Curriculum implementation

This study examined the effect of differentiated instruction strategies on the academic achievement of senior secondary school students in Geometry. The study employed quasi experimental design of pretest, post-test non-randomized and non-equivalent control group. Two research questions and two hypotheses were used in the study. The population of the study consisted of all 24 public senior secondary schools in Bauchi metropolis with a total of 33,880 students. A simple random sampling technique was used to select two schools (80 control, 86 experimental). The experimental group was taught geometry using differentiated instruction, while the control group was taught using conventional method. The instrument used for data collection was Geometry Achievement Test (GAT). The validity of the instrument was obtained by given to experts from mathematics education and measurements and evaluation and their observations were effected accordingly. The reliability of the instrument was determined by pilot testing the instrument on selected sample of schools that were not located within the area of the study on two different occasions, 0.72 reliability coefficient was obtained. Descriptive statistics and inferential statistics were used for data analysis at 0.05 level of significant. The results showed that teaching using differentiated instructional improved students' achievement in geometry. It was recommended that teachers should use differentiated instructional strategies to enhance teaching and learning of mathematics in schools.

The study investigated the problems of using multimedia materials in teaching Secondary school science concepts. Descriptive survey research design was used for the study. 3 objectives and 3 research questions guided the study. From the population of 120 teachers a sample size of 115 was used. Instrument used for data collection was a researcher deployed questionnaire of 30 items. Using Spearman brown coefficient formula (rtt) the reliability coefficient of the instrument was found to be 0.73. Data were analyzed using mean and standard deviation. Findings revealed among others that multimedia materials for effective delivery are insufficiently available. It was concluded that Science teachers do not utilize multimedia resources for effective instructional delivery in Jalingo metropolis among others. One the recommendations was that teachers should avoid non-challant behaviour when it comes to enhancing multimedia instructional delivery.

This mixed method study explored the Proficiency of mathematics education students' teachers at Abubakar Tafawa Balewa University (ATBU), Bauchi in dealing with tasks in algebra across four dimensions: Algebra domain knowledge, Algebra Didactic Knowledge and Algebra Instructional design and delivery. Two validated data tools were administered that combined both structured survey and reflective narratives from 28 respondents. Numerical evidence suggested high expertise in algebra design (M= 18.45, SD=2.37), Instructional delivery (M= 18.45, SD=2.76), and algebra domain knowledge (M= 18.45, SD=3.46). however proficiency in didactic knowledge was weaker (M=14.55,SD=4.01), exposing gaps in tackling misconceptions and utilizing multiple representations. The qualitative outcomes supported these results, suggesting that preservice teachers prioritized curricular alignment, students readiness, and real life applicability in their instructional design but grappled with scarce instructional aids, insufficient lesson time, and deficits in students foundational knowledge most notable in quadratic equation. Respondents elaborated good algebra tasks as those that promote critical thinking, deep reasoning and encourage connections between mathematical concepts and real world contexts beyond the classroom. The study inferred that preservice teachers demonstrated average algebra domain knowledge and algebra design knowledge, didactic knowledge development remain inadequate, It suggest embedding systematic reflection practices within teacher education programs to enhance diagnostic skills and adaptive tasks design. These understanding contribute to the ongoing discussion to enhanced mathematics teacher education in Nigeria.

This project is titled "Factors Affecting the Effective Implementation of English Language Curriculum in Senior Secondary Schools in Gwagwalada Area Council". This study explores the factors affecting the effective implementation of the English Language curriculum in senior secondary schools within Gwagwalada Area Council, Abuja. The objectives include identifying challenges faced in implementing the curriculum, examining the adequacy of instructional resources, evaluating teachers' qualifications and preparedness, assessing administrative support, and proposing strategies to enhance curriculum delivery. Using a descriptive survey research design, data was collected from English language teachers across selected senior secondary schools. A sample of 206 students and teachers was selected through a stratified random sampling technique. The findings indicate that inadequate instructional materials, insufficient teacher training, and large class sizes hinder effective curriculum implementation. Administrative challenges, such as lack of funding and poor infrastructure, further exacerbate the situation. Despite these issues, teachers employ various adaptive strategies to bridge the gaps, including improvisation and collaborative teaching methods. The study recommends prioritizing resource allocation, enhancing teacher training programs, providing consistent administrative support, and adopting innovative teaching strategies to address the identified challenges. These measures are crucial for ensuring the successful implementation of the English Language curriculum and improving learning outcomes in senior secondary schools.

The study aimed to examine the inclusive practices of elementary teachers in handling learners with special educational needs (LSENs). Specifically, it sought to determine the extent of manifestation of LSENs in terms of physical, mental, and social domains, assess the level of inclusive practices of teachers, and identify the problems encountered in implementation. A questionnaire and interview were employed to gather data, with responses quantified using a five-point Likert Scale. Findings revealed that the overall extent of manifestation of LSENs had an average weighted mean of 3.38, described as sometimes observed. Among the domains, the mental domain ranked highest with a mean of 4.02 (oftentimes observed), followed by the social domain with 3.38, while the physical domain registered the lowest at 2.75 (sometimes observed). Meanwhile, the inclusive practices of teachers obtained an overall mean of 4.28, interpreted as always practiced. The mental domain emerged highest at 4.51, followed by the social domain at 4.28, while the physical domain was lowest at 3.76 (oftentimes practiced). The study also highlighted challenges, particularly the limited cooperation of LSENs, which ranked first, while lack of parental cooperation was ranked lowest. Based on these, the study recommends that educators develop individualized engagement strategies, undergo training on assistive devices, and foster inclusive learning environments responsive to the diverse needs of LSENs. Indicators for LSEN manifestations were adapted from DepEd Order No. 044, s. 2021, while indicators for inclusive practices were lifted from Palanca et al. (2021), affirming the instrument’s validity and reliability.

