Pub Date : 2023-02-15DOI: 10.9734/jesbs/2023/v36i31210
F. M. Omosehin, Omowunmi Bilikisu Haruna, Dare Deji Odeyemi
Parenting in the 21st Century is more complex than what was obtainable previously because of the information and technology overload as well as the battle for children’s minds these days, yet the fundamentals of raising children remain the same. The generational shifts or complexities of modern terms cannot negate the role of character as the foundation for building strong communities and nations. It is, therefore, imperative to examine the various factors responsible for the falling standard of parenting in the 21st Century and proffer solutions to them. This paper, therefore, seeks to investigate the factors responsible for the falling standard of parenting in the 21st Century with a view to charting the way forward to avoid the collapse of the 21st Century world.
{"title":"Falling Standard of Parenting in the 21st Century: The Way Forward","authors":"F. M. Omosehin, Omowunmi Bilikisu Haruna, Dare Deji Odeyemi","doi":"10.9734/jesbs/2023/v36i31210","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i31210","url":null,"abstract":"Parenting in the 21st Century is more complex than what was obtainable previously because of the information and technology overload as well as the battle for children’s minds these days, yet the fundamentals of raising children remain the same. The generational shifts or complexities of modern terms cannot negate the role of character as the foundation for building strong communities and nations. It is, therefore, imperative to examine the various factors responsible for the falling standard of parenting in the 21st Century and proffer solutions to them. This paper, therefore, seeks to investigate the factors responsible for the falling standard of parenting in the 21st Century with a view to charting the way forward to avoid the collapse of the 21st Century world.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129323624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-11DOI: 10.9734/jesbs/2023/v36i21209
M. Chirwa, Roy Kalinda, Kusanthan Thankian
Formal education for the disabled children and people particularly the blind and the deaf children and adults originated during the colonial period when experts in communication skills for this category of people arrived from Europe. Like formal education for the able bodied pupils, education for the disabled or differently abled pupils and students is associated with the early missionaries in the colonial period. The missionaries in particular brought special education for the blind and deaf pupils. In Zambia, the first school for children with special education needs was at Magwero community in 1903 in eastern province by missionaries with a very small number of three pupils (two from Malawi and one from Zambia). Parents of children with disabilities such as deafness and blindness did not see the need to educate these children who in most cases faced discrimination within their families and community at large. The advent of missionaries who came from countries where education was for all children with learning abilities was the beginning of education for children with hearing and sight disabilities. This education was not located in all provinces in the country and this meant that parents who wanted to send children to school had to send them to these few schools. Consequently, a lot of disabled children could not access education. Currently, there are so many schools for children with disabilities in different parts of the country run by government and other institutions such as the church and NGOs. With international conventions made on the rights of the child, the government has made great strides in providing education for all children regardless of any challenges they may be facing. However, accessing secondary and tertiary education remains a serious challenge for many due to the fact that the infrastructure is not sensitive to the needs of such challenged students. In other words, there are few students at tertiary level with disabilities because of issues to do with cost of education, discrimination against disabled children at family level and the nature of infrastructure where one has to be aided to classes and other facilities. A lot of policies and legislation has been done but what is still lacking is full implementation in terms of provision of facilities and services right in institutions to fully meet the needs of pupils and students with disabilities in all the different parts of the country.
