This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifie
{"title":"Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry","authors":"Ara Lee","doi":"10.51474/jer.v14i1.728","DOIUrl":"https://doi.org/10.51474/jer.v14i1.728","url":null,"abstract":"This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifie","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"21 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357535","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}
Despite considering agriculture as the primary economic sector, people in Nepal are rapidly moving away from this sector. Occupational shift from the traditional sector such as agriculture to the industrial sector and service sector is a global phenomenon because of modernity, urbanization, and search for comfortable life of people. People in Nepal also are abandoning agriculture as an occupation because of changing lifestyles, modernity, and national planning. As a result, the infantile industrial growth and insufficient employment generation in the service sector compelled thousands of youths to migrate daily to foreign lands for employment. Even within the country, youths migrating from rural to the urban area leaving their traditional agriculture occupation is a common phenomenon. This scenario triggered this researcher to understand the phenomenon of occupational shift and the dynamics of various elements playing a role behind it. To pursue the research purpose, a qualitative research design with the strategy of narrative inquiry was adopted to understand the experiences and perceptions of people who were on the verge of occupational shift. The four research participants; two from Kageshwori Manohara Municipality and two from Gokarneshwor municipality of Kathmandu valley were purposefully selected for the in-depth interview. In addition to listening and reflecting to their life stories about engagement to abandon agriculture occupation, their activities, emotions, and lifestyle were also narrated, observed, and analyzed. The qualitative analysis of participant’s narrations and observations of their daily life led to the major insights that various economic and socio-cultural dimensions of societal change were primarily associated with the occupational shift. People left agriculture as an occupation when they could not adopt modern technology. Therefore, they had work burden to follow the agriculture. Economic aspects like low and uncertain return from agriculture, comparatively higher benefit from non-farm occupations and access to foreign employment had encouraged people for the occupational shift. Likewise, the socio-cultural aspects such as urbanization, changing values of societies, peoples’ new lifestyle, and education system were also playing a vital role in the background to expedite occupational shift. The dynamics of these elements were viewed from the lenses of the modernization theory whereas analyses were made ii in the light of macro-micro interaction between structure and agency of the society. Despite the fading status of agriculture sector at present, the research concludes that potentiality of this sector is still high for the country to generate employment. The research indicates the importance to redefine the agricultural policy to attract youth in it thereby envisioning technical and vocational education. Likewise, the research also demonstrates the possibilities of increasing agricultural productivity and enhancing the s
{"title":"Occupational Shift from Agricultural to Non-Agricultural Sectors in Semi Urban Area","authors":"Rakshya Acharya","doi":"10.51474/jer.v14i1.727","DOIUrl":"https://doi.org/10.51474/jer.v14i1.727","url":null,"abstract":"Despite considering agriculture as the primary economic sector, people in Nepal are rapidly moving away from this sector. Occupational shift from the traditional sector such as agriculture to the industrial sector and service sector is a global phenomenon because of modernity, urbanization, and search for comfortable life of people. People in Nepal also are abandoning agriculture as an occupation because of changing lifestyles, modernity, and national planning. As a result, the infantile industrial growth and insufficient employment generation in the service sector compelled thousands of youths to migrate daily to foreign lands for employment. Even within the country, youths migrating from rural to the urban area leaving their traditional agriculture occupation is a common phenomenon. This scenario triggered this researcher to understand the phenomenon of occupational shift and the dynamics of various elements playing a role behind it. To pursue the research purpose, a qualitative research design with the strategy of narrative inquiry was adopted to understand the experiences and perceptions of people who were on the verge of occupational shift. The four research participants; two from Kageshwori Manohara Municipality and two from Gokarneshwor municipality of Kathmandu valley were purposefully selected for the