Purpose: The purpose of this study is to explore the nature of critical thinking in curriculum practice in higher institutions of learning in Uganda. The study is based on Makerere University Business School, as a case study of institutions of higher learning in Uganda. Methodology: The methodology used is textual analysis of curriculum documents, non participatory overt classroom observation and focused interviews of the lecturers who teach the observed classes, to determine whether in practice, critical thinking is actually taught to learners. Findings: It is the finding of this research that the curriculum practice in Uganda generally uses methods that do not strongly support the development of critical thinking skills in learners. The over-dependence on the lecture method causes the learners to fall short of the key Taxonomic words that build critical thinking skills in learners. Unique contributor to theory, policy and practice: This study is a unique contribution to theory and practice as it shows the implementation of critical thinking in the classroom in Uganda in relation to Bloom’s Taxonomy.
{"title":"Critical Thinking in Curriculum Practice: The Case of Higher Institutions of Learning in Uganda","authors":"Esther Katende","doi":"10.47941/jep.1584","DOIUrl":"https://doi.org/10.47941/jep.1584","url":null,"abstract":"Purpose: The purpose of this study is to explore the nature of critical thinking in curriculum practice in higher institutions of learning in Uganda. The study is based on Makerere University Business School, as a case study of institutions of higher learning in Uganda. Methodology: The methodology used is textual analysis of curriculum documents, non participatory overt classroom observation and focused interviews of the lecturers who teach the observed classes, to determine whether in practice, critical thinking is actually taught to learners. Findings: It is the finding of this research that the curriculum practice in Uganda generally uses methods that do not strongly support the development of critical thinking skills in learners. The over-dependence on the lecture method causes the learners to fall short of the key Taxonomic words that build critical thinking skills in learners. Unique contributor to theory, policy and practice: This study is a unique contribution to theory and practice as it shows the implementation of critical thinking in the classroom in Uganda in relation to Bloom’s Taxonomy.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"14 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167781","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}
Purpose: The purpose of this study is to investigate the students’ perception of choosing a health science major as a career choice for their higher education degree, to understand why and what motivates them, and to contextualize how these views would have an impact on their studies. Methodology: This study was a mixed-methods study consisting of quantitative and qualitative data. Quantitative data were collected using an anonymous Google-form questionnaire, and FGD was used to collect qualitative data. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) version 24, while qualitative data were analyzed thematically. Findings: The findings categorized the students' choice of a health science major based on their personal life experiences, role modules, family support, engagement, high school performance, and career viewpoints. Thus, results indicated that students’ enrollment in a health science major as a career choice was due to their interests in future career perspectives, academic performance, and life experience, with the support and encouragement of their families. Unique Contribution to Theory, Practice and Policy: In conclusion, several factors motivate students to consider a health science major for future improvement and to maintain the quality of healthcare experts in Cambodia. Those factors, including life experience, role modules, career interest, academic performance, family direction, and accessibility of health science information, significantly impact students' decisions to pursue a HE degree. This study's findings are essential information that will help prepare students for health science majors and inform parents, health science universities, and governance to plan for providing support and inspiration to students since high school for this major of study.