{"title":"Historical Perspectives of Disability and Special Education in Zambia","authors":"M. Chirwa, Roy Kalinda, Kusanthan Thankian","doi":"10.9734/jesbs/2023/v36i21209","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i21209","url":null,"abstract":"Formal education for the disabled children and people particularly the blind and the deaf children and adults originated during the colonial period when experts in communication skills for this category of people arrived from Europe. Like formal education for the able bodied pupils, education for the disabled or differently abled pupils and students is associated with the early missionaries in the colonial period. The missionaries in particular brought special education for the blind and deaf pupils. In Zambia, the first school for children with special education needs was at Magwero community in 1903 in eastern province by missionaries with a very small number of three pupils (two from Malawi and one from Zambia). Parents of children with disabilities such as deafness and blindness did not see the need to educate these children who in most cases faced discrimination within their families and community at large. The advent of missionaries who came from countries where education was for all children with learning abilities was the beginning of education for children with hearing and sight disabilities. This education was not located in all provinces in the country and this meant that parents who wanted to send children to school had to send them to these few schools. Consequently, a lot of disabled children could not access education. Currently, there are so many schools for children with disabilities in different parts of the country run by government and other institutions such as the church and NGOs. With international conventions made on the rights of the child, the government has made great strides in providing education for all children regardless of any challenges they may be facing. However, accessing secondary and tertiary education remains a serious challenge for many due to the fact that the infrastructure is not sensitive to the needs of such challenged students. In other words, there are few students at tertiary level with disabilities because of issues to do with cost of education, discrimination against disabled children at family level and the nature of infrastructure where one has to be aided to classes and other facilities. A lot of policies and legislation has been done but what is still lacking is full implementation in terms of provision of facilities and services right in institutions to fully meet the needs of pupils and students with disabilities in all the different parts of the country.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130801354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.9734/jesbs/2023/v36i21208
Susan N. Githaiga, Francis Kirimi, C. Thuita
Academic delinquency has manifested itself in practices through practices such as: ‘sex for grades,’ sneaking unacceptable materials into examination rooms popularly known as ‘mwakenya’, plagiarism of assignments among other delinquent practices which have greatly affected the quality of university education in Kenya. So, this study sought to answer the research question: what is the influence of students’-staff interactions on academic delinquency amongst undergraduate students in public universities in Kiambu and Nairobi Counties in Kenya? The study adopted both quantitative and qualitative approaches targeting 40 Deans, 12 heads of departments, 120,000 undergraduate students, 2 counsellors, 2 registrars and 2 examination coordinators from Kenyatta University and Jomo Kenyatta University of Agriculture and Technology. Using stratified, multistage and purposive sampling criteria, a total of 414 respondents were sampled to participate in the study. For ethical purposes, the two universities were coded as X and Y in the analysis of data. Questionnaires and structured interview guide with open-ended test items were used to collect data from the students and deans, heads of departments, counselors, registrars and exam coordinators respectively. The study found that students’ interactions with members of staff during lecturers, Class work, sport and social functions was found to influence engagement in academic delinquency amongst students, as supported by more than 60% of respondents from both university X and Y. The study recommends a collaborative teaching and learning practice, where parents, staff and other stakeholder are engaged in ensuring proper ethics are instilled to all earners in universities.
{"title":"Influence of Students’-Staff Interactions on Academic Delinquency amongst Undergraduate Students in Public Universities in Kiambu and Nairobi Counties-Kenya","authors":"Susan N. Githaiga, Francis Kirimi, C. Thuita","doi":"10.9734/jesbs/2023/v36i21208","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i21208","url":null,"abstract":"Academic delinquency has manifested itself in practices through practices such as: ‘sex for grades,’ sneaking unacceptable materials into examination rooms popularly known as ‘mwakenya’, plagiarism of assignments among other delinquent practices which have greatly affected the quality of university education in Kenya. So, this study sought to answer the research question: what is the influence of students’-staff interactions on academic delinquency amongst undergraduate students in public universities in Kiambu and Nairobi Counties in Kenya? The study adopted both quantitative and qualitative approaches targeting 40 Deans, 12 heads of departments, 