Students’ achievement in core subjects in the West African Secondary School Certificate Examination (WASSCE) has been a subject of concern for stakeholders due to poor performance. The purpose of this study is to assess whether item difficulty is a significant source of variability to the measurement of students’ achievement in WASSCE in Ghana, using the generalizability theory. The study had three specific objectives: (1) to examine the sources of variability (e.g., item) to students’ achievement in WASSCE in Ghana, (2) to assess the dependability of students’ responses in relation to their ability, (3) evaluate how many items are sufficient to provide an optimum measure of student achievement. The one-facet crossed random design was adopted as the research design. Data were obtained from students’ achievement in 2015 WASSCE in the four subjects, namely, Mathematics, Science, Social Studies and English Language. The generalized analysis of variance (GENOVA) was used for the analysis, conducting both G-study and D-study. The analysis revealed that the findings from this study showed that item difficulty had minimal effect on the variability in students’ achievement in English Language and Mathematics. The result further revealed that item difficulty had a significant effect on variability in students’ achievement in Science and Social Studies. Only the English Language test showed relatively low reliability. The study recommended the item difficulty and content structure of the Science and Social Studies multiple-choice test should be evaluated by WAEC officials and their examiners.

Vocational programmes are frequently neglected, and they certainly do not guarantee access to employment and better living conditions. Thus high-quality curriculum and its delivery should always remain part of the story. This begs the question as to what is the effect of critical success factors on curricullum delivery process in TVET institutions. In this regard the study was designed to; To find out the correlation between critical success factors and curricullum delivery process in selected ISO certified public TVET institutions in North Rift Region, Kenya, To access the effect of Institutional Culture on curricullum delivery process in selected ISO certified public TVET institutions in North Rift Region, Kenya, asses the moderating role of institutional culture on the effect of critical success factors on curricullum delivery process in in selected ISO certified public TVET institutions in North Rift Region, Kenya. The study adopted an explanatory research design targeting 735 respondents comprising of Deputy HoDs, ISO champion/HoDs trainers from ISO 9001: 2015 certified TVET institutions in the North-Rift region. This study employed stratified random sampling, proportionate, simple random sampling techniques to select the respondents to be included in the sample. Kerjcie and Morgan (1970) formulae for determining the sample size he sample of the trainers was 252 as obtained using Krejcie and Morgan (1970). The study used questionnaires for data collection. Data was analysed by use of inferential statistics. using the Statistical Package for Social Sciences (SPSS), version 25. From the findings critical success factors such as ISO training and communication are significantly correlated with curriculum delivery with the correlation coefficient ranging of r = .789** and r=.767** significantly. 15.4% percent changes in curriculum delivery in in selected public ISO certified TVET institutions in North Rift region, Kenya could be accounted to institutional culture. With institutional culture moderator, the variables jointly explained 68.6 percent (R2= 0.686) variation in sustenance of curriculum delivery process. There fore the TVET institutions should set instructional cultures which engenders high educational goals and high human values for synergistic effect of employee critical factors and sustenance of curricullum delivery process. The institutional culture must nuture the uptake of ISO training and dissemination of information geared towards curricullum delivery.

This study examined the impact of teachers’ professional development training on the knowledge and skills acquisition of primary schools teachers in Ondo State, Nigeria. Descriptive survey research design was used. From a population of One thousand, four hundred trained teachers, one hundred and fourty teachers were simple randomly selected for this study. Data were collected, using an instrument titled Classroom Lesson Observation Checklist. Two research questions were set to find out the impact of TPD on the selected teachers’ knowledge and skills as well as examine whether there is any significant difference in the impact made on male and female teachers. The results indicated that there was a significant impact of TPD on teachers’ knowledge and skills. It also established that male teachers performed better in knowledge exhibition than their female counterparts, while the female teachers demonstrated higher skills than the male teachers. Based on these results, the following recommendations were made to government; TPD should be made a continuous programme, more funds should be made available annually for the programme, gender sensitivity in the selection of future trainees should be a priority. a functional monitoring team be put in place for follow-up and schools should periodically organize interactive meetings to brainstorm on any difficult areas expressed by the teachers.

