The current study was conducted to unfold the acceptability and application of different modifications made by teachers in Punjab, Pakistan which aim to accommodate children having various special needs in the classrooms in the province of Punjab. This was a quantitative study and survey method was used for collecting data from 124 primary school teachers performing their duties in 11 districts of Punjab, Pakistan. Descriptive statistics, independent sample t test, and ANOVA were used to analyze the data. The findings of the survey revealed that there was no significant difference in the acceptance and use of different modifications by teachers working in rural as compared to urban areas. Commonly used modifications were considered appropriate for all the students. Most commonly accepted and used modifications included adapting content presentation (simplifying text, highlighting important information in text, using graphic organizers), varying the pace of instruction, designing student engagement activities, and improving the learning environment (decreasing environmental distracters, using peer tutors, and cooperative learning). Adaptations to tests and evaluations were neither commonly accepted nor the most used modification by the teachers. The strict policy of schools regarding grading and testing and teachers’ lack of training in adapting assessment can be the possible reasons behind it. Keywords: adaptations, inclusive classroom, inclusive education, modifications, special needs
{"title":"Modifications Accepted and Used by Teachers in Inclusive Classrooms of Punjab, Pakistan","authors":"Nabila Chauhdry","doi":"10.32350/uer.42.05","DOIUrl":"https://doi.org/10.32350/uer.42.05","url":null,"abstract":"The current study was conducted to unfold the acceptability and application of different modifications made by teachers in Punjab, Pakistan which aim to accommodate children having various special needs in the classrooms in the province of Punjab. This was a quantitative study and survey method was used for collecting data from 124 primary school teachers performing their duties in 11 districts of Punjab, Pakistan. Descriptive statistics, independent sample t test, and ANOVA were used to analyze the data. The findings of the survey revealed that there was no significant difference in the acceptance and use of different modifications by teachers working in rural as compared to urban areas. Commonly used modifications were considered appropriate for all the students. Most commonly accepted and used modifications included adapting content presentation (simplifying text, highlighting important information in text, using graphic organizers), varying the pace of instruction, designing student engagement activities, and improving the learning environment (decreasing environmental distracters, using peer tutors, and cooperative learning). Adaptations to tests and evaluations were neither commonly accepted nor the most used modification by the teachers. The strict policy of schools regarding grading and testing and teachers’ lack of training in adapting assessment can be the possible reasons behind it. \u0000 Keywords: adaptations, inclusive classroom, inclusive education, modifications, special needs \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46705923","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 role of principals is crucial in ensuring overall successof schools. In most cases, the success or failure of students in terminal examination is attributed to the principals and teachers. Hence, this study explores the role of principals in secondary schools situated in rural communitiesvia the review method. For this purpose, relevant literature was reviewed. The findings revealed that the role of principals in rural secondary schools in South Africa isas crucial as expected from school principals in other similar contexts.They are majorly saddled with eight (8) responsibilities which include to: lead teaching and learning, shape the direction and development of the school, manage quality and secure accountability, develop, and empower self as well as others, manage school as an organization, work with and for the community, manage staff members of the school, and manage and promote co-curricular activities. The findings also revealed that the principals of rural secondary schools in South Africa faced various challenges and find it difficult to discharge their duties as expected. Some of the challenges include lack of resources in schools, quality of teaching staff, and professional development opportunities for rural secondary school principals. The study recommends that rural secondary school principals in South Africa should be well trained through periodic workshops and seminars. Also, considering their location, they should be motivated and encouraged to acquire more knowledge by enrolling for courses that will give them the needed skills and qualifications. Keywords: leadership, principal, rural secondary school, South Africa (SA)
