Marie Catherine Ngono Essono Binelli, Paul Norvy, L. Mwaura, Frida Nyiva Mutui
Worldwide, women have made a substantial contribution to environmental protection initiatives. Yet they have been underrepresented in environmental decision-making processes. Voi sub-County experiences the devastating effects of deforestation and land degradation. This study explored the participation of women in environmental protection, conservation, and management in the Voi sub-County, Taita Taveta County. Ecofeminist and participation theories guided the research and adopted mixed methods sequential explanatory design. The study targeted a population of 8631 women in Mbololo and Ngolia wards, in Voi sub-County. A sample size of 400 participants was selected using proportionate random sampling and determined using a Yamane formula. Data was collected through primary and secondary methods. The primary data collection instruments included; questionnaires, in-depth interviews, and Focus Group Discussions and secondary data collected through a comprehensive review of the literature. Quantitative data was analysed through descriptive and inferential statistics using SPSS version 27. Qualitative data were categorized into themes and sub-themes. The findings indicate that only a small proportion of women are involved in environmental conservation initiatives. Women have not been empowered with environmental management skills. The study recommends creating awareness of environmental issues, and involvement of women in training programmes.
{"title":"Participation of Women in Environmental Protection, Conservation and Management in Voi Sub-County, Taita Taveta County, Kenya","authors":"Marie Catherine Ngono Essono Binelli, Paul Norvy, L. Mwaura, Frida Nyiva Mutui","doi":"10.59765/ybsa5175","DOIUrl":"https://doi.org/10.59765/ybsa5175","url":null,"abstract":"Worldwide, women have made a substantial contribution to environmental protection initiatives. Yet they have been underrepresented in environmental decision-making processes. Voi sub-County experiences the devastating effects of deforestation and land degradation. This study explored the participation of women in environmental protection, conservation, and management in the Voi sub-County, Taita Taveta County. Ecofeminist and participation theories guided the research and adopted mixed methods sequential explanatory design. The study targeted a population of 8631 women in Mbololo and Ngolia wards, in Voi sub-County. A sample size of 400 participants was selected using proportionate random sampling and determined using a Yamane formula. Data was collected through primary and secondary methods. The primary data collection instruments included; questionnaires, in-depth interviews, and Focus Group Discussions and secondary data collected through a comprehensive review of the literature. Quantitative data was analysed through descriptive and inferential statistics using SPSS version 27. Qualitative data were categorized into themes and sub-themes. The findings indicate that only a small proportion of women are involved in environmental conservation initiatives. Women have not been empowered with environmental management skills. The study recommends creating awareness of environmental issues, and involvement of women in training programmes.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"40 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129117296","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}
The use of instructional materials makes the teaching and learning of mathematics simpler, more engaging, more enjoyable, and more closely connected to real-world applications. This study explored the teachers’ use of instructional materials in the teaching and learning of mathematics in private secondary schools in the Gasabo district, Rwanda. A case study research design under the qualitative method was employed. The convenience sampling technique was used to select five private secondary schools while the purposive sampling technique was adopted to select two teachers from the five private secondary schools in the Gasabo district, Rwanda. Self-administered questionnaires and classroom observations of ten mathematics teachers from the five schools were used for data collection. The collected data was read and reread, edited, and coded for easy interpretation and understanding in assessing its qualitative accuracy. The findings indicated that most instructional materials are available. However, the most ones used are textbooks and writing materials. The analysis of the classroom observations in relation to the sociocultural theory and Gagnes’ theory of instructional design revealed that most mathematics teachers used instructional materials as a way of presenting new content more memorable and meaningful to the learners. However, some teachers did not allow students to actively interact with the materials, and thus, students were not given the opportunity to enhance their active learning and participate in constructing their knowledge of the mathematics content. Based on the conclusion of this study, it is recommended that teachers should be creative enough to improvise simple instructional materials to spice up their teaching and not to prove unconcerned on the premise of unavailable or inadequate instructional materials. In-service training programs on instructional material utilization should be organized by school leaders to enable teachers to gain more knowledge on the use of instructional materials in the teaching and learning process.