The implementation of inclusive education is a form of equal educational services between children who have special needs and regular children carried out in public schools. Therefore, inclusive education provider schools should be implemented properly which includes institutional, student, workforce, infrastructure, parental participation, and financing purposes. The purpose of this study is to describe and obtain an overview of the implementation of inclusive education programs in Lampung Province. The research method used was a descriptive survey with the principal respondent. Data collection by purposive sampling, instruments in the form of closed and open questionnaires to obtain free answers from participants. Data analysis techniques used descriptive statistical analysis. The results showed that in general inclusive education in Lampung Province did not meet the requirements of the implementation of inclusive schools in accordance with the Law on Inclusion Schools, especially related to the still low role of parents of students with special needs, the unavailability of special assistant teachers, and the unmet fulfillment of facilities and adequate infrastructure.

The study sought to acquire a multinational perspective of online learning using data gathered from college students in the Philippines, Kingdom of Saudi Arabia, and the Sultanate of Oman. Using a survey questionnaire of closed and open-ended questions, the respondents were asked about convenience, academic pressure and integrity, and the benefits and drawbacks of attending online classes. The results, after undergoing statistical processing, show that students from the three countries generally perceive online classes as effective, convenient, practical and, on the whole, better than face-to-face instruction. The main problem cited centred on the quality of connection. The study recommends that institutions come up with strategies based on the identified advantages of remote learning while taking steps to improve connection issues.

Outcome target 3 of Sustainable Development Goal 4 focuses on reducing barriers to skills development, Technical and Vocational Education, and Training starting from secondary level, tertiary, and university education. It also focuses on providing lifelong learning opportunities for youth and adults. Universities in Kenya have been at the forefront of improving access to higher education for all. One programme through which Universities have actualized their desire for accessible education is Module II, popularly known as the parallel programme. Through this programme many individuals who achieved the minimum requirement for university admission have had an opportunity to access higher education even though they had hitherto not been considered. However, the quality of education offered under this module has remained a matter of concern. Therefore, the purpose of this study was to analyze probable antecedents of sustainable quality education in the Module II programme. The study adopted the quasi-experimental research design anchored in the positivist research paradigm. The study targeted lecturers drawn from public universities and campuses located in Uasin Gishu County. Questionnaires were used to collect data from a sample of 258 lecturers handling diverse disciplines and who were randomly selected. Multiple regression analysis was used to analyze data. The study revealed that admissions policy, quality culture, curriculum development, and teaching evaluation were significant antecedents to sustainable quality education in Module II. The originality in the study is that Module II can and does support the realization of SDG4 outcome target 3 concerning access to university education. Educational stakeholders should rethink implementing this module alongside these critical antecedents to empower individuals.

Testing and assessment of learning outcomes are one of the basic and important tasks in the educational process. For many years, this activity has been paid special attention by Vietnam’s education sector and included in the industry’s key action program. For this activity to achieve good results, management plays a key and necessary role. Documents of the Ministry of Education and Training indicate the necessity of this activity. However, this activity has not achieved good results in some high schools. Many negative phenomena have arisen during the implementation process. In the current educational innovation context, this activity is becoming more and more necessary. This study indicates the need and proposes solutions to test and evaluate learning outcomes to achieve better results in the future.

This research investigated and described the experiences and ways of coping among low- income parents of La Paz, San Narciso, Zambales, Philippines during COVID-19 pandemic. The COVID-19 pandemic has primarily affected Filipino families most particularly the low-income earners. Income loss for affected individuals is assumed to start at the beginning of the crisis and lasts the duration of the crisis. Most of the respondents receive wage which are spent for their children’s basic needs. They are not financially capable of providing gadgets for their child/children as well as continuous internet connection. Majority of parents are not permanently employed for they are probably on-call, seasonal workers, small scale entrepreneur, self-employed and/or farmer. Parents encountered and experienced delayed payments of their medical expenses and monthly utility bills. Some participants were laid off from their jobs/works and with this condition they barely avail of essential services. In reality, the crisis might exacerbate savings depletion at the onset due to the delay in assistance. Parent participants cope with the adverse economic effect of the COVID-19 pandemic by venturing on other form/mode of earning income like online selling, farming and fishing.