{"title":"Overview of the Holistic Role of Principals of Rural Secondary Schools in South Africa","authors":"Chinaza Uleanya, Rachael Gugu Mkhasibe","doi":"10.32350/uer.42.04","DOIUrl":"https://doi.org/10.32350/uer.42.04","url":null,"abstract":"The role of principals is crucial in ensuring overall successof schools. In most cases, the success or failure of students in terminal examination is attributed to the principals and teachers. Hence, this study explores the role of principals in secondary schools situated in rural communitiesvia the review method. For this purpose, relevant literature was reviewed. The findings revealed that the role of principals in rural secondary schools in South Africa isas crucial as expected from school principals in other similar contexts.They are majorly saddled with eight (8) responsibilities which include to: lead teaching and learning, shape the direction and development of the school, manage quality and secure accountability, develop, and empower self as well as others, manage school as an organization, work with and for the community, manage staff members of the school, and manage and promote co-curricular activities. The findings also revealed that the principals of rural secondary schools in South Africa faced various challenges and find it difficult to discharge their duties as expected. Some of the challenges include lack of resources in schools, quality of teaching staff, and professional development opportunities for rural secondary school principals. The study recommends that rural secondary school principals in South Africa should be well trained through periodic workshops and seminars. Also, considering their location, they should be motivated and encouraged to acquire more knowledge by enrolling for courses that will give them the needed skills and qualifications. \u0000 Keywords: leadership, principal, rural secondary school, South Africa (SA)","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46722825","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 focuses on the participants’ perceptions of engagement and compares the experiences of visiting scholars from Sub-Saharan Africa and China. We used Mezirow’s (2000) Transformative Learning Theory to explore how the scholars made meaning of their experiences while in the U.S. We employed a qualitative research method and conducted in-depth interviews with visiting scholars from two separate programs. The findings of this study showed that the participants considered their time spent at the U.S. university as a professional development opportunity to help advance their career objectives. Scholars from both groups appreciated the high level of resources available in the U.S.,since it allowed them to increase their research and teaching skills.They aimed to make an impact on their home societies with the knowledge gained abroad. Each set of scholars was interested in building social networks in the U.S. to help propel their career goals. However, Chinese scholars expressed more interest in personal growth and learning English while in the U.S., compared to their Sub-Saharan African counterparts. Keywords: capacity building, Chinese, international visiting scholars, long-term, short-term,Sub-Saharan Africans
{"title":"Global Higher Education Partnerships: Perceptions of Chinese and Sub-Saharan African Visiting Scholarsof Engagement in US Universities","authors":"S. Bano, J. Mercy, J. Dirkx","doi":"10.32350/uer.42.02","DOIUrl":"https://doi.org/10.32350/uer.42.02","url":null,"abstract":"This paper focuses on the participants’ perceptions of engagement and compares the experiences of visiting scholars from Sub-Saharan Africa and China. We used Mezirow’s (2000) Transformative Learning Theory to explore how the scholars made meaning of their experiences while in the U.S. We employed a qualitative research method and conducted in-depth interviews with visiting scholars from two separate programs. The findings of this study showed that the participants considered their time spent at the U.S. university as a professional development opportunity to help advance their career objectives. Scholars from both groups appreciated the high level of resources available in the U.S.,since it allowed them to increase their research and teaching skills.They aimed to make an impact on their home societies with the knowledge gained abroad. Each set of scholars was interested in building social networks in the U.S. to help propel their career goals. However, Chinese scholars expressed more interest in personal growth and learning English while in the U.S., compared to their Sub-Saharan African counterparts. \u0000 Keywords: capacity building, Chinese, international visiting scholars, long-term, short-term,Sub-Saharan Africans","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43828811","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}
