This study assessed the disaster risk preparedness in schools and mitigation strategies within school culture's quantitative and qualitative nature. Safety schools ensure high-quality management by implementing effective risk management strategies. To achieve quality education, schools must prioritise disaster risk mitigation strategies. In so doing, three objectives were employed, which include examining the influence of disaster-risk preparedness on school safety measures, assessing teachers' and students' emergency preparedness skills, and evaluating safety equipment availability in schools. The study utilised a mixed-methods approach, encompassing questionnaires, interviews, and physical observations. The research was conducted in the Dodoma region, focusing on five public secondary schools. A total of 152 participants were purposefully and randomly selected for the study. The quantitative data was analysed descriptively, while the qualitative data was thematically paraphrased and presented as quotes. The study further revealed that schools have insufficient safety equipment, leading to unpreparedness during emergencies. Additionally, it was found that teachers and students rarely receive emergency preparedness training, increasing crisis risk in schools. Furthermore, most schools lack essential safety equipment such as fire extinguishers, fire alarms, and fire exits, which puts them at potential disasters.
{"title":"Disaster Management in Tanzanian Secondary Schools: An Assessment of Disaster Risk Preparedness and Mitigation Strategies","authors":"Yusuph Kambuga","doi":"10.56916/jesi.v1i2.577","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.577","url":null,"abstract":"This study assessed the disaster risk preparedness in schools and mitigation strategies within school culture's quantitative and qualitative nature. Safety schools ensure high-quality management by implementing effective risk management strategies. To achieve quality education, schools must prioritise disaster risk mitigation strategies. In so doing, three objectives were employed, which include examining the influence of disaster-risk preparedness on school safety measures, assessing teachers' and students' emergency preparedness skills, and evaluating safety equipment availability in schools. The study utilised a mixed-methods approach, encompassing questionnaires, interviews, and physical observations. The research was conducted in the Dodoma region, focusing on five public secondary schools. A total of 152 participants were purposefully and randomly selected for the study. The quantitative data was analysed descriptively, while the qualitative data was thematically paraphrased and presented as quotes. The study further revealed that schools have insufficient safety equipment, leading to unpreparedness during emergencies. Additionally, it was found that teachers and students rarely receive emergency preparedness training, increasing crisis risk in schools. Furthermore, most schools lack essential safety equipment such as fire extinguishers, fire alarms, and fire exits, which puts them at potential disasters.","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585120","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}
N. Sisinyize, G. Tubaundule, M. Kaunozondunge, A. Kambimbi, D. Mujoro G
This research study aims to improve access to learning aids and resources for inmates in Technical, Vocational Education and Training (TVET) within the confines of the Windhoek Correctional Facility, aiming to facilitate the rehabilitation and successful reintegration of incarcerated individuals, as well as suggest possible recommendations to achieve enhanced access to learning Aids and Resources at correctional facilities in Namibia. The study used a qualitative-method approach, including case study, interviews, and observations, to evaluate the facility's existing learning environments and assess the sufficiency and accessibility of resources. It also explores the impact of restricted access on inmates' educational and personal growth. The research seeks inspiration from successful models in other correctional facilities and identifies innovative approaches, such as technology integration, partnerships with educational institutions, and community involvement. The findings will inform policy recommendations and practical interventions.