120,000 undergraduate students, 2 counsellors, 2 registrars and 2 examination coordinators from Kenyatta University and Jomo Kenyatta University of Agriculture and Technology. Using stratified, multistage and purposive sampling criteria, a total of 414 respondents were sampled to participate in the study. For ethical purposes, the two universities were coded as X and Y in the analysis of data. Questionnaires and structured interview guide with open-ended test items were used to collect data from the students and deans, heads of departments, counselors, registrars and exam coordinators respectively. The study found that students’ interactions with members of staff during lecturers, Class work, sport and social functions was found to influence engagement in academic delinquency amongst students, as supported by more than 60% of respondents from both university X and Y. The study recommends a collaborative teaching and learning practice, where parents, staff and other stakeholder are engaged in ensuring proper ethics are instilled to all earners in universities.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124822623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-04DOI: 10.9734/jesbs/2023/v36i21207
Omulama Aston Angote, Y. J. Onyango, J. Sika
Teachers’ transfers are historical occurrences in education. However, such transfers may have different effects on teacher stability and curriculum coverage. The focus of this study was to assess the perception of teachers towards their transfers on students’ academic achievement in public secondary schools in Kakamega County. Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET) were found to be relevant for the study. The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate for the study. The sampling techniques used were; simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. Validity of research instruments was done with the help of two university research supervisors from Kisii University. Reliability of index 0.7 for teachers and 0.89 for principals was obtained using test retest approach. Data presentation was done with the help of tables. Descriptive statistics were used for analysis of quantitative data with results presented in frequencies and percentages. Inferential statistics were used for analysis of qualitative data. Qualitative data involved correlation and regression analysis which formed a basis for evaluation of theories under study. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings showed that 77 percent of teachers perceived that denial of transfers to those who may have applied was common. It was concluded that forced transfers were all factors that affected academic achievement of students in secondary schools in the County and this meant that they could not be ignored by the relevant authorities concerned with staffing of teacher in the County. The study recommended for the need to strike a balance between the needs of the teachers and those of the employer such that there should be posting of teachers either to their home areas or in areas close to their homes for easier accessibility to their families.
教师转移是教育领域的历史现象。然而，这种转移可能对教师稳定性和课程覆盖范围产生不同的影响。本研究的重点是评估教师对卡卡梅加县公立中学学生学业成绩转移的看法。研究发现教育生产函数理论(EPFT)、约束理论(TOC)和社会交换理论(SET)与研究相关。目标人群是268所公立中学、1500名教师、268名校长和1名县人事官员。30%的人口的样本量被认为对这项研究是足够的。采用的抽样技术有:简单随机抽样、分层抽样和系统抽样。数据收集程序是在向答复者发放问卷的帮助下完成的，文件分析和面谈时间表是使用的主要工具。研究工具的有效性是在两名大学研究导师的帮助下进行的。采用重测法测得教师信度为0.7，校长信度为0.89。数据的展示是借助表格完成的。描述性统计用于定量数据的分析，结果以频率和百分比表示。定性资料采用推理统计分析。定性数据包括相关性和回归分析，这是对所研究理论进行评价的基础。使用SPSS (Statistical Package for Social Sciences) 23版进行数据分析。调查结果显示，77%的教师认为，拒绝那些可能已经申请的学生转学是很常见的。结论是，强迫转学是影响该县中学学生学业成绩的所有因素，这意味着该县负责教师人员配置的有关当局不能忽视这些因素。该研究建议有必要在教师的需求和雇主的需求之间取得平衡，以便将教师派往其家乡或离家较近的地区，以便与家人更容易接触。
{"title":"Perception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega County","authors":"Omulama Aston Angote, Y. J. Onyango, J. Sika","doi":"10.9734/jesbs/2023/v36i21207","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i21207","url":null,"abstract":"Teachers’ transfers are historical occurrences in education. However, such transfers may have different effects on teacher stability and curriculum coverage. The focus of this study was to assess the perception of teachers towards their transfers on students’ academic achievement in public secondary schools in Kakamega County. Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET) were found to be relevant for the study. The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate for the study. The sampling techniques used were; simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. Validity of research instruments was done with the help of two university research supervisors from Kisii University. Reliability of index 0.7 for teachers and 0.89 for principals was obtained using test retest approach. Data presentation was done with the help of tables. Descriptive statistics were used for analysis of quantitative data with results presented in frequencies and percentages. Inferential statistics were used for analysis of qualitative data. Qualitative data involved correlation and regression analysis which formed a basis for evaluation of theories under study. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings showed that 77 percent of teachers perceived that denial of transfers to those who may have applied was common. It was concluded that forced transfers were all factors that affected academic achievement of students in secondary schools in the County and this meant that they could not be ignored by the relevant authorities concerned with staffing of teacher in the County. The study recommended for the need to strike a balance between the needs of the teachers and those of the employer such that there should be posting of teachers either to their home areas or in areas close to their homes for easier accessibility to their families.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117166372","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}