in-depth interview. In addition to listening and reflecting to their life stories about engagement to abandon agriculture occupation, their activities, emotions, and lifestyle were also narrated, observed, and analyzed. The qualitative analysis of participant’s narrations and observations of their daily life led to the major insights that various economic and socio-cultural dimensions of societal change were primarily associated with the occupational shift. People left agriculture as an occupation when they could not adopt modern technology. Therefore, they had work burden to follow the agriculture. Economic aspects like low and uncertain return from agriculture, comparatively higher benefit from non-farm occupations and access to foreign employment had encouraged people for the occupational shift. Likewise, the socio-cultural aspects such as urbanization, changing values of societies, peoples’ new lifestyle, and education system were also playing a vital role in the background to expedite occupational shift. The dynamics of these elements were viewed from the lenses of the modernization theory whereas analyses were made ii in the light of macro-micro interaction between structure and agency of the society. Despite the fading status of agriculture sector at present, the research concludes that potentiality of this sector is still high for the country to generate employment. The research indicates the importance to redefine the agricultural policy to attract youth in it thereby envisioning technical and vocational education. Likewise, the research also demonstrates the possibilities of increasing agricultural productivity and enhancing the s","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"27 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355382","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 explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in
{"title":"Perceptions of Apprentices on the Dual Apprenticeship Programme in Benin: A Narrative Inquiry","authors":"Cosme Zinsou Odjo","doi":"10.51474/jer.v14i1.730","DOIUrl":"https://doi.org/10.51474/jer.v14i1.730","url":null,"abstract":"This study explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"48 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358597","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}
Despite an annual influx of programming graduates from Information Technology (IT)-focused educational institutions, software companies struggle with the persistent challenge of finding qualified candidates for entry-level programming roles. In this context of skill shortage, this study explored the crucial issue of skill mismatch of IT graduates, by assessing the employers’ expectations and observations vital for entry-level programming positions. This study employed a quantitative survey approach to delve into this skills mismatch issue. Professionals within 128 software development companies in Lalitpur were surveyed, all holding managerial positions and possessing programming experience. Utilizing a Likert scale questionnaire distributed through Google Forms, these industry experts rated their expectations and real-world observations concerning the specific skills requisite for entry-level programming positions. The analysis of expectations of skills showed that learning attitude (personal), basic concepts of programming (technical), and organizational culture fit (interpersonal) were considered the most important skills. Personal or college projects and skills in version management and testing were considered equally important. The analysis of skill expectations versus observations uncovers noteworthy disparities, mostly observed in personal skills, with expectations significantly exceeding actual observations. Almost 50% of the skills were found to have high importance and high gaps, most of which were personal skills. The discrepancy was comparatively less in interpersonal and technical compared to personal skills. Perceptions regarding the alignment of knowledge, skills, and attitude (KSA) were mixed in which most of the respondents indicated moderate to strong alignment between expectations and observations for knowledge and skills, while weak alignment for attitudes. Statistical analysis confirmed significant mean differences between expected and observed skills across all skill categories, reaffirming the existence of a skills mismatch. Notably, employers overwhelmingly advocate ii addressing these skill mismatches through training and development initiatives. These findings shed light on the multifaceted nature of the skills mismatch challenge in Lalitpur’s entry-level programming job market, emphasizing the need for targeted interventions to bridge this gap and foster alignment between employer expectations and the skills of recent graduates. Aligning curriculum with industry needs and designing skill development approaches is of utmost importance to enhance graduates’ workforce readiness, facilitating a smoother transition for entry-level programmer positions.
