Advancement in science and technology is what can bring about rapid transformation of any country. Mathematics is a veritable tool in the understanding of science and technology. Despite the importance, the trend of secondary school students’ performance in Mathematics in external examinations is worrisome. Perhaps, non-availability of standardized achievement test for formative assessment or for promoting the students to the certificate class could be the cause. The purpose of this study was to develop and standardize Mathematics Achievement Test (MAT) for unified senior secondary school class 2 promotion examination in Ondo State. Seventy five SSS2 students randomly selected from Akoko metropolis of the state constituted the sample. MAT for SSS2 was the instrument for this study. The instrument was developed and standardized following various stages of test development and standardization processes. Out of the initial 75 items drafted, 50 items formed the final MAT. The final MAT was valid and reliable. The reliability coefficients were (0.97 and 0.89) using test retest and Kuder-Richardson-20 methods of reliability respectively. From the results obtained, the following conclusions were drawn: The MAT was developed by the researcher, the validated test items were in line with the mathematics curriculum for senior secondary school class 2 students in Ondo State, the developed and validated MAT exhibited good measure of difficulty and discrimination indices. Based on the findings and the conclusion of this study, it was recommended among others that the developed MAT should be used by mathematics teachers teaching senior secondary school class two students in Ondo State and the examination unit of the Ondo State Ministry of Education should make use of this MAT to improve on the quality of their examinations.

Following one of our research lines, we present here the first English translation of ‘Nietzsche, the philosopher and politician’, one of the masterpieces written by Professor Dr. Alfred Baeumler. We repeat what Baeumler said in this text: I have tried to lay bare the ground plan of a buried temple and roll some column drums on top of each other. I hope others will undertake the reconstruction of the complete building. This task continues.

This study sought to examine the relationship between mentorship and professional development of young academics staff in selected universities in Northwest, Nigeria. Using a quantitative approach, the study employed descriptive correlational design. The sample size of 185 respondents was used, which was selected using purposive sampling technique. The objectives were: to determine the level of mentorship; to determine the level of professional development of young academics; to examine the relationship between mentorship and professional development of young academics staff; and to examine the influence of mentorship on professional development of young academics in the selected universities. Data was collected using a questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.79 and 0.85 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The results revealed that the level of mentorship in the selected universities is good; the level of professional development is also good; the association between mentorship and professional development is positively significant; and mentorship is a significant predictor of professional development of young academic staff. The study concludes that professional development of young academics can be enhanced through mentor-mentee relationship. The study recommends among others, university managements should invest into mentoring programmes as a strategic priority for the development of quality human resource and capacity building needed for the achievement of their vision and mission.

Introduction: This study delves into the concept of values education by utilizing traditional games of the Sasak-Lombok tribe in West Nusa Tenggara. The primary focus is on the endeavor to safeguard local wisdom and enhance the cultural identity of children within the region. Material and Methods: The research adopts a qualitative approach with a phenomenological perspective. Data collection methods encompass participatory observation, in-depth interviews with local community figures, and document analysis pertaining to local wisdom. The gathered data undergoes analysis through the stages of reduction, presentation, and drawing conclusions. Content analysis is employed to identify the values of local wisdom evident in traditional games. Results: The findings suggest that values education integrated into traditional games of the Sasak-Lombok tribe has the potential to conserve and instill local wisdom values, such as solidarity, precision, and responsibility, in children. Traditional games serve as a substantial medium for practically understanding and experiencing these values. Conclusion: In conclusion, this research implies a positive contribution to preserving the cultural heritage of the Sasak-Lombok tribe and shaping the character of the younger generation. The holistic approach undertaken can establish an educational environment that integrates cultural values into enjoyable learning experiences. This, in turn, supports children as inheritors of culture who appreciate and embody noble values.

Introduction: Mentoring is a process of professional support between a mentor and a mentee. Also, it is a learning method intended to help a learner to perfect their professional career. The aim of this research is to understand the experience of nursing learner-teachers at the Higher Institute of Medical Techniques of Kinshasa on the mentoring provided by supervisors during educational internships. Method: this is a qualitative and descriptive study. It was carried out with learners of the Third Degree in teaching and administration in nursing at the Higher Institute of Medical Techniques of Kinshasa in the Democratic Republic of Congo. This study used the qualitative inquiry method combined with interview as a technique. With the sample size of nine learners. Results: The results reveal that mentoring has a positive meaning for the learner, because it is a beneficial activity that helps improve practice. The learners negatively assessed the performance of the mentoring benefit by raising two points: Insufficient performance of the mentoring and the insufficiency in the organization of the mentoring the study mentions that there is a low contribution of the mentoring provided by the supervisors during the internship. The big difficulty that made mentoring insufficient is lack of follow-up of learners. To do this, they suggested to the nursing science section which strategies for them to improve. Mentoring includes: Having supervisors available for the educational internship; have the means to facilitate mentoring and organize training on mentoring during educational internships. Conclusion: In view of these results and while reiterating the suggestions of the respondents, we propose that the nursing science section look into the supervision of the scientific staff assigned to support learners in educational internships.

Assessment’s increasing prominence in educational discourses and practices, especially in the past 20 years, has not always resulted in increasing clarity as to what the new terms in vogue actually mean. Questions include: does carrying out formative assessment really mean that we have to duplicate assessment; is summative assessment inevitably linked to problems and negative perceptions, as the UK’s National Student Survey results seem to indicate; are summative and formative assessment different beasts or are they two sides of the same coin as Scriven (1967) noted when he made the original distinction; is assessment really our weakest link? By asking questions to ascertain tutor beliefs and understandings, we clarify the areas where these misunderstandings arise in a Bahraini context. This work builds on research in different contexts which similarly found that the clarity of our assessment understandings is tainted by contradictions in the literature. The questionnaire used here asked neutral questions on assessment and collected both quantitative and qualitative data. Several responses were consistent, all: used formative assessment, associated it with feedback, which appears essential in their perception, and almost all valued theory. However, inconsistencies were in: definitions of formative and summative assessment, their functions and uses, and the relationship between them. How we interpret the results, to some degree, reflects our epistemological and theoretical positions; even though most of the data were unambiguous. By questioning our own beliefs, we found that we are not immune to our emotions and hopes influencing our interpretations.

Following one of our research topics we present here the first English translation of the text 'Alfred Rosenberg and the Myth of the 20th Century', written by the philosopher Alfred Baeumler. In addition to the research it may lead to, it seems important to read it before reading the book written by Rosenberg.