{"title":"Enhancing access to learning aids and resources at windhoek correctional facility","authors":"N. Sisinyize, G. Tubaundule, M. Kaunozondunge, A. Kambimbi, D. Mujoro G","doi":"10.56916/jesi.v1i2.571","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.571","url":null,"abstract":"This research study aims to improve access to learning aids and resources for inmates in Technical, Vocational Education and Training (TVET) within the confines of the Windhoek Correctional Facility, aiming to facilitate the rehabilitation and successful reintegration of incarcerated individuals, as well as suggest possible recommendations to achieve enhanced access to learning Aids and Resources at correctional facilities in Namibia. The study used a qualitative-method approach, including case study, interviews, and observations, to evaluate the facility's existing learning environments and assess the sufficiency and accessibility of resources. It also explores the impact of restricted access on inmates' educational and personal growth. The research seeks inspiration from successful models in other correctional facilities and identifies innovative approaches, such as technology integration, partnerships with educational institutions, and community involvement. The findings will inform policy recommendations and practical interventions.","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"7 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584832","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 utilization of standards in competency assessment is a critical consideration in contemporary education. This study examines the experience of British Columbia in employing standardized criteria for assessing competencies in general education, drawing valuable insights for Vietnam. This paper analyzes the competency assessment frameworks and methods adopted by the province of British Columbia, Canada. It delves into the adoption and adaptation of standards, the alignment of assessment processes with predefined criteria. Findings highlight that incorporating standards in competency assessment enhances assessment validity and transparency. Standards facilitate a more consistent and reliable assessment process, while also aiding the establishment of clear performance expectations for learners. These findings offer valuable lessons for Vietnam's education system, emphasizing the potential benefits and challenges of integrating standardized criteria into competency assessment practices.
{"title":"Utilizing Standards in Competency Assessment for General Education – A Case Study of British Columbia, Canada and Lessons for Vietnam","authors":"Thi Thanh Huong Duong, Truong An Vu","doi":"10.56916/jesi.v1i2.575","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.575","url":null,"abstract":"The utilization of standards in competency assessment is a critical consideration in contemporary education. This study examines the experience of British Columbia in employing standardized criteria for assessing competencies in general education, drawing valuable insights for Vietnam. This paper analyzes the competency assessment frameworks and methods adopted by the province of British Columbia, Canada. It delves into the adoption and adaptation of standards, the alignment of assessment processes with predefined criteria. Findings highlight that incorporating standards in competency assessment enhances assessment validity and transparency. Standards facilitate a more consistent and reliable assessment process, while also aiding the establishment of clear performance expectations for learners. These findings offer valuable lessons for Vietnam's education system, emphasizing the potential benefits and challenges of integrating standardized criteria into competency assessment practices.","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"30 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596491","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}
Speaking is a form of speech act in the form of sounds produced by the speech apparatus accompanied by body movements and facial expression. Unfortunately, many students find it difficult to practice this because of excessive anxiety. One example of anxiety that we often encounter is public speaking anxiety. Anxiety is a tendency where a person is reluctant to his abilities. In this research, the researcher will use case study design. The type of this research was descriptive qualitative. This research focused in investigated speaking anxiety with story completion technique in EFL Classroom. This research was conducted at a high school in West Bandung Regency. Researchers chose this school because researchers are alumni of this school.The results of the analysis, In short, we can consider that speaking is one of the instruments to talk to each of them others in everyday life, because human life speaks very important because we can provide insights, data, news, thoughts. However, speaking in English for students is difficult because students need to communicate in other dialects with high self-confidence.However, students must be active in the classroom because speaking skills can improve with practice. They must also pay attention and respect each other not laugh at anyone when he makes a mistake in speaking. Students must be aware that making mistakes means the teaching and learning process is ongoing.
{"title":"Exploring Students’ Speaking Anxiety in Story Completion Technique In EFL Classroom","authors":"Yulianti Viviana, Yogi Setia Samsi","doi":"10.56916/jesi.v1i2.539","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.539","url":null,"abstract":"Speaking is a form of speech act in the form of sounds produced by the speech apparatus accompanied by body movements and facial expression. Unfortunately, many students find it difficult to practice this because of excessive anxiety. One example of anxiety that we often encounter is public speaking anxiety. Anxiety is a tendency where a person is reluctant to his abilities. In this research, the researcher will use case study design. The type of this research was descriptive qualitative. This research focused in investigated speaking anxiety with story completion technique in EFL Classroom. This research was conducted at a high school in West Bandung Regency. Researchers chose this school because researchers are alumni of this school.The results of the analysis, In short, we can consider that speaking is one of the instruments to talk to each of them others in everyday life, because human life speaks very important because we can provide insights, data, news, thoughts. However, speaking in English for students is difficult because students need to communicate in other dialects with high self-confidence.However, students must be active in the classroom because speaking skills can improve with practice. They must also pay attention and respect each other not laugh at anyone when he makes a mistake in speaking. Students must be aware that making mistakes means the teaching and learning process is ongoing.","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"34 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605287","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}
Nguyen Van Doc, Nguyen Minh Giam, Nguyen Thi Hoai Nam, Ngo Tu Thanh, Nguyen Thi Huong Giang
Algorithmic thinking is a term that is of interest to many educators and teachers. Algorithmic thinking plays an important role not only in problem solving but also in solving real world problems. The article presents some concepts of algorithmic thinking; propose the process of applying algorithmic thinking to teaching function graphs for students through GeoGebra online, helping students to draw all functions in the fastest way. GeoGebra is integrated with algorithms used to graph any function online that students cannot do. GeoGebra is used effectively, interactively and actively supported by many students, students and teachers of Mathematics in the process of graphing functions and graphs in an intuitive and detailed way, thereby developing develop students' thinking.
