Pub Date : 2024-05-09DOI: 10.9734/ajess/2024/v50i61396
Dipika B. Patel, Manish Agrawal
Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).
{"title":"National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat","authors":"Dipika B. Patel, Manish Agrawal","doi":"10.9734/ajess/2024/v50i61396","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61396","url":null,"abstract":"Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996595","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 : 2024-05-09DOI: 10.9734/ajess/2024/v50i61397
Huilin Pang, Jianing Tao, Zezhong Yang
With the development of College teaching and learning, some students majoring in mathematics have switched to using electronic devices to take photos instead of notes for recording. The purpose of this research is to explore the causes of this phenomenon. Research on this phenomenon can help improve students' learning and teachers' teaching in class. The research method used in this study is the interview method and interviewees are the undergraduates majoring in mathematics who have the habit of taking photos in class. The conclusions drawn from this study are as follows: (1) Taking photos is not satisfactory for learning. (2) The phenomenon can be attributed to the following factors: In terms of students, firstly, their learning concept is utilitarian and their learning motivation is weak. Secondly, some students are lazy about taking notes on non-exam content. Thirdly, some students have difficulty understanding the knowledge in class. Lastly, taking notes by hand is not organized. In terms of teachers, their lectures are too fast and illogical. In other aspects, taking photos has the advantage of clarity and convenience. Furthermore, students who take photos will subconsciously motivate other students to take photos in class. Based on the above analysis, in order to improve this phenomenon, it is suggested to improve students' note-taking ability, change students' learning concepts and improve teachers' information-based teaching level.
{"title":"Exploring the Habits of Taking Photos in Class among College Students Majoring in Mathematics","authors":"Huilin Pang, Jianing Tao, Zezhong Yang","doi":"10.9734/ajess/2024/v50i61397","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61397","url":null,"abstract":"With the development of College teaching and learning, some students majoring in mathematics have switched to using electronic devices to take photos instead of notes for recording. The purpose of this research is to explore the causes of this phenomenon. Research on this phenomenon can help improve students' learning and teachers' teaching in class. The research method used in this study is the interview method and interviewees are the undergraduates majoring in mathematics who have the habit of taking photos in class. The conclusions drawn from this study are as follows: (1) Taking photos is not satisfactory for learning. (2) The phenomenon can be attributed to the following factors: In terms of students, firstly, their learning concept is utilitarian and their learning motivation is weak. Secondly, some students are lazy about taking notes on non-exam content. Thirdly, some students have difficulty understanding the knowledge in class. Lastly, taking notes by hand is not organized. In terms of teachers, their lectures are too fast and illogical. In other aspects, taking photos has the advantage of clarity and convenience. Furthermore, students who take photos will subconsciously motivate other students to take photos in class. Based on the above analysis, in order to improve this phenomenon, it is suggested to improve students' note-taking ability, change students' learning concepts and improve teachers' information-based teaching level.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140995636","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 : 2024-05-08DOI: 10.9734/ajess/2024/v50i61394
Ayen E. Alcaide, M. M. Blancia
This study aimed to determine the association between the technology proficiency and instructional module writing ability of TLE teachers as well as determining which of the indicators of the TLE teachers’ technology proficiency significantly influence their instructional module writing ability during the new normal learning modality at Molopolo National High School, Davao del Sur. This study used the non-experimental quantitative research design utilizing the descriptive-correlational method. The questionnaire was validated, and a convenience sampling procedure was done. The 100 Technology and Livelihood Education (TLE) teachers from the Grades 7, 8, and 9 are the study's respondents. Findings of this study resulted that the TLE teachers manifest a strong technology proficiency in the new normal as well as the TLE teachers manifest a strong instructional module writing ability in the new normal. Correlational findings showed that there is a strong significant positive correlation between the technology proficiency and instructional module writing ability of TLE teachers in the new normal learning environment. Furthermore, the regression analysis resulted that all of the indicators of TLE teacher’ technology proficiency significantly influenced their instructional module writing ability during the new normal learning modality.
