Addressing Corruption in Tertiary Institutions: Implications for Curriculum Development
Anyanwu Jerome, Prof. Josephine Uzoamaka Anekwe
Page Numbers : 560-563
DOI : 10.36348/jaep.2022.v06i11.004
This paper focuses on corruption in tertiary institutions and how it can be tackled through introducing courses and approaches via curriculum development that will build integrity among students, as well as, institutional quality through citizenship and social cohesion. The paper also discussed the concept of corruption, forms of corruption, causes and corruption in tertiary institutions such as bribery, fraud, embezzlement, favouritism, nepotism, among others and its implication for curriculum development in the country. In order to check and eliminate corruption in tertiary institutions, the paper recommended that, social studies, citizenship and value education should be implemented in tertiary institutions to teach about the negative effects of corruption and to create resilience against corrupt practices. Also, stakeholders in education should organize conferences in tertiary institution to re-orientate them on the dangers of corruption with the action statement ‘‘change begins with me’’ in our educational system, effective classroom implementation of curriculum content and the introduction of courses that will imbibe moral consciousness in the business of education at the tertiary level.
Original Research Article
Nov. 24, 2022
Did Virtual Replace Classroom Teaching? Lessons Learned after COVID-19
Dr. Murillo de Oliveira Dias, Andre Correa Teles
Page Numbers : 551-559
DOI : 10.36348/jaep.2022.v06i11.003
What did we learn after two and a half years into the COVID-19 pandemic and variants regarding Brazilian higher virtual education? This article revisited the issue, providing an overview of lessons about the challenges and pitfalls of virtual learning and the challenges faced by teachers, and executive education professors in Brazil, regarding live online classes via the Zoom platform through archival research and qualitative interviews. Key findings pointed out (a) a drastic increase in the offer and the number of enrollments and admissions in distance courses instead of classroom teaching, but with fewer conclusions; (b) internet connection issues, (c) increasing absenteeism, (d) distractions, (e) dispersion, (e) lack of interest, and (vi) limited pedagogical resources as barriers to online live classes dispensed with the Zoom platform. This study aims to provide the academic community with a perspective regarding the online live education experience after COVID-19 in Brazil. Finally, this work provides ten lessons learned during the pandemic.
Nov. 16, 2022
Effectiveness of EMIS for Curriculum and Instruction Management on Management of Public Secondary Schools in Uasin Gishu County, Kenya
Wamutoro, M, Wambua, K. J. K, Kessio, D, Bornes, K
Page Numbers : 538-550
DOI : 10.36348/jaep.2022.v06i11.002
The government of Kenya implemented policy that advocates for the adoption of Education Management Information Systems (EMIS) in education. However, the slow extent to which EMIS is being utilized in schools needs to be adequately addressed. Thus, the purpose of this study was to investigate the influence of EMIS on Management of public secondary schools in Uasin Gishu County, Kenya. The study objective was to analyze influence of EMIS for curriculum and instruction on management of public secondary schools in Uasin Gishu County. The study adopted pragmatic philosophical paradigm and employed mixed methods research design. The target population comprised of 1334 respondents which included 183 principals, 189 deputy principals, 955 HODs in public secondary schools, 6 Sub-County Directors and 1 County Director of education in Uasin Gishu County. Kerjcie and Morgan (1970) table was used for determining the sample size of 302 respondents. Closed-ended structured questionnaire were used to collect quantitative data from principals, deputy principals and heads of departments (HODs) while semi-structured interview schedules were used to collect qualitative data from sub-county directors and the County Director of Education. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed in narratives and themes. From the findings, the value of adjusted R squared was is 0.489, an indication that there was a variation of 48.9% on the management of public secondary schools in Uasin Gishu County due to effectiveness and efficiency of EMIS for curriculum and instruction. There was a significant association between EMIS for curriculum and instruction and management of public secondary schools with F statistics (248.916). Regression coefficient of curriculum and instruction was 0. 596 with P<0.05. This implies that by strengthenning EMIS for curricullum and instruction management the supervisory role of the school administration on curricullum implementation is strengthenned thus the realization of management effectiveness. Therefore, all the elements of EMIS for curriculum and instruction should be improved on and their implementation strengthened through a policy framework by the ministry of education and public secondary school management to enhance the effectiveness of management of public secondary schools.
Original Research Article
Nov. 10, 2022
Development of Interpersonal Communication Scale for Young Children
Arum Kusuma Dewi, Budi Astuti
Page Numbers : 530-537
DOI : 10.36348/jaep.2022.v06i11.001
Communication is one of the most important aspects in achieving early childhood development tasks. Children who have difficulty communicating will have difficulty adjusting to their peers and their environment. The purpose of this study was to develop an instrument of interpersonal communication scale for early childhood. This study used research and development (R&D) methods. The sample involved in this study amounted to 49 early childhood children in the city of Bandung and its surroundings. The results showed that: 1) the content validity carried out by five experts with the Aiken formula calculation showed a score of 0.87 with 20 valid items out of 33 items; 2) the reliability test of the instrument using the Cronbach Alpha formula obtained a score of 0.952; 3) KMO value was 0.863; 4) Barlett's Test obtained was 0.00; 5) the anti-image correlation and the communality test did not invalidate any items therefore there were 20 items in the good category; 6) the total variance of explain with a percentage of 71,449%; and 7) of the 20 factors, there were 3 factors that could explain the total diversity.
Oct. 21, 2022
Contributions of Tertiary Education in Sub-Sahara Africa
Akor Abbah Innocent
Page Numbers : 521-529
DOI : 10.36348/jaep.2022.v06i10.003
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.
Oct. 21, 2022
Metaphysical Principles of the Science of Nature and Phenomenology in Emmanuel Kant
Ngoma Tassoulou Hilaire
Page Numbers : 511-520
DOI : 10.36348/jaep.2022.v06i10.002
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.
Original Research Article
Oct. 18, 2022
Social Skills Scale Development for Elementary School Students
Devi Oktaviani Asyari, Budi Astuti
Page Numbers : 506-510
DOI : 10.36348/jaep.2022.v06i10.001
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.