{"title":"Teachers’ Use of Instructional Materials in the Teaching and Learning of Mathematics in private Secondary Schools of Gasabo District, Rwanda","authors":"Enock Mugisha, A. Uworwabayeho, Amina Urwibutso","doi":"10.59765/qazf3791.","DOIUrl":"https://doi.org/10.59765/qazf3791.","url":null,"abstract":"The use of instructional materials makes the teaching and learning of mathematics simpler, more engaging, more enjoyable, and more closely connected to real-world applications. This study explored the teachers’ use of instructional materials in the teaching and learning of mathematics in private secondary schools in the Gasabo district, Rwanda. A case study research design under the qualitative method was employed. The convenience sampling technique was used to select five private secondary schools while the purposive sampling technique was adopted to select two teachers from the five private secondary schools in the Gasabo district, Rwanda. Self-administered questionnaires and classroom observations of ten mathematics teachers from the five schools were used for data collection. The collected data was read and reread, edited, and coded for easy interpretation and understanding in assessing its qualitative accuracy. The findings indicated that most instructional materials are available. However, the most ones used are textbooks and writing materials. The analysis of the classroom observations in relation to the sociocultural theory and Gagnes’ theory of instructional design revealed that most mathematics teachers used instructional materials as a way of presenting new content more memorable and meaningful to the learners. However, some teachers did not allow students to actively interact with the materials, and thus, students were not given the opportunity to enhance their active learning and participate in constructing their knowledge of the mathematics content. Based on the conclusion of this study, it is recommended that teachers should be creative enough to improvise simple instructional materials to spice up their teaching and not to prove unconcerned on the premise of unavailable or inadequate instructional materials. In-service training programs on instructional material utilization should be organized by school leaders to enable teachers to gain more knowledge on the use of instructional materials in the teaching and learning process.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126840721","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}
Redempta Ntezimana Muhoza, Dan Imaniriho, A. Nshimiyimana, Ephrem Nkunzabo, Neo Justin Ntezimana, Ntezimana Batera
The purpose of this study was to assess the effect of teaching aids on students' performance in Biology subject in O'level secondary schools in Kayonza District. Using convenient sampling, four schools were selected comprising a total population of 347 made by 4 Dean of Studies, 4 Biology teachers, and 339 students. Data were collected using both interviews, observation checklists, and tests. As a mixed study, data were analyzed using descriptive statistics, content analysis, and t-tests using SPSS 26 version as a tool to compare students who were taught using teaching aids and those who learned without teaching aids. The results showed that textbooks and charts were the most available teaching aids. The most challenge that hinders the effective use of teaching aids in biology teaching was found to be a lack of time to prepare teaching aids (n=4, 100%), and the teaching aids language barrier (n=4, 100%). The results revealed that there were significant differences between academic performance amongst the students who learned using teaching aids (M= 7.000) and those who learned without teaching aids (M=6.017) at a significant level of 0.000. The provision of instructional materials in schools, the organization of workshops for teachers about the use of instructional materials, the production of simple teaching aids through improvisation for students to practice what they study and the supervision of how the available instructional materials are effectively utilized will contribute to high performance in O’level Biology secondary schools in Kayonza District.
{"title":"The effect of Teaching Aids on Students’ Performance in Biology Subject in O’level Secondary Schools in Kayonza District","authors":"Redempta Ntezimana Muhoza, Dan Imaniriho, A. Nshimiyimana, Ephrem Nkunzabo, Neo Justin Ntezimana, Ntezimana Batera","doi":"10.59765/uski1839.","DOIUrl":"https://doi.org/10.59765/uski1839.","url":null,"abstract":"The purpose of this study was to assess the effect of teaching aids on students' performance in Biology subject in O'level secondary schools in Kayonza District. Using convenient sampling, four schools were selected comprising a total population of 347 made by 4 Dean of Studies, 4 Biology teachers, and 339 students. Data were collected using both interviews, observation checklists, and tests. As a mixed study, data were analyzed using descriptive statistics, content analysis, and t-tests using SPSS 26 version as a tool to compare students who were taught using teaching aids and those who learned without teaching aids. The results showed that textbooks and charts were the most available teaching aids. The most challenge that hinders the effective use of teaching aids in biology teaching was found to be a lack of time to prepare teaching aids (n=4, 100%), and the teaching aids language barrier (n=4, 100%). The results revealed that there were significant differences between academic performance amongst the students who learned using teaching aids (M= 7.000) and those who learned without teaching aids (M=6.017) at a significant level of 0.000. The provision of instructional materials in schools, the organization of workshops for teachers about the use of instructional materials, the production of simple teaching aids through improvisation for students to practice what they study and the supervision of how the available instructional materials are effectively utilized will contribute to high performance in O’level Biology secondary schools in Kayonza District.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129727222","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}