{"title":"Technology and Livelihood Education (TLE) Teachers’ Technology Proficiency and Instructional Module Writing Ability in the New Normal","authors":"Ayen E. Alcaide, M. M. Blancia","doi":"10.9734/ajess/2024/v50i61394","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61394","url":null,"abstract":"This study aimed to determine the association between the technology proficiency and instructional module writing ability of TLE teachers as well as determining which of the indicators of the TLE teachers’ technology proficiency significantly influence their instructional module writing ability during the new normal learning modality at Molopolo National High School, Davao del Sur. This study used the non-experimental quantitative research design utilizing the descriptive-correlational method. The questionnaire was validated, and a convenience sampling procedure was done. The 100 Technology and Livelihood Education (TLE) teachers from the Grades 7, 8, and 9 are the study's respondents. Findings of this study resulted that the TLE teachers manifest a strong technology proficiency in the new normal as well as the TLE teachers manifest a strong instructional module writing ability in the new normal. Correlational findings showed that there is a strong significant positive correlation between the technology proficiency and instructional module writing ability of TLE teachers in the new normal learning environment. Furthermore, the regression analysis resulted that all of the indicators of TLE teacher’ technology proficiency significantly influenced their instructional module writing ability during the new normal learning modality.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999461","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 : 2024-05-08DOI: 10.9734/ajess/2024/v50i61392
Rahma Hidayati Darwis, Sufri Mashuri, Suradi Tahmir, Ahmad Talib
There is emerging consensus that spatial intelligence and linguistic intelligence play fundamental roles in how individuals comprehend, express, approach, and solve mathematical problems. However, the underlying nature of this relationship remains challenging to grasp. Questions persist regarding how, why, and under what conditions spatial and linguistic intelligences are interrelated with mathematical problem-solving. This article addresses these questions through a literature review method, summarizing and synthesizing research from the fields of educational psychology and neuroscience. Findings indicate that spatial intelligence is associated with mathematical problem-solving. However, not all areas of mathematics have a consistent and strong relationship with spatial intelligence. In the findings of this article, a strong and consistent relationship between spatial intelligence and mathematical problem solving was found in areas such as geometry and algebra. As for linguistic intelligence, a fairly consistent relationship with mathematical problem solving ability was found. This may be because mathematical problem solving requires discursive skills, which are part of linguistic intelligence. The review concludes by considering the extent to which spatial and linguistic intelligence can be transferred to mathematical problem solving. Ultimately, this article aims to provide a more coherent and mechanistic explanation of the relationship between spatial and linguistic intelligences.
{"title":"The Relationship between Spatial and Linguistic Intelligence with Mathematical Problem Solving Abilities","authors":"Rahma Hidayati Darwis, Sufri Mashuri, Suradi Tahmir, Ahmad Talib","doi":"10.9734/ajess/2024/v50i61392","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61392","url":null,"abstract":"There is emerging consensus that spatial intelligence and linguistic intelligence play fundamental roles in how individuals comprehend, express, approach, and solve mathematical problems. However, the underlying nature of this relationship remains challenging to grasp. Questions persist regarding how, why, and under what conditions spatial and linguistic intelligences are interrelated with mathematical problem-solving. This article addresses these questions through a literature review method, summarizing and synthesizing research from the fields of educational psychology and neuroscience. Findings indicate that spatial intelligence is associated with mathematical problem-solving. However, not all areas of mathematics have a consistent and strong relationship with spatial intelligence. In the findings of this article, a strong and consistent relationship between spatial intelligence and mathematical problem solving was found in areas such as geometry and algebra. As for linguistic intelligence, a fairly consistent relationship with mathematical problem solving ability was found. This may be because mathematical problem solving requires discursive skills, which are part of linguistic intelligence. The review concludes by considering the extent to which spatial and linguistic intelligence can be transferred to mathematical problem solving. Ultimately, this article aims to provide a more coherent and mechanistic explanation of the relationship between spatial and linguistic intelligences.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"227 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001707","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 : 2024-05-08DOI: 10.9734/ajess/2024/v50i61395
Rika Riwayani, H. Gani, .. Syamsidah
The research aims to (1) develop an appropriate 6M teaching factory model for practical learning in the Department of Family Welfare Education, Faculty of Engineering, Universitas Negeri Makassar with a concentration in Cosmetology, (2) produce a 6M teaching factory model that is valid, practical, and effective for practical learning in the Department of Family Welfare Education, Faculty of Engineering, Universitas Negeri Makassar with a concentration in Cosmetology. This study is an R & D (Research and Development)-based development research. The subjects used were 20 students from the Cosmetology concentration. The development method adapted in this study is derived from the Borg and Gall Model, which includes three main stages, namely: preliminary study covering field surveys, document analysis, and theoretical considerations; the design phase involving the creation of a teaching factory model draft and the improvement of the model; and the experimental phase that includes initial inspection, large-scale