{"title":"Students’ Perceptions toward Health Science Career Choice: A Case from Cambodia","authors":"Virak Sorn","doi":"10.47941/jep.1576","DOIUrl":"https://doi.org/10.47941/jep.1576","url":null,"abstract":"Purpose: The purpose of this study is to investigate the students’ perception of choosing a health science major as a career choice for their higher education degree, to understand why and what motivates them, and to contextualize how these views would have an impact on their studies. Methodology: This study was a mixed-methods study consisting of quantitative and qualitative data. Quantitative data were collected using an anonymous Google-form questionnaire, and FGD was used to collect qualitative data. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) version 24, while qualitative data were analyzed thematically. Findings: The findings categorized the students' choice of a health science major based on their personal life experiences, role modules, family support, engagement, high school performance, and career viewpoints. Thus, results indicated that students’ enrollment in a health science major as a career choice was due to their interests in future career perspectives, academic performance, and life experience, with the support and encouragement of their families. Unique Contribution to Theory, Practice and Policy: In conclusion, several factors motivate students to consider a health science major for future improvement and to maintain the quality of healthcare experts in Cambodia. Those factors, including life experience, role modules, career interest, academic performance, family direction, and accessibility of health science information, significantly impact students' decisions to pursue a HE degree. This study's findings are essential information that will help prepare students for health science majors and inform parents, health science universities, and governance to plan for providing support and inspiration to students since high school for this major of study.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"46 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176624","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}
Purpose: The contemporary education landscape is undergoing a significant transformation, largely driven by the integration of Information and Communication Technologies (ICT). This paper explores the experiences of educators as they incorporate ICT into teaching and learning.Methodology: The study was conducted in Mombasa City, Kenya, and utilized qualitative research methods, including in-depth interviews, focus group discussions, and classroom observations, in a case study design involving two urban primary schools. The research meticulously documented the experiences of 16 participants. Findings: The findings of the study highlight several advantages of using ICT in teaching and learning, including easy access to information, interactive and personalized learning opportunities, as well as collaboration. However, the data also revealed significant challenges faced by educators, such as unstable electricity, inadequate ICT gadgets, internet fluctuation, and a lack of skills to integrate ICT into teaching. Unique Contribution to Theory, Policy, and Practice: Educators consistently stressed the importance of continuous support and professional development to enhance their ICT integration skills. Furthermore, the research emphasized several promising recommendations, including the installation of alternative sources of electricity, sourcing for additional ICT devices, supervising learners while using ICT gadgets, and conducting professional development initiatives tailored to the creation of a collaborative community of practice (COP), which have the potential to effectively address these challenges. To fully leverage the potential of ICT for enriching the learning experience, equipping students with essential digital skills, and preparing them for a digital-centric world, educational institutions, and policymakers must prioritize investments in technological infrastructure and foster a culture of innovation and collaboration among educators.
{"title":"Exploring Effective ICT Integration Strategies in Education: A Case of Two Public Primary Schools in Mombasa, Kenya","authors":"Juma R. Haji, Rose J. Shiyo, Nipael Mrutu","doi":"10.47941/jep.1526","DOIUrl":"https://doi.org/10.47941/jep.1526","url":null,"abstract":"Purpose: The contemporary education landscape is undergoing a significant transformation, largely driven by the integration of Information and Communication Technologies (ICT). This paper explores the experiences of educators as they incorporate ICT into teaching and learning.Methodology: The study was conducted in Mombasa City, Kenya, and utilized qualitative research methods, including in-depth interviews, focus group discussions, and classroom observations, in a case study design involving two urban primary schools. The research meticulously documented the experiences of 16 participants. Findings: The findings of the study highlight several advantages of using ICT in teaching and learning, including easy access to information, interactive and personalized learning opportunities, as well as collaboration. However, the data also revealed significant challenges faced by educators, such as unstable electricity, inadequate ICT gadgets, internet fluctuation, and a lack of skills to integrate ICT into teaching. Unique Contribution to Theory, Policy, and Practice: Educators consistently stressed the importance of continuous support and professional development to enhance their ICT integration skills. Furthermore, the research emphasized several promising recommendations, including the installation of alternative sources of electricity, sourcing for additional ICT devices, supervising learners while using ICT gadgets, and conducting professional development initiatives tailored to the creation of a collaborative community of practice (COP), which have the potential to effectively address these challenges. To fully leverage the potential of ICT for enriching the learning experience, equipping students with essential digital skills, and preparing them for a digital-centric world, educational institutions, and policymakers must prioritize investments in technological infrastructure and foster a culture of innovation and collaboration among educators.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236213","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}