{"title":"Skills Mismatch in Entry-level Programmer Positions: Employer Expectations vs. Observations in Lalitpur, Nepal","authors":"Amrit Puri","doi":"10.51474/jer.v14i1.733","DOIUrl":"https://doi.org/10.51474/jer.v14i1.733","url":null,"abstract":"Despite an annual influx of programming graduates from Information Technology (IT)-focused educational institutions, software companies struggle with the persistent challenge of finding qualified candidates for entry-level programming roles. In this context of skill shortage, this study explored the crucial issue of skill mismatch of IT graduates, by assessing the employers’ expectations and observations vital for entry-level programming positions. This study employed a quantitative survey approach to delve into this skills mismatch issue. Professionals within 128 software development companies in Lalitpur were surveyed, all holding managerial positions and possessing programming experience. Utilizing a Likert scale questionnaire distributed through Google Forms, these industry experts rated their expectations and real-world observations concerning the specific skills requisite for entry-level programming positions. The analysis of expectations of skills showed that learning attitude (personal), basic concepts of programming (technical), and organizational culture fit (interpersonal) were considered the most important skills. Personal or college projects and skills in version management and testing were considered equally important. The analysis of skill expectations versus observations uncovers noteworthy disparities, mostly observed in personal skills, with expectations significantly exceeding actual observations. Almost 50% of the skills were found to have high importance and high gaps, most of which were personal skills. The discrepancy was comparatively less in interpersonal and technical compared to personal skills. Perceptions regarding the alignment of knowledge, skills, and attitude (KSA) were mixed in which most of the respondents indicated moderate to strong alignment between expectations and observations for knowledge and skills, while weak alignment for attitudes. Statistical analysis confirmed significant mean differences between expected and observed skills across all skill categories, reaffirming the existence of a skills mismatch. Notably, employers overwhelmingly advocate ii addressing these skill mismatches through training and development initiatives. These findings shed light on the multifaceted nature of the skills mismatch challenge in Lalitpur’s entry-level programming job market, emphasizing the need for targeted interventions to bridge this gap and foster alignment between employer expectations and the skills of recent graduates. Aligning curriculum with industry needs and designing skill development approaches is of utmost importance to enhance graduates’ workforce readiness, facilitating a smoother transition for entry-level programmer positions.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"44 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359963","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}
{"title":"Exploring Dimensions of Accountability in Community Schools","authors":"Kul Prasad Khanal","doi":"10.51474/jer.v13i1.667","DOIUrl":"https://doi.org/10.51474/jer.v13i1.667","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135286222","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 paper analyses teaching and learning practices in two diverse national contexts using reflection from experience. As an educator, I have experienced diverse teaching and learning contexts at different stages of my teaching journey. This diverse context experience, which ranges from my learning as a student in the traditional classroom environment in Nepal in the late 70s and early 80s with changing context of education delivery in early 2000 as an educator, and finally to the modern classroom environment with the virtual mode of delivery in the New Zealand tertiary sector, has encouraged me to reflect on my professional practice. I am using Mitra’s conceptual framework of the school in the cloud in my reflexivity. Sugata Mitra, through his school in the cloud concept, encourages disrupting the traditional system of education that acknowledges teachers as the core of knowledge. Instead, Mitra suggested that computer and the internet could act as a medium of knowledge without the active involvement of teachers. In this paper, I analyse and discuss how Mitra’s concept of self-organised learning could be applied to the future of learning in the 21st century.
