The study aims to describe the application of the one-stop schooling system in achieving standards for graduating students in the Islamic Boarding School Al-Ma'had Setu Bekasi. The study uses field ...research with a qualitative descriptive research design, while data is collected by using interviews, observation, and document collection related to the research focus. Interview techniques are used to collect data from several sources, including the school's founders, management, and students. The analysis flow follows an interactive analysis model, with the process of analysis made through 4 stages data collection, data reduction, data presentation, and deduction. The findings suggest that the Pondok Pesantren Salaf Al-Ma'had Setu Bekasi uses the One Stop Schooling System to achieve the standard characters for graduating students; ten standards have been designed. Pondok Pesantren Salaf Al-Ma'had Setu Bekasi belongs to the traditional Islamic boarding school but uses modern teaching systems and methods. In the application of the One Stop Schooling System, a teaching and educational method becomes the primary facility for achieving the character standards for graduating students. In the program, there is also an organization that serves as a support facility to help students develop their insights, knowledge, talents, and skills.
The article reports on the findings of a qualitative inquiry involving a sample of nine (9) teachers (three participants per school) drawn from three schools within the locality of three education ...circuits of Emalahleni in Mpumalanga Province (South Africa). The primary objective of the article was informed by the paucity of literature that establishes an intersection between Indigenous epistemologies of Ubuntu philosophy, instructional leadership and the sharing process of knowledge management within the domain of primary and secondary education. By eliciting teachers’ views on heads of departments’ (HODs’) curriculum leadership practices, the article attempts to narrow down the knowledge gap on the topic of instructional (herein referred to as curriculum) leadership— a domain whose preoccupation often slants towards the principal’s role at the exclusion of other key stakeholders within the school ecology. In terms of the findings, democratic (participative), autocratic, transactional, transformational and managerial (in no particular order) leadership styles were found to have been used by individual HODs alongside instructional leadership style to strengthen their curriculum leadership role. It however, became apparent that both participative and transformational leadership styles sufficiently promoted the ethos of Ubuntu in HODs’ curriculum leadership role and thus enhanced curriculum delivery processes and knowledge sharing behavior among teachers as well as between HODs and teachers. The findings of the article demonstrate how a non-adversarial intersection between indigenous and mainstream leadership practices, might add an impetus to HODs’ curriculum delivery and knowledge sharing leadership role in under-resourced schooling contexts.
In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the “Classroom of the Future” programme in previously disadvantaged schools, allowing ...an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one’s needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.
In most classrooms in most schools, there are students who have suffered complex trauma who would benefit from a system-wide, trauma-informed approach to schooling. Despite growth in Australian ...schools adopting trauma-informed practice, education systems are yet to embrace a whole-of-organization approach, unlike other systems supporting children and adolescents. This is likely due to multifarious complexities inherent in, and specific to, the schooling system. This article reviews early findings from current research in Queensland, Australia that is exploring requirements for a system-wide approach to trauma-informed schooling. Findings highlight that achieving systemic, trauma-informed schooling is complex but necessary and has potential to improve outcomes for students and those aiming to educate them. Findings have implications for schooling and education systems worldwide.
This paper uses the China Family Panel Studies’ micro-level data and the ordered logit model to study intergenerational transmission of education and examines whether the nine-year compulsory ...schooling system affects equity in education. The results show that when parents have higher educational attainments, their children will have higher educational attainments. Full-sample results show that when the mother has higher education, the probability that her children have higher education increases by 7.97%, whereas for the sub-sample after the compulsory schooling policy carried out, the probability increases by 22.42%. We find that the compulsory schooling system strengthens intergenerational transmission of education in the level of higher education. An implication is that the compulsory schooling system may promote equity in compulsory education but does not promote equity in higher education.