testing, and final refinement of the product. The results of this research are the creation of a teaching factory learning model called the TEFA 6M, along with operational tools including the TEFA 6M model book, Syllabus, modules, jobsheet, and LPPO. This model is designed to strengthen the practical abilities of students. The TEFA 6M model is divided into seven phases in one round, starting from pre-order, pre-production, production, post-production, packaging, to order delivery. One TEFA 6M model cycle combines soft skill and hard skill activities. The implementation of this model uses a block and rotating system and is concluded with a competency assessment. The developed TEFA 6M model has been validated by experts, revised, and tested on both small and large scales. Based on the t-test results, it is known that the Sig. (2-tailed) value of 0.000 is smaller than the probability of 0.05, so it can be concluded that there is a difference in test results between the experimental class posttest and the control class posttest. Furthermore, for the average score of the experimental group, a score of 78.38 was obtained, and 42.36 in the control group; thus, the 6M Teaching Factory Learning Model can be said to be effective in the experimental class in improving student competencies in the Facial Makeup Techniques course. The research indicates that the TEFA-6M model has met the standard of validity. Based on the evaluations carried out, it is known that this teaching approach is practical, in terms of management abilities by the lecturer, and effective, as seen from the level of student activity, student reactions to the functionality and implementation of the model, and from test results that assess task completion.
{"title":"Development of Teaching Factory Model to Enhance Creativity of Students in the Home Economics Department of the Faculty of Engineering, UNM, Indonesia","authors":"Rika Riwayani, H. Gani, .. Syamsidah","doi":"10.9734/ajess/2024/v50i61395","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61395","url":null,"abstract":"The research aims to (1) develop an appropriate 6M teaching factory model for practical learning in the Department of Family Welfare Education, Faculty of Engineering, Universitas Negeri Makassar with a concentration in Cosmetology, (2) produce a 6M teaching factory model that is valid, practical, and effective for practical learning in the Department of Family Welfare Education, Faculty of Engineering, Universitas Negeri Makassar with a concentration in Cosmetology. This study is an R & D (Research and Development)-based development research. The subjects used were 20 students from the Cosmetology concentration. The development method adapted in this study is derived from the Borg and Gall Model, which includes three main stages, namely: preliminary study covering field surveys, document analysis, and theoretical considerations; the design phase involving the creation of a teaching factory model draft and the improvement of the model; and the experimental phase that includes initial inspection, large-scale testing, and final refinement of the product. The results of this research are the creation of a teaching factory learning model called the TEFA 6M, along with operational tools including the TEFA 6M model book, Syllabus, modules, jobsheet, and LPPO. This model is designed to strengthen the practical abilities of students. The TEFA 6M model is divided into seven phases in one round, starting from pre-order, pre-production, production, post-production, packaging, to order delivery. One TEFA 6M model cycle combines soft skill and hard skill activities. The implementation of this model uses a block and rotating system and is concluded with a competency assessment. The developed TEFA 6M model has been validated by experts, revised, and tested on both small and large scales.\u0000Based on the t-test results, it is known that the Sig. (2-tailed) value of 0.000 is smaller than the probability of 0.05, so it can be concluded that there is a difference in test results between the experimental class posttest and the control class posttest. Furthermore, for the average score of the experimental group, a score of 78.38 was obtained, and 42.36 in the control group; thus, the 6M Teaching Factory Learning Model can be said to be effective in the experimental class in improving student competencies in the Facial Makeup Techniques course.\u0000The research indicates that the TEFA-6M model has met the standard of validity. Based on the evaluations carried out, it is known that this teaching approach is practical, in terms of management abilities by the lecturer, and effective, as seen from the level of student activity, student reactions to the functionality and implementation of the model, and from test results that assess task completion.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"16 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001510","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 : 2024-05-08DOI: 10.9734/ajess/2024/v50i61393
Douglas Fofie, Isaac Attia, Michael Essilfie, Merri Akongyam
This article presents findings on the current status of inclusive education practices in Wassa Amenfi West District in the Western Region of Ghana.The population comprised in-service teachers in the country.The key objective of the study was to survey the views of teachers on the extent to which the pilot inclusive education project has been implemented in the District after the implementtion of Inclusive Education in the country.The approach to the study is quantitative with the cross-sectional descriptive as its design. We collected data from 50 teachers of inclusive primary schools in the Wassa Amenfi West District. Data analysis involved percentages and frequencies of multiple-scaled items. Findings revealed that teachers adapt the curriculum in diverse ways. The schools’ environments somewhat promoted access for learners with disabilities. Teachers had knowledge in identifying learners with special needs in the classroom but admitted that they were deficient in skills in Individualised Education Plans (IEP).It can be concluded a lot more needs to be done in terms of infrastructural modification as well as training of teachers, especially, in IEP preparation. It is suggested solutions to improve the current practices will require whole-school professional development and the provision of specialised equipment and materials.