{"title":"Virtual/Blended Delivery and the Future of Learning: A Reflection From Practice","authors":"Chandra Sharma Poudyal","doi":"10.51474/jer.v13i1.664","DOIUrl":"https://doi.org/10.51474/jer.v13i1.664","url":null,"abstract":"This paper analyses teaching and learning practices in two diverse national contexts using reflection from experience. As an educator, I have experienced diverse teaching and learning contexts at different stages of my teaching journey. This diverse context experience, which ranges from my learning as a student in the traditional classroom environment in Nepal in the late 70s and early 80s with changing context of education delivery in early 2000 as an educator, and finally to the modern classroom environment with the virtual mode of delivery in the New Zealand tertiary sector, has encouraged me to reflect on my professional practice. I am using Mitra’s conceptual framework of the school in the cloud in my reflexivity. Sugata Mitra, through his school in the cloud concept, encourages disrupting the traditional system of education that acknowledges teachers as the core of knowledge. Instead, Mitra suggested that computer and the internet could act as a medium of knowledge without the active involvement of teachers. In this paper, I analyse and discuss how Mitra’s concept of self-organised learning could be applied to the future of learning in the 21st century.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75473656","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}
COVID-19 pandemic disrupted the teaching-learning activities of almost all universities across the globe. To continue the teaching-learning activities, most of the universities switched to online mode of teaching. Using hermeneutic phenomenological methodology, this study explored the lived experiences of the faculty members of business schools who began teaching online during this pandemic. The data were collected through conversational interviews with seven faculty members who were teaching undergraduate and graduate courses in various business schools in Nepal. The analysis of data revealed six themes: (1) Faculty members were caught off guard, (2) Sneaking a peek by students, (3) Building a bridge by the faculty members, (4) Faculty members were holding on the past, (5) Students were dragging their feet, and (6) Faculty members were trying to climb a mountain without a rope. The findings suggest that the faculty members felt that they were not prepared to teach online and did not receive enough logistical support from their institutions. They also showed their skepticism regarding the effectiveness of online teaching. The implications of the study have been highlighted and some of the limitations have been indicated.
{"title":"Teaching Online during Covid-19 crisis","authors":"A. Shrestha, Bhawana Tamrakar","doi":"10.51474/jer.v13i1.663","DOIUrl":"https://doi.org/10.51474/jer.v13i1.663","url":null,"abstract":"COVID-19 pandemic disrupted the teaching-learning activities of almost all universities across the globe. To continue the teaching-learning activities, most of the universities switched to online mode of teaching. Using hermeneutic phenomenological methodology, this study explored the lived experiences of the faculty members of business schools who began teaching online during this pandemic. The data were collected through conversational interviews with seven faculty members who were teaching undergraduate and graduate courses in various business schools in Nepal. The analysis of data revealed six themes: (1) Faculty members were caught off guard, (2) Sneaking a peek by students, (3) Building a bridge by the faculty members, (4) Faculty members were holding on the past, (5) Students were dragging their feet, and (6) Faculty members were trying to climb a mountain without a rope. The findings suggest that the faculty members felt that they were not prepared to teach online and did not receive enough logistical support from their institutions. They also showed their skepticism regarding the effectiveness of online teaching. The implications of the study have been highlighted and some of the limitations have been indicated.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79379214","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}
Nepali labour migrants have serious concerns about their children’s education due to their global exposure. Mostly, migrant men are abroad, and their stay-home wives care for their children and their education. The purpose of the research is to draw the essence of the lived experience of the Nepali labour migrants’ wives towards their educational support to their children. This paper addresses the research question “How do the migrants’ wives describe their lived experiences of educational support to their children?” using phenomenological research design. I used role theory and the theory of ethics of care to analyze the lived experiences of migrants’ wives. Due to the difficult situation created by the COVID-19 pandemic, in-depth telephone interviews were conducted, deploying open-ended questions to seven purposefully selected migrants’ wives in rural areas of Nepal. The research finds that despite different levels of educational attainment, all seven women participants seem very concerned about their children’s education and provide different types of educational support to their children. Interestingly, the fathers of the children working abroad are more conscious about their children’s education. The mothers living in joint families receive more support from their in-laws than those living in nuclear families for their children’s education. Finally, the research can be useful to the policymakers at local levels to implement programs to support the children’s education of migrant families.