The paper examined the concept of the Dual Flexible Open Schooling system, the Nigerian version of the open schooling system of education, the place of open schooling in widening access, ...cost-efficiency and quality education at Universal Basic Education (UBE) levels in Nigeria. The paper also explained the possible applicability of the Dual Flexible Open Schooling System, to Universal Basic Education as a panacea to accomplishing Sustainable Development Goal 4 in Nigeria. In specific terms, the paper discussed how dual flexible open schooling strategy, which is a form of open and distance eLearning, can be introduced in Universal Basic Education in Nigeria vis-a-vis the primary and secondary schools. The paper explored the concept of open schooling, the Open Schooling System via the Universal Basic Education Programme in Nigeria, UBE’s latest initiatives of the Open Schooling System, and the Commonwealth of Learning intervention in the UBE programme. The paper also identified strategies to achieve Sustainable Development Goal 4 (SDG4) via the Dual Flexible open schooling System and its implications for the Nigeria Education System. Also discussed in the paper, is why Nigeria needs Dual Flexible Schooling or Open Schooling System. The paper identified Instructional materials and equipment used mainly in open schooling system including print (Textbooks, pamphlets, handouts, study guides, manuals), Audio (Cassettes, microphone, podcast) Visual (Charts, real objects, photographs, transparencies) Audio-visual (Slides, tapes, films, filmstrips, television, video, multimedia) Electronic Interactive (Computers, graphing calculators, tablets) Résumé Ce travail explique le concept du système de l’enseignement à distance flexible à double cursus, la version nigériane du système des écoles de l’enseignement à distance, la signification de l'école ouverte pour élargir l'accès, la rentabilité et la qualité de l'éducation au niveau de l'éducation de base universelle au Nigeria. Le travail a également expliqué la possibilité l’enseignement à distance flexible à double cursus à l'éducation de base universelle comme une panacée pour atteindre l'objectif de développement durable 4 au Nigeria. En termes concrets, l'article explique comment la stratégie de l'enseignement ouvert flexible et double, qui est une forme d'apprentissage en ligne ouvert et à distance, peut être introduite dans l'éducation de base universelle au Nigeria, dans les écoles primaires et secondaires. Le travail a examiné le concept de scolarisation à distance, le système de scolarisation à distance par le biais du programme d'éducation de base universelle au Nigeria, les dernières initiatives du système de scolarisation à distance, l'intervention du Commonwealth of Learning dans le programme UBE. Le travail identifie également des stratégies pour atteindre l'objectif de développement durable 4 (SDG4) par le biais d'un système de scolarisation ouverte flexible et ses implications pour le système éducatif nigérian. L'article aborde également la question de savoir pourquoi le Nigeria a besoin d'un système de scolarisation flexible ou d'un système de scolarisation ouvert. Le document identifie le matériel pédagogique utilisé principalement dans le système de scolarisation ouvert, à savoir les documents imprimés (manuels scolaires, brochures, polycopiés, guides d'étude, manuels), audio (cassettes, micro, podcast), visuels (graphiques, objets réels, photographies, transparents), audiovisuels (diapositives, bandes, films, bandes de film, télévision, vidéo, multimédia), électroniques interactifs (ordinateurs, calculatrices graphiques, tablettes). Mots clés: Système dual de scolarisation flexible ouvert; programme flexible; programme nigérian de scolarisation ouverte ; éducation pour tous ; ODD 4 ; apprentissage tout au long de la vie.
A current issue in Japan is building sustainable living environments in light of its shrinking and aging population. Depopulated regions in particular have seen significant declines in birthrates, ...and face the problem of the consolidation and closure of elementary schools. There are fears that the withdrawal of schools from an area may impoverish the region and make for less sustainable living. Meanwhile, the issue of school consolidation has triggered the development of resident-led efforts for regional preservation in various areas, and these efforts have been recognized as forming part of sustainable living support infrastructure. Accordingly, this study looked at elementary schools with a rural village student-family schooling system to sustain elementary schools and their surrounding regions for the purpose of clarifying the actual conditions of these schemes, and conducted a survey of three areas with a comparatively good record for such a scheme on a national level. The study produced the following findings. 1. The study clarified the processes and operating structures of village schooling schemes in the three areas, from inception to the present. One feature shared by all three areas is that the region's residents participated in the village schooling activities, and got involved with a sense of being interested parties to the scheme. Another characteristic is that the organizational structure is inherent in the three areas, and the members of the organization differs depending on the activity history. 2. As a feature of the content of the initiatives, each organization has a common point in interviewing, offering houses, life counselling and introducing work at the start of schooling. Next, at the stage of the start of schooling, matches such as entrance examination and interview of decision to join schooling system are made by the organization. Thirdly, there are two types of houses to be offered: " Houses for newcomers (vacant houses used)" and " Houses exclusively for mountain village schooling families (public housing)". In the latter, there are one that utilizes existing public housing and the other is newly constructed. 3. The schemes can be considered to have a certain effect towards sustaining schools, as the numbers of pupils at elementary schools were maintained through village schooling students. In addition, part of the improvement of regional power was caught, as the accumulation power of building resources has increased due to the continuation of schools and the utilization of vacant houses, and the formation organization of residents' organizations has improved due to the formation of three groups. However, further research is necessary as to whether the operation of the rural village schooling system will lead to the community sustainable.
In this article I reflect on research relating to school leadership and the use of research to support school leadership over the last 30 years in Aotearoa New Zealand. The Tomorrow's Schools reforms ...in 1989 wth its shift to school self-management saw more interest in understanding the size and nature of the principal role. More recently there has been interest among policymakers in using research to support effective school leadership, and revived attention to the place of school leadership in Aotearoa New Zealand's education system.
This article is also intended to provide future Aotearoa New Zealand researchers into school leadership with some references they can use to chart how things change if new policy settings and supports for school leadership are introduced as a result of the Tomorrow's Schools Independent Taskforce's recommendations.
The relationship between levels of shyness among the adolescents (13-18 years) of public and private schools were investigated in the present study. 120 students studying in different grades from ...public and private schools in Islamabad (Pakistan) were selected by Random sampling technique. It was hypothesized that levels of shyness among the adolescents of private and public school is different. To measure the levels of shyness, the McCroskey Shyness scale was administered on the sample. Data was analyzed by applying t-test for independent samples and hypothesis was not supported because there is no significant difference found between levels of shyness among the public and private schools adolescents. The research presents evidence that there is no impact of schooling system on shyness levels of adolescents but shy adolescents are less likely to participate in communication and classroom activities or ask questions when they need help with schoolwork. They greatly suffer from social anxiety.
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