{"title":"Investigating Inclusive Education Practices of Teachers in Selected Primary Schools in the Wassa Amenfi West District, Ghana","authors":"Douglas Fofie, Isaac Attia, Michael Essilfie, Merri Akongyam","doi":"10.9734/ajess/2024/v50i61393","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61393","url":null,"abstract":"This article presents findings on the current status of inclusive education practices in Wassa Amenfi West District in the Western Region of Ghana.The population comprised in-service teachers in the country.The key objective of the study was to survey the views of teachers on the extent to which the pilot inclusive education project has been implemented in the District after the implementtion of Inclusive Education in the country.The approach to the study is quantitative with the cross-sectional descriptive as its design. We collected data from 50 teachers of inclusive primary schools in the Wassa Amenfi West District. Data analysis involved percentages and frequencies of multiple-scaled items. Findings revealed that teachers adapt the curriculum in diverse ways. The schools’ environments somewhat promoted access for learners with disabilities. Teachers had knowledge in identifying learners with special needs in the classroom but admitted that they were deficient in skills in Individualised Education Plans (IEP).It can be concluded a lot more needs to be done in terms of infrastructural modification as well as training of teachers, especially, in IEP preparation. It is suggested solutions to improve the current practices will require whole-school professional development and the provision of specialised equipment and materials.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 56","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000768","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 : 2024-05-07DOI: 10.9734/ajess/2024/v50i61390
.. Nursidah, Haryanto Atmowardoyo, Basri Wello
The present study explores the students’ response to the cross-culture based construction in teaching listening comprehension at Indonesian Islamic higher education. This research used qualitative approach with case study design. In collecting the data, the researcher used questionnaire and gave to the 34 students as the respondents by purposive sampling. They were from English language program at fourth semester. The result showed that most of the students stated that they were motivated and interested in cross culture - based instruction in learning listening comprehension. Learning listening by using cross culture based instruction make them enjoyable and they can remember the new word. It can be concluded that cross culture -based instruction is useful since the lecturer choose the appropriate material and strategise in teaching listening comprehension.
{"title":"Students’ Response to Cross-culture Based Instruction in Teaching Listening Comprehension at Indonesian Islamic Higher Education","authors":".. Nursidah, Haryanto Atmowardoyo, Basri Wello","doi":"10.9734/ajess/2024/v50i61390","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61390","url":null,"abstract":"The present study explores the students’ response to the cross-culture based construction in teaching listening comprehension at Indonesian Islamic higher education. This research used qualitative approach with case study design. In collecting the data, the researcher used questionnaire and gave to the 34 students as the respondents by purposive sampling. They were from English language program at fourth semester. The result showed that most of the students stated that they were motivated and interested in cross culture - based instruction in learning listening comprehension. Learning listening by using cross culture based instruction make them enjoyable and they can remember the new word. It can be concluded that cross culture -based instruction is useful since the lecturer choose the appropriate material and strategise in teaching listening comprehension.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"24 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004862","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 : 2024-05-07DOI: 10.9734/ajess/2024/v50i61391
Dingase.E Mtonga, Oliver Magasu, Clement Mwaanga
Civic education stands as a cornerstone in shaping active citizenship and fostering democratic values within the educational systems. However, the Zambia national education policy provides that the subject should be taught to all learners at the senior secondary school level. Nonetheless, this study investigated the barriers to implementing civic education as a compulsory subject at the senior secondary school level in Zambia, with a focus on Kabwe District secondary schools. Employing a mixed-methods approach under the convergent parallel design, quantitative and qualitative data was simultaneously collected from 319 participants comprising head teachers, heads of department social sciences, teachers of civic education, section heads, grade 12 learners and key informants from the Ministry of Education. An online questionnaire was employed to collect quantitative data presented on charts, while qualitative data was gathered through interviews, focus group discussions and document review was presented thematically. Findings reveal high value attributed to civic education by offering the subject to all learners, ensuring adequate-skilled teachers, encouraging active civic engagement opportunities and adequate allocation of material and resources. Barriers identified included the optional status of civic education in the 2013 curriculum framework, lack of clear guidelines, insufficient planning, and inadequate support from authorities. The study contributes valuable insights for policy makers, educators and researchers, informing decision-making processes, curriculum development, and policy adjustments. The study recommends policy reforms by the government to maintain the status of civic education as a compulsory subject in the curriculum framework by lobbying for clear guidelines and emphasising its value.
