects to a high extent improved pedagogical skills among teachers at Moivaro and Arusha primary schools. The study concluded that the project had successively achieved its goal of improving teachers' pedagogical skills. The study recommended that teachers should get regular, continuous professional development courses to improve their pedagogical skills in supporting pupils with visual challenges.
{"title":"Extensiveness of Securing Education for Visually Challenged Pupils Project on Improving Pedagogical Skills among Teachers for Visual Learning in Classrooms at Moivaro and Arusha Primary Schools, Tanzania","authors":"Christina Dominick, Dr. Victorin Salema, Dr. Gadi.M.Koda","doi":"10.24940/ijird/2023/v12/i9/ojssep23005","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/ojssep23005","url":null,"abstract":"This study evaluated the extensiveness of the Securing Education for Visual Challenged Pupils Project on improving teachers’ pedagogical skills to help pupils with visual disturbances in classrooms in Moivaro and Arusha Primary schools in Tanzania. The summative evaluation study employed a convergent design under a mixed-method research approach guided by the Context Input Process Product evaluation model. The target population of the study was 1045. The probability and non-probability techniques were employed to select 131 respondents. Interview and observation guides were used to collect qualitative data, whereas questionnaires were used to collect quantitative data. The validation of data collection instruments was ensured by research experts. The reliability of qualitative data collection was established through triangulation. Quantitative data were analysed descriptively with the aid of SPSS version 22 by using means, frequencies, and percentages. Quantitative data was analysed thematically. The study found that securing education projects to a high extent improved pedagogical skills among teachers at Moivaro and Arusha primary schools. The study concluded that the project had successively achieved its goal of improving teachers' pedagogical skills. The study recommended that teachers should get regular, continuous professional development courses to improve their pedagogical skills in supporting pupils with visual challenges.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"97 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.24940/ijird/2023/v12/i9/sep23003
Namagheri Regina Mtey, Victorini Salema, Emmanuel Kileo
The study assessed the Sustainability of the Community Based Preprimary School Teaching Program on Education Empowerment to Children in Longido District. Convergent design under the Mixed Methods Approach was used. Research instruments used in the study include an interview guide, questionnaires, and observation schedules. The target population was 146 participants. The study sample comprised 44 participants, namely: 28 teachers, 1 quality assurance Education officer, 3 Ward education officers, 1 programme Coordinator, 4 head teachers, and 8 parents. Data collected using questionnaires were coded and entered into the computer, using Statistical Package for Social Sciences (SPSS) version 23 to analyze the data. Validity of the evaluation instruments was conducted through content analysis to check grammar and language appropriateness of the items in questionnaires, interview guide, and observation schedule. The reliability of questionnaires for teachers was ensured by the Cronbach-alpha coefficient. The study found that the program will be sustained to a great extent through fundraising, the creation of income-generating projects, soliciting funds from donors, and involvement of the community in program development. The study concludes that the sustainability of the community-based preprimary school teaching program enhances, to a great extent, the empowerment of children in education. The study recommends that the government should support the program since it enhances the provision of quality education to Tanzanian children.
{"title":"Assessment of the Sustainability of Community-based Preprimary School Teaching Program on Education Empowerment to Children in Longido District, Tanzania","authors":"Namagheri Regina Mtey, Victorini Salema, Emmanuel Kileo","doi":"10.24940/ijird/2023/v12/i9/sep23003","DOIUrl":"https://doi.org/10.24940/ijird/2023/v12/i9/sep23003","url":null,"abstract":"The study assessed the Sustainability of the Community Based Preprimary School Teaching Program on Education Empowerment to Children in Longido District. Convergent design under the Mixed Methods Approach was used. Research instruments used in the study include an interview guide, questionnaires, and observation schedules. The target population was 146 participants. The study sample comprised 44 participants, namely: 28 teachers, 1 quality assurance Education officer, 3 Ward education officers, 1 programme Coordinator, 4 head teachers, and 8 parents. Data collected using questionnaires were coded and entered into the computer, using Statistical Package for Social Sciences (SPSS) version 23 to analyze the data. Validity of the evaluation instruments was conducted through content analysis to check grammar and language appropriateness of the items in questionnaires, interview guide, and observation schedule. The reliability of questionnaires for teachers was ensured by the Cronbach-alpha coefficient. The study found that the program will be sustained to a great extent through fundraising, the creation of income-generating projects, soliciting funds from donors, and involvement of the community in program development. The study concludes that the sustainability of the community-based preprimary school teaching program enhances, to a great extent, the empowerment of children in education. The study recommends that the government should support the program since it enhances the provision of quality education to Tanzanian children.","PeriodicalId":14101,"journal":{"name":"International journal of innovative research and development","volume":"30 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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