Noah M. O. Sanganyi, Kepha Nyandoro, E. Ontita, Harrison Ng’ang’a Gakunga, E. A. Onyango, Wilkins Ndege Muhingi, Esther Mugure Ndung'u
The Presidential Secondary School Bursary (PSSB) was initiated as a complementary service to support Orphans and Vulnerable Children (OVC) in Secondary education in Kenya. However, there is limited evidence on the impact of the scheme on the enrolment, retention, and transition of OVC into higher and tertiary level education. This study examined the contribution of PSSB to the education of OVCs in Nairobi. The study anchored on the Theory of Socialist Economics of Education and Human Capital Theory. The study deployed a qualitative research design. Using purposive sampling, Nairobi County and Kasarani, Westlands, and Langata Sub-Counties were selected respectively. In each Sub-County, student beneficiaries, Principals, and Children’s Officers were the respondents. The sample size consisted of 7 students, 5 Principals, and 6 Children’s Officers selected using a purposive sampling method. In-depth interviews were conducted and data analysed using content and thematic analysis. The results show that the profile of student beneficiaries fit with the selection criteria of OVC benefitting from the scheme and that the PSSB was not adequate as most beneficiary absenteeism from schools was due to fee balances. Deserving students were left out due to non-observance of scheme procedures and guidelines. In terms of its impact, the beneficiaries’ psycho-social wellbeing was good leading to improvement in academic performance. The retention of students also improved. The study recommends an increase in the annual allocation of funds to the PSSB
{"title":"Effectiveness of the Presidential Secondary School Bursary (PSSB) on Education of Orphans and Vulnerable Children in Selected Sub-Counties in Nairobi City County, Kenya","authors":"Noah M. O. Sanganyi, Kepha Nyandoro, E. Ontita, Harrison Ng’ang’a Gakunga, E. A. Onyango, Wilkins Ndege Muhingi, Esther Mugure Ndung'u","doi":"10.59765/oztc0619","DOIUrl":"https://doi.org/10.59765/oztc0619","url":null,"abstract":"The Presidential Secondary School Bursary (PSSB) was initiated as a complementary service to support Orphans and Vulnerable Children (OVC) in Secondary education in Kenya. However, there is limited evidence on the impact of the scheme on the enrolment, retention, and transition of OVC into higher and tertiary level education. This study examined the contribution of PSSB to the education of OVCs in Nairobi. The study anchored on the Theory of Socialist Economics of Education and Human Capital Theory. The study deployed a qualitative research design. Using purposive sampling, Nairobi County and Kasarani, Westlands, and Langata Sub-Counties were selected respectively. In each Sub-County, student beneficiaries, Principals, and Children’s Officers were the respondents. The sample size consisted of 7 students, 5 Principals, and 6 Children’s Officers selected using a purposive sampling method. In-depth interviews were conducted and data analysed using content and thematic analysis. The results show that the profile of student beneficiaries fit with the selection criteria of OVC benefitting from the scheme and that the PSSB was not adequate as most beneficiary absenteeism from schools was due to fee balances. Deserving students were left out due to non-observance of scheme procedures and guidelines. In terms of its impact, the beneficiaries’ psycho-social wellbeing was good leading to improvement in academic performance. The retention of students also improved. The study recommends an increase in the annual allocation of funds to the PSSB","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123440514","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}
This study aims at investigating factors that lead to Kiswahili poor Speaking Skills in Kicukiro Secondary Schools, Rwanda. The study was guided by constructivism theory by Jean Piaget (1896-1980). Different methods were used to collect data, including interview, classroom observation and document analysis. As a result, this research used three Kiswahili teachers from three different secondary schools and twelve students from those schools. Data from the research were analyzed qualitatively. The target population was selected purposively. Findings showed that students do not speak Kiswahili effectively owing to different reasons, namely: shyness of students while speaking Kiswahili, lack of motivation, fear of speaking Kiswahili in public, lack of Kiswahili spoken vocabulary as well as lack of confidence in speaking Kiswahili language. Therefore, this study recommends various educational institutions, including the ministry of education and its stakeholders to provide enough teaching resources in schools, cooperation of learners with parents’ involvements in learning development of their children, teachers must be well equipped in strategies that help students acquire Kiswahili speaking skills.