{"title":"Barriers to Implementing Civic Education as a Compulsory Subject in Kabwe District Secondary Schools, Zambia","authors":"Dingase.E Mtonga, Oliver Magasu, Clement Mwaanga","doi":"10.9734/ajess/2024/v50i61391","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61391","url":null,"abstract":"Civic education stands as a cornerstone in shaping active citizenship and fostering democratic values within the educational systems. However, the Zambia national education policy provides that the subject should be taught to all learners at the senior secondary school level. Nonetheless, this study investigated the barriers to implementing civic education as a compulsory subject at the senior secondary school level in Zambia, with a focus on Kabwe District secondary schools. Employing a mixed-methods approach under the convergent parallel design, quantitative and qualitative data was simultaneously collected from 319 participants comprising head teachers, heads of department social sciences, teachers of civic education, section heads, grade 12 learners and key informants from the Ministry of Education. An online questionnaire was employed to collect quantitative data presented on charts, while qualitative data was gathered through interviews, focus group discussions and document review was presented thematically. Findings reveal high value attributed to civic education by offering the subject to all learners, ensuring adequate-skilled teachers, encouraging active civic engagement opportunities and adequate allocation of material and resources. Barriers identified included the optional status of civic education in the 2013 curriculum framework, lack of clear guidelines, insufficient planning, and inadequate support from authorities. The study contributes valuable insights for policy makers, educators and researchers, informing decision-making processes, curriculum development, and policy adjustments. The study recommends policy reforms by the government to maintain the status of civic education as a compulsory subject in the curriculum framework by lobbying for clear guidelines and emphasising its value.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"131 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002137","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 : 2024-05-06DOI: 10.9734/ajess/2024/v50i61389
Anjali Merin Joseph, L. T. O. Prakash
The contemporary education system in Kerala, India, has adapted to the online teaching-learning process with the inevitable integration of technological advancements. Within the diverse socioeconomic-politicall and scapes in India, the gapin various forms of capital available for individuals also expands to the realm of digital engagement. The aim of the current study is toanalyse how spatial locations intersect with digital access to education. This paper showcasesmultiple factors responsible for creating the crisis of digital divide among geographically estranged communities. The current study employs a descriptive design and presents its findings through athorough narrative review of the existing literature.
{"title":"The Effects of Digital Divide on the Educational Rights of Marginalised","authors":"Anjali Merin Joseph, L. T. O. Prakash","doi":"10.9734/ajess/2024/v50i61389","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61389","url":null,"abstract":"The contemporary education system in Kerala, India, has adapted to the online teaching-learning process with the inevitable integration of technological advancements. Within the diverse socioeconomic-politicall and scapes in India, the gapin various forms of capital available for individuals also expands to the realm of digital engagement. The aim of the current study is toanalyse how spatial locations intersect with digital access to education. This paper showcasesmultiple factors responsible for creating the crisis of digital divide among geographically estranged communities. The current study employs a descriptive design and presents its findings through athorough narrative review of the existing literature.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"5 s11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009518","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 : 2024-05-06DOI: 10.9734/ajess/2024/v50i61388
Guanzheng Chen, Ningyi Lai
This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.
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