{"title":"Applying Algorithmic Thinking to Teaching Graphs of Functions For Students Through Geogebra","authors":"Nguyen Van Doc, Nguyen Minh Giam, Nguyen Thi Hoai Nam, Ngo Tu Thanh, Nguyen Thi Huong Giang","doi":"10.56916/jesi.v1i2.554","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.554","url":null,"abstract":"Algorithmic thinking is a term that is of interest to many educators and teachers. Algorithmic thinking plays an important role not only in problem solving but also in solving real world problems. The article presents some concepts of algorithmic thinking; propose the process of applying algorithmic thinking to teaching function graphs for students through GeoGebra online, helping students to draw all functions in the fastest way. GeoGebra is integrated with algorithms used to graph any function online that students cannot do. GeoGebra is used effectively, interactively and actively supported by many students, students and teachers of Mathematics in the process of graphing functions and graphs in an intuitive and detailed way, thereby developing develop students' thinking.","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"48 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605455","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}
Revelation is one of the distinctive characteristics of a human being, which immensely contributes to its progress and success; in fact, an individual is born with the power of revelation and curiosity, which makes him strive and discover the world around him. Accordingly, inquisitive individuals are more motivated to face and solve diverse situations. Revelation and inquisitiveness are additional in individuals, showing the degree of crystallization of their creativity and innovations in different ways. Inquisitive individuals do creative things, which is a vital point for them. Consequently, it is necessary to pay attention to the environmental conditions, specifically the educational environment, and meet the requirements of individuals, particularly students from teachers and academic staff in the educational environment. It not only encourages the development of the individual but even assists the development of society. This literature focuses on the role of revelation and curiosity of students in the educational environment and in creating creativity that must be considered and supported by teachers and academic staff at educational centers. This focus can be helpful for all in charge to provide a dynamic atmosphere for the students and offer them the need to grow their creativity to have a better future and career.
{"title":"Student's Creativity in an Educational Environment: Revelation and Inquisitiveness","authors":"Aida Mehrad, Anita Mehrad","doi":"10.56916/jesi.v1i2.547","DOIUrl":"https://doi.org/10.56916/jesi.v1i2.547","url":null,"abstract":"Revelation is one of the distinctive characteristics of a human being, which immensely contributes to its progress and success; in fact, an individual is born with the power of revelation and curiosity, which makes him strive and discover the world around him. Accordingly, inquisitive individuals are more motivated to face and solve diverse situations. Revelation and inquisitiveness are additional in individuals, showing the degree of crystallization of their creativity and innovations in different ways. Inquisitive individuals do creative things, which is a vital point for them. Consequently, it is necessary to pay attention to the environmental conditions, specifically the educational environment, and meet the requirements of individuals, particularly students from teachers and academic staff in the educational environment. It not only encourages the development of the individual but even assists the development of society. This literature focuses on the role of revelation and curiosity of students in the educational environment and in creating creativity that must be considered and supported by teachers and academic staff at educational centers. This focus can be helpful for all in charge to provide a dynamic atmosphere for the students and offer them the need to grow their creativity to have a better future and career. ","PeriodicalId":487470,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"94 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605947","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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