{"title":"Lived Experiences of Nepali Mothers Concerning Educational Support to Children in Migrant Families","authors":"Ghanashyam Niroula","doi":"10.51474/jer.v13i1.665","DOIUrl":"https://doi.org/10.51474/jer.v13i1.665","url":null,"abstract":"Nepali labour migrants have serious concerns about their children’s education due to their global exposure. Mostly, migrant men are abroad, and their stay-home wives care for their children and their education. The purpose of the research is to draw the essence of the lived experience of the Nepali labour migrants’ wives towards their educational support to their children. This paper addresses the research question “How do the migrants’ wives describe their lived experiences of educational support to their children?” using phenomenological research design. I used role theory and the theory of ethics of care to analyze the lived experiences of migrants’ wives. Due to the difficult situation created by the COVID-19 pandemic, in-depth telephone interviews were conducted, deploying open-ended questions to seven purposefully selected migrants’ wives in rural areas of Nepal. The research finds that despite different levels of educational attainment, all seven women participants seem very concerned about their children’s education and provide different types of educational support to their children. Interestingly, the fathers of the children working abroad are more conscious about their children’s education. The mothers living in joint families receive more support from their in-laws than those living in nuclear families for their children’s education. Finally, the research can be useful to the policymakers at local levels to implement programs to support the children’s education of migrant families.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"307 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76498059","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}
Teachers are respected as community leaders who help drive society toward social change and development. A strong sense of self-efficacy is critical to maximizing teachers’ professional contributions within and outside a school. Considering the importance of teachers’ self-efficacy and classroom management practices, I review literature that discusses teachers’ classroom management, self-efficacy, and the relationship between the two to explore these constructs theoretically. The findings from the literature show that there is a relationship between teachers’ self-efficacy and classroom management practices. Teachers with higher self-efficacy are more effective in managing a classroom resulting in improved academic achievements of students. By deeply understanding teachers’ self-efficacy and classroom management practices and acknowledging the relationship between these two constructs, school administrators can develop ways to enhance their levels and strengthen this relationship, which may, in turn, bring positive school outcomes such as students' improved academic achievement and behavioral adjustment.
{"title":"Teachers’ Self-Efficacy and Classroom Management Practices","authors":"D. Shah","doi":"10.51474/jer.v13i1.661","DOIUrl":"https://doi.org/10.51474/jer.v13i1.661","url":null,"abstract":"Teachers are respected as community leaders who help drive society toward social change and development. A strong sense of self-efficacy is critical to maximizing teachers’ professional contributions within and outside a school. Considering the importance of teachers’ self-efficacy and classroom management practices, I review literature that discusses teachers’ classroom management, self-efficacy, and the relationship between the two to explore these constructs theoretically. The findings from the literature show that there is a relationship between teachers’ self-efficacy and classroom management practices. Teachers with higher self-efficacy are more effective in managing a classroom resulting in improved academic achievements of students. By deeply understanding teachers’ self-efficacy and classroom management practices and acknowledging the relationship between these two constructs, school administrators can develop ways to enhance their levels and strengthen this relationship, which may, in turn, bring positive school outcomes such as students' improved academic achievement and behavioral adjustment.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81215698","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}
Technology development has always been a contentious topic, especially among intellectuals. Some individuals view technology positively as the advancement of numerous technologies is advantageous and ideal for increasing their work efficiency. Yet, it is viewed somehow negatively by others, who claim it has multiple adverse effects on the environment. Recent technological breakthroughs have also been viewed as a threat to human resources because there is a possibility that many vocations would be lost to modern technology. The world is currently fascinated by artificial intelligence.
{"title":"Considerations of Artificial Intelligence for Higher Education and Implications of ChatGPT for Teaching and Learning","authors":"L. Gurung, Ashmita Kc","doi":"10.51474/jer.v13i1.660","DOIUrl":"https://doi.org/10.51474/jer.v13i1.660","url":null,"abstract":"Technology development has always been a contentious topic, especially among intellectuals. Some individuals view technology positively as the advancement of numerous technologies is advantageous and ideal for increasing their work efficiency. Yet, it is viewed somehow negatively by others, who claim it has multiple adverse effects on the environment. Recent technological breakthroughs have also been viewed as a threat to human resources because there is a possibility that many vocations would be lost to modern technology. The world is currently fascinated by artificial intelligence.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87263796","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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