In Pakistan, people can often speak three languages (Urdu, English, and a regional language). The de jure policy of the country encourages vernacular languages, but the de facto policy encourages the use of English and Urdu. No attention is paid towards the vernacular languages, especially Punjabi. Elite schools serve as instruments for the promotion of English. For this reason, Urdu and Punjabi languages are ignored by these schools. Consequently, the young generation is no more interested in speaking these languages. Keeping in view this situation,the current research investigates how the national language policy is being interpreted in elite schools regarding the use and non-use of language(s) in educational settings. It also pays attention towards the effect of school policy on the linguistic choices of stakeholders. For this purpose, data was collected from the branches of two elite schools (Beacon House and Lahore Grammar Schools) operating in Gujrat. The study adopted a mixed method (qualitative andquantitative) approach for data collection. For qualitative data collection an interview protocol was developed while the quantitative data was collected from (principals, teachers, students, and parents) through questionnaire. The responses to the questionnaire were analyzed descriptively through Statistical Package for Social Sciences, while a qualitative data analysis approach was applied for the analysis of the data collected from the interviews. The findings revealed that elite schools have their own policies. These schools have their own language policy and pay no heed to the government policy. This indicates that the language policy of elite schools plays a significant role in subtractive bilingualism. Due to the English only policy, the students are not interested in their mother andnational languages. Furthermore, theselanguages serve as identity markers for students; however, in practice they feel ashamed of speaking these languages. Keywords: elite schools, language planning and policy, learner’s identity,school language
{"title":"Impact of the Language Policy of English Medium Elite Schools of Gujrat, Pakistan on the Language Practices of their Students","authors":"Saima Jamshaid, S. Naqvi","doi":"10.32350/uer.42.03","DOIUrl":"https://doi.org/10.32350/uer.42.03","url":null,"abstract":"In Pakistan, people can often speak three languages (Urdu, English, and a regional language). The de jure policy of the country encourages vernacular languages, but the de facto policy encourages the use of English and Urdu. No attention is paid towards the vernacular languages, especially Punjabi. Elite schools serve as instruments for the promotion of English. For this reason, Urdu and Punjabi languages are ignored by these schools. Consequently, the young generation is no more interested in speaking these languages. Keeping in view this situation,the current research investigates how the national language policy is being interpreted in elite schools regarding the use and non-use of language(s) in educational settings. It also pays attention towards the effect of school policy on the linguistic choices of stakeholders. For this purpose, data was collected from the branches of two elite schools (Beacon House and Lahore Grammar Schools) operating in Gujrat. The study adopted a mixed method (qualitative andquantitative) approach for data collection. For qualitative data collection an interview protocol was developed while the quantitative data was collected from (principals, teachers, students, and parents) through questionnaire. The responses to the questionnaire were analyzed descriptively through Statistical Package for Social Sciences, while a qualitative data analysis approach was applied for the analysis of the data collected from the interviews. The findings revealed that elite schools have their own policies. These schools have their own language policy and pay no heed to the government policy. This indicates that the language policy of elite schools plays a significant role in subtractive bilingualism. Due to the English only policy, the students are not interested in their mother andnational languages. Furthermore, theselanguages serve as identity markers for students; however, in practice they feel ashamed of speaking these languages. \u0000 Keywords: elite schools, language planning and policy, learner’s identity,school language \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48028482","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}
Information literacy is defined as a set of skills required to find, retrieve, analyze, and use information. Due to the knowledge explosion and the availability of a vast amount ofinformation resources, this era is known as the “information era”. In the21stcentury, mere replication of knowledge is not enough rather the survival of the personnel is contingent with the practice specific information literacy skills Information literacy skills empower individuals by allowing them to develop their critical thinking skills, enabling them to become independent lifelong learners. This study was conducted to measurethe information literacy skills of secondary school students. The sample comprised 125 secondary school students of Bhimber, Azad Jammu and Kashmir (AJK). An online test was used to measure the level of information literacy of students. The test comprised 32 items. The time limit of the test was 60 minutes. The data was analyzed using descriptive statistics. It is important to mention that out of 125 students, only 5 students attained a high score ranging between 80.6 and 90.5.These students finished their test within 41-50 minutes. Whereas the rest of the students scored less than 50%. It was concluded that the selected secondary school students could not use technology in their day-to-day activities. It is recommended that students should beprovided with opportunities to use technology in their day-to-day life at school level. Moreover, it is suggested here that a comprehensive course on information literacy skills andtheir practical applications should be mandatory at secondary level. Keywords: critical thinking skills, information literacy skills, lifelong learning
