Research Article
Determinants of the Quality of Primary Education in Tunisia: A Micro-Econometric Analysis Applied to the TIMSS 2011 Study
Kaouther Soudani*
Issue:
Volume 13, Issue 3, September 2024
Pages:
39-48
Received:
13 August 2024
Accepted:
10 September 2024
Published:
26 September 2024
Abstract: Empirical estimates of education production are very few in the case of Tunisia due to non availability of data. Fortunately, trends in international mathematics and science study starts to fill this gap by providing data on students’ achievement. TIMSS 2011 revealed that the average performance of Tunisia student is at the lower end of the distribution of the average score of all participating countries Tunis took the 47th in mathematics over 50 countries. Despite the abundant resources and reforms undertaken by the educational community Tunisia student suffer from a very low primary quality of education as measured by mathematics test score. This article attempts to find out the impact of the home environment, school resources and teacher quality on the students’ educational achievement at fourth grade in mathematics., we estimate educational production functions using OLS and then repeat the exercise estimating quantile regressions at different part of the score distribution in order to analyze if there are differences in the variables affecting test scores along the scores distribution and not just at the mean of the distribution. The results show that the home environment, school resources and teacher resource are key determinants of primary education performance. In order to to improve primary education performance, it is recommended that policymakers and educational authorities focus on strengthening all three key determinants: enhancing support for families to create a conducive learning environment at home, investing in better school resources and infrastructure, and providing ongoing professional development and support for teachers. By addressing these areas comprehensively, educational institutions can create a more effective and supportive framework that promotes better learning outcomes for all students.
Abstract: Empirical estimates of education production are very few in the case of Tunisia due to non availability of data. Fortunately, trends in international mathematics and science study starts to fill this gap by providing data on students’ achievement. TIMSS 2011 revealed that the average performance of Tunisia student is at the lower end of the distrib...
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Research Article
Managers' Readiness and Strategies for Severe Intellectual Disabilities: An Exploratory Study in Gauteng, South Africa
Renier Jacobus Botha*,
Zondani Zimba
Issue:
Volume 13, Issue 3, September 2024
Pages:
49-61
Received:
15 July 2024
Accepted:
14 August 2024
Published:
26 September 2024
Abstract: In South Africa, learners with severe to profound intellectual disabilities have not had access to public funded education and support, leaving them vulnerable and excluded from the services available to all school-aged children. To address this national disparity, the South African government developed a Draft Policy Framework for the Provision of Quality Education and Support for Children with Severe to Profound Intellectual Disabilities, which is now being implemented in special care centres at a national level. In Gauteng, the draft policy is being implemented at the provincial level by the Gauteng Department of Education in order to achieve the national mandate. The goal of this study was to investigate how Special Care Centre managers address the challenges of managing centres for learners with intellectual disabilities in Gauteng Province. It examines the adequacy of preparation programs for these managers and evaluates the management strategies used to overcome challenges arising from deficiencies in these programs. Using an exploratory mixed-method approach with a population of 45 centre managers in Gauteng, the study began with qualitative research through semi-structured interviews with a sample of 10 managers and proceeded to a second stage where 35 participants completed a questionnaire. Of the 45 managers, 10 did not return the questionnaire. The findings reveal that managers face various challenges due to the diverse nature of these institutions, which are established by parents of disabled children, Non-Governmental Organisations, or religious organizations. The study also highlights a lack of preparatory programs for centre managers and a significant disparity in qualifications, with three-quarters holding only a matriculation certificate or lower. To address these challenges, managers have adopted Bush’s management models, including subjective, collegial, and ambiguity models. Based on these findings, the study recommends upgrading manager qualifications and providing in-service training to enhance their skills with contemporary approaches, aiming to improve leadership and management practices in centres for children with intellectual disability.
Abstract: In South Africa, learners with severe to profound intellectual disabilities have not had access to public funded education and support, leaving them vulnerable and excluded from the services available to all school-aged children. To address this national disparity, the South African government developed a Draft Policy Framework for the Provision of...
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Research Article
Teaching Primary School Children’s Through Uzbek Folk Traditional Games for Improving Their Gross Motor Skills
Dehqonova Ohista Kosimzhonovna*,
Hamdamov Begali Isroilovich,
Ubaydullaev Sa’dulla,
Ahmedov Erkin Rahmonovich
Issue:
Volume 13, Issue 3, September 2024
Pages:
62-77
Received:
3 June 2024
Accepted:
1 July 2024
Published:
26 September 2024
Abstract: The role and significance of Uzbek folk games in the process of physical education of junior schoolchildren is described. The possibilities of national games as one of the effective and significant factors in raising children are analyzed. A description is given of the complex use of outdoor games in the context of the formation of a harmoniously developed, physically healthy and socially active personality of primary school students in educational institutions. The conducted research is aimed at justifying the use of national games as a variable part of a physical education lesson, in the format of a national-regional component. The study revealed that Uzbek folk outdoor games have great opportunities not only for the development of motor abilities, education of physical and moral-volitional qualities, but also for the formation of a culture of interethnic communication. Children of different nationalities, participating in folk games and relay races, share their impressions, communicate with each other, complete game tasks and make joint efforts to achieve the goal of the game. Based on the results of an experimental study, conclusions were drawn about the practical significance of using folk games in physical education, with an emphasis on the dynamics of children’s motor readiness.
Abstract: The role and significance of Uzbek folk games in the process of physical education of junior schoolchildren is described. The possibilities of national games as one of the effective and significant factors in raising children are analyzed. A description is given of the complex use of outdoor games in the context of the formation of a harmoniously d...
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