As the first and basic level of formal education for children, elementary school has the aim of providing basic abilities to students to develop their lives personally, community members, citizens, and members of humanity and prepare students for secondary education. . Lack of mastery of social skills can lead to potential problems, on the contrary by having social skills students can achieve success in school and society. So it is necessary to develop a measuring tool for the social skills scale. This study aims to develop social skills test kits based on the concept of social skills that have been identified in initial observations and validate the social skills test kits that have been developed, to produce a social skills measurement instrument in the form of a scale. The results can be used by educators as feedback in coaching. The results of the validity of the Expert Judgment on the social skills scale instrument conducted by six experts using the Aiken V formula were declared valid with conditions > 0.78 with 18 items valid from 21 items. While the KMO test of 0.58> 0.50 means that the instrument is considered valid as a measuring tool for the social skills scale of elementary school students. Then the reliability test was carried out with Cronbach's Alpha test. Based on the results of field data processed with the SPSS application, it was found that the reliability of Cronbach's Alpha was 0.87> 0.50, meaning that the social skills scale was considered reliable as a means of measuring social skills in elementary school students.

This article, which shows the relationship between the metaphysical principles of natural science and phenomenology, shows precisely how Immanuel Kant, through these principles, contributed to the establishment of the phenomenology of perception. Thus, this article which first shows how Immanuel Kant was able to interpret and understand nature from its metaphysical principles, shows precisely and finally how the phenomenology of perception only became possible through the understanding of its principles. This is why the article then shows how these metaphysical principles of natural science are set up as the condition of possibility of the phenomenology of perception in Husserl and Merleau-Ponty.

This article reviewed the contributions of Tertiary Education in Sub-Sahara Africa. It extols the impact of the global application of education in social, economic and political development in sub-Sahara Africa. The paper highlighted the Aims of tertiary education in sub-Sahara Africa such as Production of the much-needed high-level manpower essential for the nation’s growth and development, provision of centers of excellence in teaching, research and storehouses of knowledge for nurturing the manpower needs of the nation, promotion and encouragement of scholarship and community services, teaching and research and development. The Conceptual Links of the contributions of tertiary Education in sub-Sahara Africa were succinctly analyzed in the paper. Similarly, the Crux of Tertiary Education in sub-Sahara Africa was meticulously explained in the review. Some African Countries with concrete commitments to Tertiary education such as Burkina Faso, Burundi, Cameroon, Chad, Djibouti, Guinea, Madagascar, Malawi, Mali, Mauritania, Niger, Senegal and Uganda were showcased in the study. It further unveiled the Challenges of tertiary Education in sub-Sahara Africa such as inadequate funding, inadequate teaching staff, poor policy implementation, lack of resources, lack of information communication technology facilities, frequent labour disputes and closures of tertiary institutions, brain drain and poor leadership. The paper was recapped by putting forward the prospects to effective tertiary education in sub- Sahara Africa.