{"title":"Measuring the Information Literacy Skills of Secondary School Students of Bhimber, Azad Jammu and Kashmir (AJK)","authors":"M. Waqas, F. Choudhary","doi":"10.32350/uer.42.01","DOIUrl":"https://doi.org/10.32350/uer.42.01","url":null,"abstract":"Information literacy is defined as a set of skills required to find, retrieve, analyze, and use information. Due to the knowledge explosion and the availability of a vast amount ofinformation resources, this era is known as the “information era”. In the21stcentury, mere replication of knowledge is not enough rather the survival of the personnel is contingent with the practice specific information literacy skills Information literacy skills empower individuals by allowing them to develop their critical thinking skills, enabling them to become independent lifelong learners. This study was conducted to measurethe information literacy skills of secondary school students. The sample comprised 125 secondary school students of Bhimber, Azad Jammu and Kashmir (AJK). An online test was used to measure the level of information literacy of students. The test comprised 32 items. The time limit of the test was 60 minutes. The data was analyzed using descriptive statistics. It is important to mention that out of 125 students, only 5 students attained a high score ranging between 80.6 and 90.5.These students finished their test within 41-50 minutes. Whereas the rest of the students scored less than 50%. It was concluded that the selected secondary school students could not use technology in their day-to-day activities. It is recommended that students should beprovided with opportunities to use technology in their day-to-day life at school level. Moreover, it is suggested here that a comprehensive course on information literacy skills andtheir practical applications should be mandatory at secondary level. \u0000 Keywords: critical thinking skills, information literacy skills, lifelong learning","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46762849","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 notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.
{"title":"Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning","authors":"Nida Gul, H. Noor, Farkhunda Rasheed Chaudhary","doi":"10.32350/uer.41.03","DOIUrl":"https://doi.org/10.32350/uer.41.03","url":null,"abstract":"The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207389","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 : 2021-06-22DOI: 10.32350/https://doi.org/10.32350/uer.41.01
S. Oyeniran, Shuaib Folorunsho Muhammed, O. James
Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.
{"title":"Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria","authors":"S. Oyeniran, Shuaib Folorunsho Muhammed, O. James","doi":"10.32350/https://doi.org/10.32350/uer.41.01","DOIUrl":"https://doi.org/10.32350/https://doi.org/10.32350/uer.41.01","url":null,"abstract":"Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620346","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 : 2021-06-22DOI: 10.32350/https://doi.org/10.32350/uer.41.04
Farhat Parveen, N. Nazir, Shazia Zamir
Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.
{"title":"Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan","authors":"Farhat Parveen, N. Nazir, Shazia Zamir","doi":"10.32350/https://doi.org/10.32350/uer.41.04","DOIUrl":"https://doi.org/10.32350/https://doi.org/10.32350/uer.41.04","url":null,"abstract":"Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors. \u0000 \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143928","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 : 2021-06-22DOI: 10.32350/https://doi.org/10.32350/uer.41.02
Mehek Naeem, N. Zafar, A. Rehman, W. Akram
Article 25 A of the Constitution of Pakistan stipulates that free and compulsory education must be given to all children between the ages of 5 and 16. However, there are gaps in its implementation leaving out pockets such as children in slums. Non-government organizations (NGOs) play an essential part in bridging the said gaps. This study explored the context of education in a slum area located at Babu Sabu Interchange, Lahore where an NGO PAHCHAAN (Protection and Help of Children against Abuse and Neglect)is providing non-formal education to children via community engagement. The current study explored the context of education in a slum where intervention is already implemented through/using the case study method. A survey from all the households in this area (N=26) and a focus group discussion from six mothers were conducted. The results showed a positive attitude of the mothers towards the education of their children, as 65.4% of the participants strongly agreed that it is essential to get children enrolled in schools. The findings from the focus group discussion highlighted several challenges such as the lack of financial resources, distance of school from the slum area, lack of acceptance of over-aged children and a difficult admission procedure. Bullying and cursing were, however, the leading cause of dropping out of regular schools. This preliminary study highlights the importance of taking a strategic approach towards “education for all,” looking at deep-rooted issues so that no child is left behind.