Objective: Scoliosis is structural change that occurs in a diversity of conditions. Development of the scoliosis during time periods of rapid child growth may consequence in severe abnormality. This survey had the purpose to find out the scoliosis frequency among school going students with age 11-16 years and determine possible associations among scoliosis and bodyweight and the bagpacks weight. Method: A Cross-Sectional study was conducted on 374 students with age of 11-16 years old boys and girls were having no abnormality or any MSK deformity was involved in the survey. All students were monitored by Adam's forward bend test and physical inspection test and for this purpose SRS-22r patient questionnaire was used. All data collected via a questionnaire which coded it into SPSS version 26. Data was constituted in configuration of bar charts, graphs and tables. Results: This inquiry contains 374 participants, and means weight of students 43.83±11.98, and mean weight of bags 5.21±1.99. The frequency of scoliosis among respondents was 48.66%, 103(27.54%) students were suffering from right Scoliotic hump, and 79(21.12%) have left Scoliotic hump. The frequency of shoulder & scapular asymmetry 73%, uneven hips 19.7%, head deviation 50.8%, body overweight 1.9%, carrying immoderate heavy school bag packs material 4%. Conclusion: The scoliosis frequency among the sample of school going students was high. The statistical analysis showed that scoliosis was positively correlated with weight of students with statistically significant (p=0.000). No association was found among frequency of scoliosis and bags weigh.
{"title":"Frequency of Scoliosis among School Going Students Carrying Heavy Bags: A Cross-Sectional Study in Lahore, Pakistan","authors":"Misbah Tassawur, Mehwish Anayat, Mariam Abbas, Urooj Manzoor, Moquddas Gull","doi":"10.9734/jesbs/2023/v36i21206","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i21206","url":null,"abstract":"Objective: Scoliosis is structural change that occurs in a diversity of conditions. Development of the scoliosis during time periods of rapid child growth may consequence in severe abnormality. This survey had the purpose to find out the scoliosis frequency among school going students with age 11-16 years and determine possible associations among scoliosis and bodyweight and the bagpacks weight. \u0000Method: A Cross-Sectional study was conducted on 374 students with age of 11-16 years old boys and girls were having no abnormality or any MSK deformity was involved in the survey. All students were monitored by Adam's forward bend test and physical inspection test and for this purpose SRS-22r patient questionnaire was used. All data collected via a questionnaire which coded it into SPSS version 26. Data was constituted in configuration of bar charts, graphs and tables. \u0000Results: This inquiry contains 374 participants, and means weight of students 43.83±11.98, and mean weight of bags 5.21±1.99. The frequency of scoliosis among respondents was 48.66%, 103(27.54%) students were suffering from right Scoliotic hump, and 79(21.12%) have left Scoliotic hump. The frequency of shoulder & scapular asymmetry 73%, uneven hips 19.7%, head deviation 50.8%, body overweight 1.9%, carrying immoderate heavy school bag packs material 4%. \u0000Conclusion: The scoliosis frequency among the sample of school going students was high. The statistical analysis showed that scoliosis was positively correlated with weight of students with statistically significant (p=0.000). No association was found among frequency of scoliosis and bags weigh.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114193152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.9734/jesbs/2023/v36i21205
M. James, Chauncey A. Ogle-Mustafa, Melody A. Chichester
Workers are exposed to many types of hazards daily, depending on their work type. Therefore, employers should ensure that their employees are trained on their workplace hazards, identify the threat, and provide them with the tools to prevent and control their exposure to risks. This study aims to identify the determinants of Personal Protective Equipment (PPE) use. Methodology: A systematic search was performed using various Electronic databases such as PubMed, Science Direct, Peer review Journal, Research gate, and others. We included original studies that evaluated the effect of several determinants on PPE use. In addition, free full-text studies published in English from 2010 – to 2020 were also included. A total of fourteen studies met all the criteria and were selected to be included in this review. Results: Findings revealed that workers across the board in various disciplines are often without PPE gear for multiple reasons. These include discomfort, unavailability at work, to affordability. Other factors include a lack of knowledge of the use, importance, and lack of company policy enforcement. Conclusion: The main determinants found to affect PPE use in organizations can be organized into three categories: Individual factors, such as knowledge, beliefs, attitudes, and socio-demographics; Environmental factors, such as equipment availability; and Organizational factors, such as management’s expectations, and workplace policies.
