The study aimed at establishing the Involvement of government and non-governmental organisations’ (NGOs) Teamwork in the Advancement of quality education in Kisumu West Sub County, Kenya. Despite the efforts put by non-governmental organizations in promoting quality education in the country, there are several challenges that are encountered by NGOs which hinder their support in promoting quality education. The study adopted a descriptive survey design. The target population was 19 NGO Leaders, 111 Head Teachers, the SCEO, 111 Community Leaders and SCQAO, totaling to 243. The NGO officials, SCEO, SCQAO, and were purposively selected because they were few. A 30 percent simple random sample was used to get33 Head Teachers and 33 Community Leaders. Data was collected through questionnaires and interview schedules. To ensure face and content validity of the research instruments, 2 experts in the department of Educational Administration Planning and Economics of Kisii University were requested to scrutinize the research instruments so as to validate them. Reliability of the instruments was addressed through piloting in 5 schools and reliability coefficients were obtained by subjecting the instruments to a Split-half Technique and Spearman ―Brown Prophesy formula‖. The co-efficient of reliability obtained was 0.721 which indicated that the instruments were reliable. Data was analyzed qualitatively and SPSS programme was used. The findings of the study reveal that the majority (87) 88.6 percent of all respondents said that training on financial matters in the schools was done quarterly. It was recommended that the government to work closely with NGOs to provide quality education. Informed consent of the respondents were ensured and confidentiality adhered to.

The purpose of the study was find out the perceive impact performance-based assessment on examination malpractice at the SHS level. This study employed descriptive design. A performance-based test was developed by the researcher. The population for the study were mathematics examiners and teachers and public SHS three students in in the western region of Ghana. A multistage sampling procedure was used for the selection of respondents for the study. The study made use of stratified, simple random and census techniques for selecting participates for the study. In all, sample of 240 examiners and 150 mathematics teachers in the western region of Ghana was selected for the study. The instrument for the data collection of the study was questionnaire. Data collected was analysed with means and standard deviation. It was found that mensuration, set, equations and inequalities, business mathematics and algebraic expressions were expressed to attract much malpractice whiles graphs, angles and construction were found to least attract malpractice. The result also showed that PBA could reduce examination malpractice at the SHS level. It was therefore recommended that the West African Examination Council should give a try-out of PBA in the SHS for some selected schools to further ascertain the strength and weaken of the developed PBA.

To maximise the effectiveness of secondary school education, teacher leadership has to be implemented to enhance the performance of teachers. Therefore, this paper described some major types of educational leadership that could boost teachers’ performance, and help to provide a superior learning environment for students that will lead the way in secondary school education. This study, which is hinged on the Performance causes Satisfaction and the Managerial Grid theories chose six secondary schools in Oshimili South Local Government (LGA) of Delta State, Nigeria for analysis. The researchers employed a descriptive survey research design with a population and sample size of 111 and 86 respectively, while the questionnaire was used as the instrument for data collection. Bar Charts and simple percentages were used to analyse the data. Findings showed that the attributes of conflict management ability, good role model, and display of humility in teachers’ leadership affect performance significantly, and that there is a correlation between laissez-faire leadership style and teachers’ performance in the sense that this style of leadership negatively impacts on teachers’ performance. Based on the findings, it was concluded that teacher-leaders should vary their approach of leadership to achieve high-performance levels without undermining other teachers’ satisfaction levels. The recommendations include that the Democratic type of leadership by teacher leaders should be encouraged in Secondary schools because it is encompassing; that schools may implement a teacher leadership model as a strategy to downsize and cut costs for the school. In most cases, distributing administration among the teachers could reduce overall personnel costs, among others.

A number of policies, missions and programmes have been initiated to facilitate e-learning enabled by information and communication technologies (ICTs) over recent years both by central as well as state governments in order to enhance effectiveness of teaching-learning process. However, tangible outcomes of such initiatives have been limited so far due to a number of factors especially in government institutions. While in some cases the core reason has been availability, accessibility, adequacy and quality of ICT tools, in many cases intention to use such technologies by teachers has been found conspicuous by its absence. The present paper uses the theoretical framework of the Technology Acceptance Model (TAM) to deduce relevant lessons. The objective is not to deliberate on the nuances of the model but simply to pick out a few relevant constructs in light of the author’s own experience of technology adoption in the context of schools and colleges of Himachal Pradesh. After briefly outlining the key tenets of TAM, the paper articulates the rationale for adopting this model and finally discusses key lessons for increasing acceptance of such technologies among educational stakeholders. Since COVID 19 has already created a rationale for adopting technology-enabled learning methodologies, the recommendations of this paper are likely to improve the efficacy and effectiveness of current and future initiatives.

Amidst the corona-virus pandemic, universities around the globe had to switch the provision mode of higher-level education and students’ assessment from face-to-face to online ones, without adequate preparation. Given this new educational reality, this study set out to explore undergraduate Greek students’ points of view regarding the computer-based assessment that was implemented at their university Department under the covid-19 circumstances. Twenty-nine learners were purposefully and voluntarily recruited to participate in the research. Data were collected using as a research tool the spontaneous texts written by the students, while qualitative content analysis was used for the data analysis. Overall, findings indicated that most of the participated students were in disfavor with the computer-based assessment, stating mainly the disadvantages that this process entailed. As the most cited drawbacks, these were found to be the technical problems that used to arise, followed by the inadequate time assessees had for their assessment as well as the students’ concerns about academic integrity. Still, most students found their experience with the computer-based assessment conducted unique and weird. While these findings do not support previous research, they are fully discussed in terms of their implications in the article.

This study investigates the effectiveness of pedagogical courses and practicums in the A+B teacher education model at the University of Education, Vietnam National University, Hanoi. Most of the participants in the study said that they were implemented effectively, helping to equip students with what they need to become high school teacher s. However, the practicums at the University of Education are still in need of innovation when compared to the corresponding programs in many other countries. The implementation time of the A+B teacher education model has only been around a decade, so it is necessary to make continuous adjustments for the betterment of this model. The research results not only help stakeholders in the reform of teacher education at the University of Education, but also serve as reference information for other institutions in the process of innovating teacher education programs and models, particularly when it comes to pedagogical courses as well as practicums.

This article compares social learning outcomes of homeschooled and traditionally schooled children under the Accelerated Christian Education Curriculum (ACE). The comparison is done by looking at the social skills constructs of persistence, self–control and social competences. This study adopted the comparative research design, targeting children under the Accelerated Christian Education. 426 children were sampled, with 272 participating Questionnaires were used to collect data on the three constructs. From the computation of children Independent sample t-test, it was revealed that there were no significant differences between the homeschooled and traditionally schooled children as perceived by the children, parents and teachers on the three Social constructs. Consequently it was noted children, parents and teachers received home schooling as effective in developing children persistence, self-control and social competence learning outcomes. It was also demonstrated that acquiring these social skills was independent of home and traditional schooling. Hence it meant home school was equally effective in nurturing the social skills required for children to fit well in society. Though further studies needed to be done to test the robustness of these findings when other variable are added to the model.

Both classical liberalism and keynesianism play an important role in human economic history. There are some relevant research results interpreted the two together. However, the differences between the two are the focus of previous scholars, therefore, the research on the similarities and connections between the two is ignored, or the two are completely opposite. Reinterpretation of the general theory focuses on discovering the relationship between tradition and innovation, giving people new understanding and enlightenment.