Purpose: The study assessed the implementation process of early childhood education in distance learning during the Covid-19 lockdown in Osun State. It also determined the delivery system for distance pre-school education during the Covid-19 lockdown in the study area and examined the challenges of distance learning in early childhood education during the Covid-19 lockdown in the study area. These were done with a view to providing empirical information on the implementation process of early childhood education in distance learning during the Covid-19 lockdown in Osun State. Methodology: The study adopted a descriptive research design. The population consisted of all the early childhood administrators of pre-primary schools in Osun state. The sample comprised 30 early childhood education centres selected across the three senatorial districts in the state. Multi-stage sampling procedure was used to select the sample for the study. For the three senatorial districts, one local government area (LGA) was selected using simple random sampling technique. From each LGA, ten early childhood education centres were selected using simple random sampling techniques. All schools that had preschool sections and accepted to participate in the study were involved. From each preschool centre an administrative head/representative was selected using simple random sampling technique. One research instrument was used titled; ‘Pre-schoolers Centers Covid-19 Lockdown Assessment Questionnaire (PCCAQ). Pearson Product Moment Correlation Statistics was used to calculate the reliability of the PCCAQ and was found to be 0.71. Data collected were analysed using frequency counts and simple percentages. Findings: The result in the study showed that the implementation process for distance learning during the covid-19 lockdown was poor with 80.0% of the preschoolers' centres did not implement distance learning during covid-19 lockdown. In addition, results revealed that the delivery system for distance pre-school education during covid-19 lockdown in the study area was very poor with 70.0% of preschool centres not organising distance learning during the period of the lockdown. Unique Contribution to Theory, Policy and Practice: Finally, the result showed that 66.7% of the pre-school centres were having challenges in engaging children during the period of the lockdown. The study concluded that early childhood education programmes by pre-schools during covid-19 lockdown in Osun state were not implemented.
{"title":"Assessment of Early Childhood Education Programme Implementation by Pre-schools during COVID-19 Lockdown in Nigeria.","authors":"Gbone Adunola Okunaiya, Simeon Olayinka Olajide","doi":"10.47941/jep.1527","DOIUrl":"https://doi.org/10.47941/jep.1527","url":null,"abstract":"Purpose: The study assessed the implementation process of early childhood education in distance learning during the Covid-19 lockdown in Osun State. It also determined the delivery system for distance pre-school education during the Covid-19 lockdown in the study area and examined the challenges of distance learning in early childhood education during the Covid-19 lockdown in the study area. These were done with a view to providing empirical information on the implementation process of early childhood education in distance learning during the Covid-19 lockdown in Osun State. Methodology: The study adopted a descriptive research design. The population consisted of all the early childhood administrators of pre-primary schools in Osun state. The sample comprised 30 early childhood education centres selected across the three senatorial districts in the state. Multi-stage sampling procedure was used to select the sample for the study. For the three senatorial districts, one local government area (LGA) was selected using simple random sampling technique. From each LGA, ten early childhood education centres were selected using simple random sampling techniques. All schools that had preschool sections and accepted to participate in the study were involved. From each preschool centre an administrative head/representative was selected using simple random sampling technique. One research instrument was used titled; ‘Pre-schoolers Centers Covid-19 Lockdown Assessment Questionnaire (PCCAQ). Pearson Product Moment Correlation Statistics was used to calculate the reliability of the PCCAQ and was found to be 0.71. Data collected were analysed using frequency counts and simple percentages. Findings: The result in the study showed that the implementation process for distance learning during the covid-19 lockdown was poor with 80.0% of the preschoolers' centres did not implement distance learning during covid-19 lockdown. In addition, results revealed that the delivery system for distance pre-school education during covid-19 lockdown in the study area was very poor with 70.0% of preschool centres not organising distance learning during the period of the lockdown. Unique Contribution to Theory, Policy and Practice: Finally, the result showed that 66.7% of the pre-school centres were having challenges in engaging children during the period of the lockdown. The study concluded that early childhood education programmes by pre-schools during covid-19 lockdown in Osun state were not implemented.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235550","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}
Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career. Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice. Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone. Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.
