Asian Journal of Education and Social Studies

Empowering Minds and Empowering Nation: India’s New Educational Policy Impact on Global Employment

2023-09-21T12:56:45+00:00

As an author of this article myself found there is a path in our Indian constitution regarding Article forty five (45) in Directive precept of kingdom coverage (DPSP), which states that every one ought to be equally reachable for education. Since the training is in Concurrent list, the nation has to comply with the middle's training, but it is not mandatory. Now the primary education for kids under the age of 6 to fourteen years has turn out to be the fundamental right underneath Article 21A. The country wide training coverage has made many new educational interventions consisting of the Mid-day meal scheme, Sarva Siksha Abhiyan, NavodayaVidyalas, KendriyaVidyalayas, and so forth. This national training policy specializes in bringing adjustments in the traditional training sample in college and better schooling. The countrywide training policy 2020 has been authorized by way of the union cabinet headed by way of PM Shri. Narendra Modi. Therefore replacing the old country wide schooling coverage, that's 34 years old, to benefit globally aggressive. The policy is nicely framed with five important key areas together with accessibility, equality, exceptional, affordability, and accountability. The United Nations Sustainable improvement 2030 schedule has set a benchmark for the country wide schooling coverage. The countrywide schooling policy is converting the Indian instructional system right into a globally aggressive education machine with the desired flexibility. The multi-disciplinary issue of the countrywide instructional coverage turns into a stepping stone for boosting college students' competencies. Aim of this article is how India's expands their employment globally based on implemented Indian's new educational policy.

Managing Housing and Infrastructure Needs for a Fully-fledged Involuntary Resettlement: The Case of Central Expressway in Sri Lanka

2023-09-26T04:10:53+00:00

Housing with infrastructure needs are basics in resettlement projects having a public stake. As part of a study exploring how these needs can be effectively addressed, this paper identifies the gaps in managing these infrastructure needs in one of the highway construction projects in Sri Lanka namely Central Expressway, Phase 1. This case study provides a perspective in exploring the issues encountered by the affected people using grounded theory. The paper presents the recommendations to minimize such gaps. Data was collected through unstructured interviews comprising both the beneficiaries and the government officials, reducing opinion bias. Gaps identified were ad-hoc erection of houses, lack of infrastructure facilities, security, safety and health issues, delay and insufficiency of compensation and inefficiency in administrative functions and information asymmetry. Some kind of interventionist approach is inevitable to enhance beneficiary participation and knowledge sharing in order to minimise these gaps, the majority of which has been outweighed by the perceived land value. The findings of this research will help detect the existing gaps in involuntary resettlement and institutional inefficiencies that hamper the progress of resettlement.

Approaches Used by Heads of Schools in the Supervision of Instructions to Improve Students’ Academic Performance in Bahi District

2023-09-27T11:54:35+00:00

This study explored approaches used by the heads of schools for supervision instructions to improve students’ academic Performance in Bahi District-Dodoma, Tanzania. The study employed the qualitative approach and multiple case study design. Purposive sampling and random selection techniques were also used to obtain a sample of 60 participants. Data was collected through interviews with open-ended questions as well as focus group discussion and was then analyzed thematically. With regard to this study, interview (open ended) questions were prepared by considering the aspects like the preparation of schools’ almanac, schools’ action plans, availability of both students’ text books and reference books, attendance of teachers in classes, preparation of lesson plans and lesson notes, inspection of classroom activities and assessment. The results revealed that action plans had by 40% been effectively manifested within some schools. However, a few of the teachers were involved only as representatives during their preparation, and the majorities were required to oblige and adhere to the established plans. The other 60% did neither have school action plans nor know how to prepare them. In relation to that, the study also found out that, the heads of schools were just appointed to take the headship responsibilities without being given any leadership seminar or training. In relation to almanacs, the study found out that, school almanacs were prepared but not well followed by the teachers. Moreover, the study revealed that the heads of schools concentrated more on inspecting teaching and learning preparation documents while overlooking to inspect the teachers during classroom sessions. Therefore, the study came up with suggestions to the government, educational officers and other educational stakeholders that, the newly appointed heads of schools and those who are already holding headship roles should be given opportunities to attend leadership seminars and in-service training. The government, educational officers and other educational stakeholders should also work closely with the school heads.

Examining Civic Education Learning and Assessment Strategies in Selected Secondary Schools in Zambia

2023-09-28T08:02:29+00:00

Aims: This study explored learning and assessment of Civic Education from the pupils’ standpoint.

Study Design: Employed a qualitative research paradigm, in particular a descriptive research design.

Place and Duration: The study was conducted in selected rural secondary schools of Central, Lusaka and Southern provinces of Zambia, between April 2022 and April 2023.

Methodology: It targeted 300 learners from 30 secondary schools in Central, Lusaka and Southern provinces. Schools and participants were systematically selected. Data was collected using a questionnaire with open-ended questions, analysed descriptively and thematically.

Results: Findings show that teachers employ teacher-centered methods and neglect learner-centered methods which are ideal in teaching and learning Civic Education in schools. Findings also revealed that most learners like answering section A (multiple choice), followed by section B (one word or short phrased answers), with section C (essay writing) being the least. All participants contended that teachers could not prepare learners for section C during both formative and summative assessment.