{"title":"Factors Leading to Kiswahili Poor Speaking Skills in Kicukiro Secondary Schools, Rwanda","authors":"P. Sebazungu, Martin Hubert Ikuramutse","doi":"10.59765/mtby2705.","DOIUrl":"https://doi.org/10.59765/mtby2705.","url":null,"abstract":"This study aims at investigating factors that lead to Kiswahili poor Speaking Skills in Kicukiro Secondary Schools, Rwanda. The study was guided by constructivism theory by Jean Piaget (1896-1980). Different methods were used to collect data, including interview, classroom observation and document analysis. As a result, this research used three Kiswahili teachers from three different secondary schools and twelve students from those schools. Data from the research were analyzed qualitatively. The target population was selected purposively. Findings showed that students do not speak Kiswahili effectively owing to different reasons, namely: shyness of students while speaking Kiswahili, lack of motivation, fear of speaking Kiswahili in public, lack of Kiswahili spoken vocabulary as well as lack of confidence in speaking Kiswahili language. Therefore, this study recommends various educational institutions, including the ministry of education and its stakeholders to provide enough teaching resources in schools, cooperation of learners with parents’ involvements in learning development of their children, teachers must be well equipped in strategies that help students acquire Kiswahili speaking skills.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568897","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}
This study sought to find out how the media covered terrorism acts in Uganda during the year 2010. Whether the media coverage affected the image and operations of security agencies and what would be the best strategies for the media to adopt in covering terrorism acts in Uganda. It is also based on four main theories of Violence, Terrorism, Media and Framing in relation to security and terrorism. The study adopted content analysis and interviews as the main methods of collecting data. It started with library research where most of the relevant literature was obtained. It was followed by archival research at New Vision, Monitor and Red Pepper newspapers library at their headquarters in Kampala. All the newspapers of 2010 were perused and vital information compiled for the final report. Interview guides were also administered to key informants from the media and security personnel that provided crucial information. The findings indicate that disconnection between security agencies and the media is caused by the gaps which exist about knowledge of each other’s roles and interests. The journalists have little knowledge about terrorism, their interests, operations and the close relationship between the media and terrorism. The study makes a number of recommendations that may be useful to all stakeholders in Uganda in the war against terrorism. Joint training, respect and following the ethical and code of conduct, timely and accurate sharing of information, enacting ring laws, and having respect to each other’s roles and the existing laws.
{"title":"Analyzing how Major Print Media Covered Terrorism in Uganda During the Year 2010","authors":"Francis Tumwesigye","doi":"10.59765/omck1812.","DOIUrl":"https://doi.org/10.59765/omck1812.","url":null,"abstract":"This study sought to find out how the media covered terrorism acts in Uganda during the year 2010. Whether the media coverage affected the image and operations of security agencies and what would be the best strategies for the media to adopt in covering terrorism acts in Uganda. It is also based on four main theories of Violence, Terrorism, Media and Framing in relation to security and terrorism. The study adopted content analysis and interviews as the main methods of collecting data. It started with library research where most of the relevant literature was obtained. It was followed by archival research at New Vision, Monitor and Red Pepper newspapers library at their headquarters in Kampala. All the newspapers of 2010 were perused and vital information compiled for the final report. Interview guides were also administered to key informants from the media and security personnel that provided crucial information. The findings indicate that disconnection between security agencies and the media is caused by the gaps which exist about knowledge of each other’s roles and interests. The journalists have little knowledge about terrorism, their interests, operations and the close relationship between the media and terrorism. The study makes a number of recommendations that may be useful to all stakeholders in Uganda in the war against terrorism. Joint training, respect and following the ethical and code of conduct, timely and accurate sharing of information, enacting ring laws, and having respect to each other’s roles and the existing laws.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131680432","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}
William Mudahemuka, Emmanuel Kasaija, Reginald Muhoza, Sesay Osman Ibrahim
The purpose of this study was to assess the effects of employee motivation on financial performance of hotel business in Rwanda with a case of Hill-Top Hotel and Country Club. The following specific objectives guided the study: To identify the different types of employee motivation, to find out the contribution of employee motivation to the financial performance, to determine the challenges facing employee motivation at Hill-Top Hotel and Country Club. The study sample size was 39. The questionnaire and interview guide were used to collect primary data. The results indicated the major type of employee motivation used by Hill-Top Hotel and Country Club was an improved working environment with a rate of 26%. The findings also revealed that Hill-Top Hotel and Country Club maintains employee motivation by increasing employee performance leading to the contribution of financial performance at a rate of 36%. Finally, the findings showed that 33.3% of the respondents answered that poor understanding of the motivations behind repeat bookings as a major challenge facing employee motivation at Hill-Top Hotel and Country Club. In conclusion, employee motivation contributes to the financial performance of hotel businesses. The researcher recommends that Hill-Top Hotel and Country Club should hire more trained and motivated employees. by improving the work environment and having motivated employees who are familiar with assigned tasks, could increase employee performance and contribute to the finance performance. This would ensure that the efficiency and effectiveness of the organization are enhanced.