{"title":"Developing English Language Competence through Content and Language Integrated Learning Approaches: Teachers’ Perceptions of the Teaching Practice at the Bilingual Christian University of Congo","authors":"Mumbere Malonga Mashauri, John Mumbere Muthambuko","doi":"10.47941/jep.1518","DOIUrl":"https://doi.org/10.47941/jep.1518","url":null,"abstract":"Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career. Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice. Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone. Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"312 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254128","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}
Esther Wambua, Paul M. Maithya, F. Kisirkoi, Dr. Samuel N. Njathi Dr. Samuel N. Njathi
Purpose: This study sought to assess the school administrators’ support to implementation of digital literacy program in public primary schools in Kitui County. The study sought to find out whether school administrators had facilitated teachers for digital literacy trainings and to examine whether school administrators had provided for maintenance of the digital literacy devices. Methodology: Descriptive survey research design was used. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28. Findings: The findings revealed that a large number of teachers were supported by their school administrators to attend digital literacy training sessions. It was further noted that very few administrators always facilitated for repair of the broken parts of the computers 16(9.8%). Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches.
{"title":"School Administrators’ Support for Teachers’ Training and Maintenance of Digital Literacy Devices, in the Implementation of Digital Literacy Programme in Public Primary Schools in Kitui County-Kenya","authors":"Esther Wambua, Paul M. Maithya, F. Kisirkoi, Dr. Samuel N. Njathi Dr. Samuel N. Njathi","doi":"10.47941/jep.1504","DOIUrl":"https://doi.org/10.47941/jep.1504","url":null,"abstract":"Purpose: This study sought to assess the school administrators’ support to implementation of digital literacy program in public primary schools in Kitui County. The study sought to find out whether school administrators had facilitated teachers for digital literacy trainings and to examine whether school administrators had provided for maintenance of the digital literacy devices. Methodology: Descriptive survey research design was used. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28. Findings: The findings revealed that a large number of teachers were supported by their school administrators to attend digital literacy training sessions. It was further noted that very few administrators always facilitated for repair of the broken parts of the computers 16(9.8%). Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267481","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}
Esther Wambua Esther Wambua, Paul M. Maithya, F. Kisirkoi, Samuel N. Njathi
Purpose: The purpose of this study was to find out school administrators’ possession of digital skills and digital literacy content impact on the implementation of digital literacy program in public primary schools in Kitui county-Kenya. Methodology: Descriptive survey research design was used to describe the characteristics of the respondents. Review of related literature was done in line with the objectives of the study. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28. Findings: The study established that school administrators’ skills and competencies in digital technology were a good predictor of a smooth digital literacy implementation. On the overall the study found out that schools’ administrators’ possession and use of digital literacy skills was below average. The study further established that 145(88.48%) respondents could access digital literacy content in their school while 19(11.52%) could not access the content in school. Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches
{"title":"School Administrators’ Possession of Digital Skills and Digital Literacy Content for Implementation of Digital Literacy Program in Public Primary Schools in Kitui County-Kenya","authors":"Esther Wambua Esther Wambua, Paul M. Maithya, F. Kisirkoi, Samuel N. Njathi","doi":"10.47941/jep.1505","DOIUrl":"https://doi.org/10.47941/jep.1505","url":null,"abstract":"Purpose: The purpose of this study was to find out school administrators’ possession of digital skills and digital literacy content impact on the implementation of digital literacy program in public primary schools in Kitui county-Kenya. Methodology: Descriptive survey research design was used to describe the characteristics of the respondents. Review of related literature was done in line with the objectives of the study. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28. Findings: The study established that school administrators’ skills and competencies in digital technology were a good predictor of a smooth digital literacy implementation. On the overall the study found out that schools’ administrators’ possession and use of digital literacy skills was below average. The study further established that 145(88.48%) respondents could access digital literacy content in their school while 19(11.52%) could not access the content in school. Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Effectiveness of Learner Support Services in Blended Learning and Its Influence on Quality of Education in Kenya’s Public Universities","authors":"","doi":"10.7176/jep/14-33-11","DOIUrl":"https://doi.org/10.7176/jep/14-33-11","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139292464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Family Determinants of Career Awareness among Students in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya","authors":"","doi":"10.7176/jep/14-33-05","DOIUrl":"https://doi.org/10.7176/jep/14-33-05","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139292890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Equity-Based Strategies in Tanzania Public Secondary Schools: An Assessment of Awareness Level Among Stakeholders","authors":"","doi":"10.7176/jep/14-32-07","DOIUrl":"https://doi.org/10.7176/jep/14-32-07","url":null,"abstract":"","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139297989","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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