{"title":"Understanding the Context of Education in an Urban Slum: A Case of Babu Sabu, Lahore","authors":"Mehek Naeem, N. Zafar, A. Rehman, W. Akram","doi":"10.32350/https://doi.org/10.32350/uer.41.02","DOIUrl":"https://doi.org/10.32350/https://doi.org/10.32350/uer.41.02","url":null,"abstract":"Article 25 A of the Constitution of Pakistan stipulates that free and compulsory education must be given to all children between the ages of 5 and 16. However, there are gaps in its implementation leaving out pockets such as children in slums. Non-government organizations (NGOs) play an essential part in bridging the said gaps. This study explored the context of education in a slum area located at Babu Sabu Interchange, Lahore where an NGO PAHCHAAN (Protection and Help of Children against Abuse and Neglect)is providing non-formal education to children via community engagement. The current study explored the context of education in a slum where intervention is already implemented through/using the case study method. A survey from all the households in this area (N=26) and a focus group discussion from six mothers were conducted. The results showed a positive attitude of the mothers towards the education of their children, as 65.4% of the participants strongly agreed that it is essential to get children enrolled in schools. The findings from the focus group discussion highlighted several challenges such as the lack of financial resources, distance of school from the slum area, lack of acceptance of over-aged children and a difficult admission procedure. Bullying and cursing were, however, the leading cause of dropping out of regular schools. This preliminary study highlights the importance of taking a strategic approach towards “education for all,” looking at deep-rooted issues so that no child is left behind.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484891","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 : 2021-06-22DOI: 10.32350/https://doi.org/10.32350/uer.41.05
Qurrata 'Ain
Inclusive higher education is a way to protect the academic rights of young students with hearing impairment. Multiple challenges faced by students with hearing impairment (SWHI) at the higher education institutes (HEIs) affect the inclusive higher education in Pakistan. This study used a questionnaire to explore the challenges faced during communication and socialization by SWHI in the HEIs.Inclusion in Pakistan's HEIs is a recent phenomenon for all persons with hearing impairment (HI); however, HEIs are not wholly prepared to meet this challenge. Studies reported that SWHI face multiple problems in HEIs worldwide during admission, learning, social adjustment, and assessment. There are a few HEIs in Punjab, Pakistan offering admission to SWHI. So, it is highly desirable to highlight the opinion of teachers and students about the communication and socializationproblems of SWHIin these HEIs. Descriptive research method was used to collect data from 48 teachers and 246 SWHI studying in the HEIs ofPunjab, Pakistan. Census sampling technique was used to gather the data; moreover, the differences in the opinions of teachers and students were measured using the t-test. The findings of the study highlighted that SWHI enrolled in various programs facecommunication and socialization problems, such as the non-availability of sign interpreters and note-takers and the lack of direct communication with teachers.
{"title":"Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education","authors":"Qurrata 'Ain","doi":"10.32350/https://doi.org/10.32350/uer.41.05","DOIUrl":"https://doi.org/10.32350/https://doi.org/10.32350/uer.41.05","url":null,"abstract":"Inclusive higher education is a way to protect the academic rights of young students with hearing impairment. Multiple challenges faced by students with hearing impairment (SWHI) at the higher education institutes (HEIs) affect the inclusive higher education in Pakistan. This study used a questionnaire to explore the challenges faced during communication and socialization by SWHI in the HEIs.Inclusion in Pakistan's HEIs is a recent phenomenon for all persons with hearing impairment (HI); however, HEIs are not wholly prepared to meet this challenge. Studies reported that SWHI face multiple problems in HEIs worldwide during admission, learning, social adjustment, and assessment. There are a few HEIs in Punjab, Pakistan offering admission to SWHI. So, it is highly desirable to highlight the opinion of teachers and students about the communication and socializationproblems of SWHIin these HEIs. Descriptive research method was used to collect data from 48 teachers and 246 SWHI studying in the HEIs ofPunjab, Pakistan. Census sampling technique was used to gather the data; moreover, the differences in the opinions of teachers and students were measured using the t-test. The findings of the study highlighted that SWHI enrolled in various programs facecommunication and socialization problems, such as the non-availability of sign interpreters and note-takers and the lack of direct communication with teachers.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649961","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：