本研究的目的是评估员工激励对财务绩效的影响，在卢旺达与山顶酒店和乡村俱乐部为例的酒店业务。指导本研究的具体目标如下:识别不同类型的员工激励，找出员工激励对财务绩效的贡献，确定Hill-Top Hotel and Country Club员工激励面临的挑战。研究样本量为39。采用问卷调查和访谈指南收集原始数据。结果表明，hilltop Hotel and Country Club使用的主要员工激励类型是改善的工作环境，比例为26%。研究结果还显示，山顶酒店和乡村俱乐部通过提高员工绩效来保持员工的积极性，从而导致财务绩效的贡献率为36%。最后，调查结果显示，33.3%的受访者回答说，对重复预订背后的动机理解不足是Hill-Top酒店和Country Club员工激励面临的主要挑战。总之，员工激励有助于酒店企业的财务绩效。研究人员建议山顶酒店和乡村俱乐部应该雇佣更多训练有素、积极进取的员工。通过改善工作环境和拥有熟悉分配任务的积极员工，可以提高员工绩效并为财务绩效做出贡献。这将确保提高本组织的效率和效力。
{"title":"Employees Motivation and Financial Performance of Hotel Business in Rwanda: A case Study of Hill-Top Hotel and Country Club","authors":"William Mudahemuka, Emmanuel Kasaija, Reginald Muhoza, Sesay Osman Ibrahim","doi":"10.59765/cfpi4191","DOIUrl":"https://doi.org/10.59765/cfpi4191","url":null,"abstract":"The purpose of this study was to assess the effects of employee motivation on financial performance of hotel business in Rwanda with a case of Hill-Top Hotel and Country Club. The following specific objectives guided the study: To identify the different types of employee motivation, to find out the contribution of employee motivation to the financial performance, to determine the challenges facing employee motivation at Hill-Top Hotel and Country Club. The study sample size was 39. The questionnaire and interview guide were used to collect primary data. The results indicated the major type of employee motivation used by Hill-Top Hotel and Country Club was an improved working environment with a rate of 26%. The findings also revealed that Hill-Top Hotel and Country Club maintains employee motivation by increasing employee performance leading to the contribution of financial performance at a rate of 36%. Finally, the findings showed that 33.3% of the respondents answered that poor understanding of the motivations behind repeat bookings as a major challenge facing employee motivation at Hill-Top Hotel and Country Club. In conclusion, employee motivation contributes to the financial performance of hotel businesses. The researcher recommends that Hill-Top Hotel and Country Club should hire more trained and motivated employees. by improving the work environment and having motivated employees who are familiar with assigned tasks, could increase employee performance and contribute to the finance performance. This would ensure that the efficiency and effectiveness of the organization are enhanced.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127241119","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}
Trainees’ Familiarity with Guiding Standards for Quality Assurance in Teacher Training in Selected Universities in Mozambique
学员对莫桑比克选定大学教师培训质量保证指导标准的熟悉程度
{"title":"Trainees’ Familiarity with Guiding Standards for Quality Assurance in Teacher Training in Selected Universities in Mozambique","authors":"Seviria Muvuti","doi":"10.59765/bsyc2173.","DOIUrl":"https://doi.org/10.59765/bsyc2173.","url":null,"abstract":"Trainees’ Familiarity with Guiding Standards for Quality Assurance in Teacher Training in Selected Universities in Mozambique","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127442131","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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