{"title":"Determinants of the Use of Personal Protective Equipment: A Literature Review","authors":"M. James, Chauncey A. Ogle-Mustafa, Melody A. Chichester","doi":"10.9734/jesbs/2023/v36i21205","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i21205","url":null,"abstract":"Workers are exposed to many types of hazards daily, depending on their work type. Therefore, employers should ensure that their employees are trained on their workplace hazards, identify the threat, and provide them with the tools to prevent and control their exposure to risks. This study aims to identify the determinants of Personal Protective Equipment (PPE) use. \u0000Methodology: A systematic search was performed using various Electronic databases such as PubMed, Science Direct, Peer review Journal, Research gate, and others. We included original studies that evaluated the effect of several determinants on PPE use. In addition, free full-text studies published in English from 2010 – to 2020 were also included. A total of fourteen studies met all the criteria and were selected to be included in this review. \u0000Results: Findings revealed that workers across the board in various disciplines are often without PPE gear for multiple reasons. These include discomfort, unavailability at work, to affordability. Other factors include a lack of knowledge of the use, importance, and lack of company policy enforcement. \u0000Conclusion: The main determinants found to affect PPE use in organizations can be organized into three categories: Individual factors, such as knowledge, beliefs, attitudes, and socio-demographics; Environmental factors, such as equipment availability; and Organizational factors, such as management’s expectations, and workplace policies.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131432916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-07DOI: 10.9734/jesbs/2023/v36i11203
Nikolidakis Symeon, Gogou Lela
Our article examines policies for Special Vocational Secondary Education in Greece. Emphasis is placed on the presentation of legislation with references to the organization and operation of schools and education structures. The aim is to highlight either the different policies for Special Education compared to previous periods, or the evolution of previous policies. As can be seen from our study, the period 2015 – 2019 is considered to be decisive in the evolution of policies for Special Secondary Education. Gradually, Greece is harmonizing with policies of the European Union and International Organizations for the performance of the policy of the rights of people with disabilities. Especially the organization of Secondary Vocational Education changes the model of Education of people with disabilities with emphasis on the acquisition of skills, in order to integrate into the labour market. Thus, in the expanded study framework, the policies of the Organisation for Economic Co-operation and Development (O.E.C.D.) are also examined in order to highlight the particular scientific – economic capital that is being formed and evolving on the role of education in the labour market. The increased attendance of people with disabilities in public educational structures is related to their right to education, quality of life and social integration, so that they can be integrated into social and professional life without discrimination, avoiding social exclusion and marginalization.