Conclusion: The Examinations Council of Zambia (ECZ) should train all teachers of Civic Education as examiners so that they acquire knowledge, build and sharpen their assessment skills; and ECZ should consider including continuous assessment in Civic Education as part of grade 12 national examination to allow learners interact with the community through research projects when they are in grade 11.

Code Switching and Code Mixing on Social Media Writing Skills among University Undergraduates in Ekiti State, Nigeria

2023-09-28T10:08:19+00:00

The study investigated code switching and code mixing on social media writing skills of the University undergraduates in Ekiti State, Nigeria. The study investigated the level of code switching and code mixing among male and female undergraduates on social media writing and it also examines the influence of code switching and code mixing on social media writing skills among universities undergraduates in Ekiti State. The descriptive survey research design was adopted in the study. Multistage sampling procedure was used to select the sample. The first stage purposive sampling techniques were used to sample all the four university in Ekiti state. The second stage, proportional sampling technique was used to sample from of the four universities. The third stage simple random sampling techniques was used to sample undergraduates from each faculty in four universities. Questionnaire was used to collect data on the study. Section A focused on the demographic variables of the respondents such as name of university, faculty and level of study and undergraduate background. Section B was made up items to elicit information on code mixing and code switching undergraduates on social media writing skills. The reliability of the instrument was determined through test, re-test method and in doing this, the instrument administered on 20 respondents outside the sample twice within the interval of two weeks. The two responses were correlated and analysed using test re-test, which yielded a reliability coefficient of 0.73. The data collected was analysed using descriptive and inferential statistics. The descriptive statistics such as the frequency counts percentages and bar chart were used to answer research questions. Hypotheses 1 and 2 were tested using Pearson’s Product moment correlation; hypotheses 3, 4 were tested using t-test. All the hypotheses were tested at 0.05 level of significance. Therefore, the University undergraduates should stick to the option of language they choose to use on social media and that code switching and code mixing should be used alongside with quotation marks to indicate deliberate use of other codes on social media to show compliance with syntactic rules guiding writing.

Unsung Heroes: A Phenomenological Study on Experiences and Struggles of Special Education Language Teachers

2023-09-30T08:29:34+00:00

Aim: To document the experiences of Special Education (SPED) language teachers in their language teaching, collaboration with parents and interaction with fellow educators in mainstream education.

Study Design: The study used Qualitative method.

Place and Duration of Study: Monkayo Central Elementary School, Compostela Valley, Philippines during the school year 2019-2020.

Methodology: The participants were five male and female Special Education teachers. They used purposive and snowball sampling. Information was gathered through in-depth interviews using validated researcher-made questions written in multilingual (English, Tagalog, and Cebuano). The information was analyzed thematically.

Results: The special Education teacher dealt with various areas of language learning depending on the learner's impairment. Teachers also improvised approaches and developed coping mechanisms in dealing with experiences. This research provided implications to increase efficiency in language teaching in Special Education programs; increase parents' engagement in school activities and programs; and improve special education and mainstream education teachers' interaction.

Conclusion: In conclusion, the research highlights the significant challenges faced by SPED language teachers in educating learners with special needs. Despite these obstacles, SPED teachers have demonstrated remarkable resilience, employing various coping mechanisms and fostering cooperation with parents and mainstream teachers. Their unwavering commitment, patience, and positivity exemplify their dedication to providing the best learning opportunities for their special needs students

Pedagogic Relevance of Integrating Augmented Reality in Saudi English Classrooms: A Systematic Review

2023-09-28T10:16:50+00:00

Every day is a new experience as technology in general has become an integral part of every aspect of modern life. Today, the learning environment plays an important role in influencing learning outcomes, especially after the Covid-19 pandemic. Researchers and educators have begun to discuss and test the implications of these realities for education. Currently, researchers are busy exploring pedagogic relevance of two environments: virtual and augmented reality. The field of English language learning is no exception. The author of this study intended to study importance and impact of augmented reality (AR) in learning English. Teachers' perceptions and digital skills regarding the use of AR were also investigated. Twenty (20) related studies were reviewed for this study. Selection of the articles was made according to the objectives of the study. Latest studies were mainly included, however, quite a few old studies were considered due to utmost importance. The Findings of this study are in accordance with most of the papers considered for the systematic review which indicate that the use of AR applications can be effective if appropriately employed. Teachers' perceptions of AR were found to lead to the conclusion that it improves achievement and increases student motivation and interest. However, the teachers were not very familiar with the AR environment. These findings have implications for learners, teachers, curriculum designers, and administrators seeking to integrate AR into English language teaching and learning.

Overview of Research on Team Development for Preschool Teachers

2023-09-26T07:38:43+00:00

Developing teams of teachers in Vietnamese preschools is an important task of the Ministry of Education and Training in order to improve the quality of child care and nurturing. To see the need for developing preschool teachers, the author has reviewed domestic and international research works related to how to enhance the quality of preschool teachers. The review has synthesized academic documents with focusing on human resource development and preschool teachers' development. Findings showed that it a need to develop kindergarten teachers in order to improve their quality, which contributes to the effective implementation of the task of training and education in the current period of preschool teachers innovation.