Current Application of Ho Chi Minh’s Philosophy of Education to Renovate Educational Management for Ethnic Minority Areas by Some Vietnamese Northern Mountainous Provinces
Do Thi Thu Huong
Page Numbers : 267-273
DOI : 10.36348/jaep.2022.v06i05.002
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.
May 9, 2022
Teachers Performance Appraisal and Development and Instructional Competence
Page Numbers : 259-266
DOI : 10.36348/jaep.2022.v06i05.001
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.
May 7, 2022
Comparison between Classical Liberalism and Keynesianism---Keynes Is Interested In the General Theory of Employment, Interest and Money
Page Numbers : 254-258
DOI : 10.36348/jaep.2022.v06i04.008
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.
Original Research Article
April 30, 2022
The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya
Fredrick Mwanyumba Tweni, Lydia Wamocha, Dr. Pamela Buhere
Page Numbers : 247-253
DOI : 10.36348/jaep.2022.v06i04.007
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.
Original Research Article
April 26, 2022
Exploring the Reality of Organization of Pedagogical Courses and Practicums for Pre-Service Teachers under the New Model of Initial Teacher Education in Vietnam through A Case Study
Duong Thi Hong Hieu, Nguyen Hoang Thien
Page Numbers : 240-246
DOI : 10.36348/jaep.2022.v06i04.006
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.
Original Research Article
April 21, 2022
University Students’ E-Assessment in the Era of COVID-19 through the Eyes of Undergraduates: A Qualitative Research
Pelagia Ant. Stravakou, Evangelia Ch. Lozgka
Page Numbers : 228-239
DOI : 10.36348/jaep.2022.v06i04.005
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.
April 21, 2022
Enhancing Effectiveness of E-Learning: Lessons from Technology Adoption Model
Dr. Sachin Kumar
Page Numbers : 224-227
DOI : 10.36348/jaep.2022.v06i04.004
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.