{"title":"Comparative Educational Considerations in Special Secondary Education in Greece (2015 – 2019)","authors":"Nikolidakis Symeon, Gogou Lela","doi":"10.9734/jesbs/2023/v36i11203","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i11203","url":null,"abstract":"Our article examines policies for Special Vocational Secondary Education in Greece. Emphasis is placed on the presentation of legislation with references to the organization and operation of schools and education structures. The aim is to highlight either the different policies for Special Education compared to previous periods, or the evolution of previous policies. As can be seen from our study, the period 2015 – 2019 is considered to be decisive in the evolution of policies for Special Secondary Education. Gradually, Greece is harmonizing with policies of the European Union and International Organizations for the performance of the policy of the rights of people with disabilities. Especially the organization of Secondary Vocational Education changes the model of Education of people with disabilities with emphasis on the acquisition of skills, in order to integrate into the labour market. Thus, in the expanded study framework, the policies of the Organisation for Economic Co-operation and Development (O.E.C.D.) are also examined in order to highlight the particular scientific – economic capital that is being formed and evolving on the role of education in the labour market. The increased attendance of people with disabilities in public educational structures is related to their right to education, quality of life and social integration, so that they can be integrated into social and professional life without discrimination, avoiding social exclusion and marginalization.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131901607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.9734/jesbs/2023/v36i11201
Juan Mo, Fan Mo
The development of online learning depends on the development and progress of the Internet technology. Meanwhile, metaverse is considered to be a new generation of the Internet that will drive a new iteration of the Internet era. Integrating the metaverse concept into online learning will surely bring a profound revolution to the latter. In 2020, with the outbreak of the epidemic, online learning has become an important learning method for the majority of students studying in universities. However, the effectiveness of online learning is highly concerned and questioned. This study elaborates the connotation and spatial characteristics of metaverse technology, relies on its features and advantages, makes a specific analysis of the inner logic of metaverse integration into online learning, and creates an embodied learning context, immersive learning context, and interactive learning context for online learning according to the current situation of students' online learning, and proposes metaverse online learning context optimization strategies in terms of both classroom teaching optimization and policy optimization, with a view to improving students' online learning effectiveness.
{"title":"A Study of Online Learning Context Optimization Strategies under the Metaverse Perspective","authors":"Juan Mo, Fan Mo","doi":"10.9734/jesbs/2023/v36i11201","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i11201","url":null,"abstract":"The development of online learning depends on the development and progress of the Internet technology. Meanwhile, metaverse is considered to be a new generation of the Internet that will drive a new iteration of the Internet era. Integrating the metaverse concept into online learning will surely bring a profound revolution to the latter. In 2020, with the outbreak of the epidemic, online learning has become an important learning method for the majority of students studying in universities. However, the effectiveness of online learning is highly concerned and questioned. This study elaborates the connotation and spatial characteristics of metaverse technology, relies on its features and advantages, makes a specific analysis of the inner logic of metaverse integration into online learning, and creates an embodied learning context, immersive learning context, and interactive learning context for online learning according to the current situation of students' online learning, and proposes metaverse online learning context optimization strategies in terms of both classroom teaching optimization and policy optimization, with a view to improving students' online learning effectiveness.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129259154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.9734/jesbs/2023/v36i11202
S. Göksoy
In the study, it was aimed to understand the foundations of the moral reasons (moral judgments) of educators (school administrators, teachers and other educators) attitudes and behaviors in educational environments. The research was conducted in line with the qualitative research approach. Phenomenology design was used in the study. In order to understand the reasons underlying the moral thoughts / judgments of the educators, it was tried to obtain data by asking semi-structured interview questions. According to the educators who participated in the research, it is important for educators that the correct behavior in school environments is not to comply with rules supported by punishment and punishment, that it is not to take actions that meet their own interests and needs, that there are no behaviors that please others, that are not appreciated by others, laws and rules should not be accepted without question, that what is mutual interest is not self-centered, that they can criticize social rules by considering them relative, that concepts such as human rights and freedom have an important place in my system of values, that the right behavior is a behavior that is in accordance with the principles that have been examined and accepted by the society by considering human rights and the benefit of society. It is appropriate behavior (which includes universal justice, human rights, equality and respect for human beings).
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