The quality of teaching shapes the future of students and prepares them to be a responsible citizen. Therefore, all efforts to improve the quality of education are dependent on the instructional competence of teachers and their capacity to undertake the various important roles and functions. These endorses the need for teachers to embrace concrete mechanisms of enhancing their instructional competences to constantly innovate and adapt to dynamic student needs for their Competency-based mastery. In this regard interrelation of instructional competency with teachers’ performance appraisal and development is of interest because of its relevance and vitality in endorsing a pedagogical culture which resonates with education quality despite the teacher’s negative perception. However, there is a dearth of literature explaining whether the two major approaches to teacher evaluation namely value-added measures and standards-based evaluations affect their instructional competence providing a gap for the current review. From the review value-added measures and standards-based evaluations significantly affects instructional competence despite their various limitations. Value added measures can enhance the instructional competence of the teacher courtesy of the synergy amongst collaborative learning communities can assess the evidence of student learning based on the test scores for effective teaching.The headteachers within the policy frameworks should cooperate with the teachers in determination of standards which should be realistic, viable and reliable in addressing instructional competence. However, performance appraisal, might have catastrophic consequences if it is carried out without clear objectives.

To better the quality and efficiency of education, and to enable education and training to become a top-level national policy, the foundation and driving force for national industrialization and modernization, our Party has advocated a comprehensive reform of education and training, especially a full awareness of Ho Chi Minh's educational philosophy in the on-going educational revival. This paper presents some of Ho Chi Minh’s important philosophies of education, and the current application of those philosophies to renovate the management of general education for ethnic minority areas by some mountainous provinces in Northern Vietnam.

This study examined the relationship between parenting styles, television viewing habits, and academic performance of second year students in Ghanaian junior high schools in the Ga-East Municipality. The study was a cross-sectional correlational study using 310 samples drawn from a population of 1700 students. Using a five-point Likert’s scale, Buri's Parental Authority Questionnaire (α =.619) measured parenting style in this study. Students Grade Point Average (GPA) in four subjects (English, Mathematics, Integrated Science and Social Studies) represented academic performance scores, while self-constructed TV viewing instrument (α = .71) was used to gather data on students’ television viewing habit. ANOVA, t-test, and multiple regression were used to test four hypotheses. Results indicated that authoritarian and permissive parenting styles correlated negatively with academic performance while authoritative parenting style affected students’ performance positively. The study also discovered that time spent watching TV significantly and negatively influenced academic performance of students. Again, time spent viewing television, did not differ significantly on the basis of age. The study concluded that authoritative parenting style is significant for a better academic grade, and that age is not a factor in regards to time students spent watching TV programmes. Based on the outcome of the study, it was recommended that the Municipal Counsellor should organise career guidance programmes for the students to encourage them to be more focused on their studies and also to reduce their TV viewing time. In addition, parents must be encouraged to regulate the TV viewing habits of their children.

School social workers are trained health professionals who provide important services directly to students and sometimes to teachers in their institutions. They act as the connection for schools, homes and community services to help students’ educational, emotional, and developmental needs. Many of them practice in private and public schools. Not many school social educators could discharge their duties to their maximum capacity, their roles are changing in schools due to lack of necessary equipment for learners, as a result of changes in economic situation in Nigeria. The study investigated the extent the required equipment for the teaching of learners with special needs are available in their schools; the changing roles of social workers in schools; and the effects of the changing roles of social work educators on students with special needs and members of the society. The study was carried out using qualitative research approach. Structured questionnaire guided the focus group discussion. Interaction was done with social work educators in their randomly selected schools for students with special needs in Osun State, Nigeria. Findings revealed that social workers trained people with special needs to make good use of their skills to prepare materials and goods for self-development; schools used different methods to communicate and sensitise parents, and the entire community to take their children to these schools. Also, the roles of social work educators are changing as they have to source for ways of getting equipment for learners, by pleading to philanthropists or religious bodies for the provision of these equipment, as the learners’ needs could not be met either by the government or their parents. This study is contributing to the knowledge of everyone that teaching people with special needs cannot be effective without the use of instructional materials. Observations revealed apart from lack of equipment, educators’ services also faced suspicion, criticisms and neglect by some members of the society. Based on these findings, it was recommended that social work educators be not discouraged due to lack of instructional materials or equipment for the use of their students with special needs, or comments from members of the society, but take the work as a call to serve humanities in their society.

The term, moral values, could be succinctly defined as principles or precepts that provide an individual with a standard of right or wrong behaviour or action. The acquisition/inculcation of moral values takes place through two main processes: first, through their observation and internalization as part of societal culture; and second, through the various modes of modern education. Nigeria has experienced a steadily soaring phenomenon of moral decadence over several decades. This is believed by many experts of moral education to have been the result of sudden abandonment of trado-cultural processes and adoption of foreign lifestyles and attitudes brought into the country by colonial masters and missionaries, The experts also believe that properly planned education programmes, especially at the primary and secondary levels, would help to improve the overall tone of morality in the country. Unfortunately, this approach would leave out large populations of non-beneficiaries of and dropouts from the said and other levels of formal education, including the tertiary level. The purpose of this paper is to show that Adult Education, which takes care of those disadvantaged at various levels of formal education, has the components, structure, processes and methodology to foster advancement of moral values inculcation in Nigeria. To achieve this purpose, the author graphically and extensively discusses how to effectively adapt the potentials of Adult Education to achieve ultimate furtherance of moral values inculcation in Nigeria, under the various modes of modern education – formal, non-formal and informal modes.

Based on data from BNK Semarang in 2015, the number of drug addicts in the city of Semarang was 1.9%, while there were 40 rehabilitation centers for drug addicts in the city of Semarang, both hospitals, social institutions, and Islamic boarding schools. The partner of Semarang City is the At-Tawhid Islamic Boarding School which is a place to rehabilitate drug addicts. The aims of this study are (1) to find out the therapeutic models of drug addicts in Islamic boarding schools (2) to determine the supporting and inhibiting factors for the implementation of social therapy in Islamic boarding schools, (3) to determine the length of time for drug addict’s student recovery in Islamic boarding schools. The research approach used in this research is a qualitative approach. The tools and data collection of this research are observation, in-depth interviews, and documentation. The results showed that the social therapy carried out by the Rehabilitation Islamic Boarding School was effective in rehabilitating drug addicts. The application of social therapy using a medical approach, classification of student room placements for drug addicts, religious education, personality development, effective social community by rehabilitating drug addicts recovering from the influence of drugs. Suggestions in this study are drug addict students should be able to control the desire to use drugs by increasing their dhikr activities.

With the growing number of special needs children in the society due to the prevailing economic, societal and family problems, there is urgent need for the full adoption and enforcement of the education law of the child right act in Nigeria. This study is an attempt to empirically analyze the effects of parental influence on the choice of career among higher secondary students with regards to the child right act. The study evaluated and analyzed the basic theories of the child right act relative to parental control in career choice. The thorough review and use of secondary information sources was adopted for methodology. Thus it was revealed that parental involvement in their children‘s career options significantly influenced their achievement. Based on the finding, it was concluded that academic and career achievement of the child fundamental to the child right and is likely to be high if parents‘ careful attention and assistance to their children are there. It was recommended that parents‘ regular attention and advice at home should be aligned with the child right to facilitate achievement.

Test anxiety is a type of performance anxiety. It can affect anyone from elementary students up to doctoral research candidates. Most of us experience some degree of stress or anxiety before taking an exam. However, when this distress becomes so excessive that it interferes with performance on an exam, it is known as test anxiety.