This paper explores teacher preparedness for the competency-based curriculum in Kenya. Competency based curriculum was introduce to Kenya’s Education system in 2016 as a pilot of curriculum to be rolled out under 2-6-33-3 education system that is replacing the three decades old 8-4-4 system. The new curriculum is seen by many as a panacea to the problem of graduate employability in Kenya. The 8-4-4 graduates have been blamed for lacking relevant job skills. Competency based curriculum aims at engaging learners in applying knowledge through demonstration as opposed to content overload. This study focused on early grade primary teacher’s preparedness to successfully implement the competency-based curriculum. Concerns have been raised at the pilot stages on the capacity of those implementers. StuffleBeam’s CIPP curriculum Evaluation model was used to interrogate the CBC as currently implemented. The objectives of the study were to find out early grade Education teacher’s understanding ...

This study explored the experiences of Business Studies educators of the professional development (PD) programmes available to them and how such experiences translate into pedagogies applied to achieve the BS lesson objectives. The Business Studies subject, also referred to as business education in various contexts, equips learners for contemporary working environments frequently defined by technological advancements. However, the dynamics of the modern BS educational landscape require educators who are immersed in everyday trends and advanced technology support; as such, this demands continuous professional development of educators for effectiveness in their everyday teaching and learning. Grounded in transformative learning theory, this interpretive case study examines how Business Studies educators' PD programmes enhance and translate into the achievement of lesson objectives. Purposive sampling was adopted to select six educators, two in each school, from three schools in one South African Education District. Data was collected through semi-structured interviews and non-participant classroom observations, with qualitative content analysis employed to analyse the data. The findings revealed a dual reality of benefits, such as support from subject advisors, with deficiencies such as a lack of context-specific training, disparities in PD, time-workload constraints, lack of resources and institutional support. Thus, the formation of a targeted professional development framework responsive to context-subject-teacher-learner-based reskilling to augment teaching and learning effectiveness aligned with modern world demands is established.

The purpose of this research is to examine the digital skills that primary education teachers developed during the Covid-19 pandemic crisis and how they can utilize them in the post-Covid 19 environment. The research was quantitative and was done by distributing a questionnaire to a convenience sample of 172 teachers in the prefectures of Magnesia and Attica. The questionnaire was developed from the authors and it has been made in such a way that it can provide answers to the relevant research questions and also ensure the coherence of the work. Data analysis was done in SPSS using descriptive and inferential statistics. The research aims on examining an issue which has affected the whole of the teaching community. The Covid-19 crises has forced many educators to adopt into a new environment, which is the digital teaching environment so to cope with the new learning environment that the digital transformation has brought. Nonetheless, many educators-but also students and their parents-were not prepared to cope with the digital transformation that Covid-19 brought, while others face several difficulties. Many of those teaching practices are continue to exist in the post Covid-19 environment. Hence it is essential to examine those skills and which ones will be utilised in today's learning environment. In relation to the results, on average primary school teachers answered that during the pandemic they had acquired a satisfactory, neither high nor low, level of digital skills. Furthermore, respondents on average agreed that their digital skills improved a lot during the pandemic. Most teachers used experiential learning techniques, special learning platforms and use of email. More than one in two teachers agreed that they had used the seminars made from local education districts to develop their digital skills. Also, one in two participants had used the Ministry of Education's seminars to acquire digital skills. In addition, the respondents indicated that in the future and in the post-Covid-19 era, they will make a lot of use of the digital skills they acquired during the pandemic, adding that they will make a lot of use of the e-class and Google platforms apps and will make a little use of the e-me and Grafis platforms. In relation to the barriers, elements such as the skills of students and their parents, the lack of skills of the school administrative staff, the lack of skills of the administrative staff of the Ministry of Education, and ineffective leadership were some of the barriers. mentioned. Finally, regarding the effect of demographic and service data, years of service had a statistically significant effect on the acquisition of digital skills during the Covid-19 pandemic.

Abstract
The main purposes of this study were to explore high school EFL
teachers’ and learners’ perception of CLT and to examine the degree they
practice the CLT principles in their entire classes in Ethiopian High
School context.
The data were collected through questionnaires (for both teacher and
learner), classroom observation, and interviews (for both teachers and
learners). A questionnaire (consisting of seven thematic groups) of 75
items for 26 teachers and of 47 items for 100 learners (who were
randomly selected from three government high schools); classroom
observations on 10 teachers and interview with 10 teachers and 15
learners(out of the whole subjects of the questionnaires) were
administered in March and April 2008 .
The overall findings of this study showed that the majority of teachers
(80.41 %) and more than half (62.33 %) of learners under the study had
mildly high levels of perception about CLT tenets. However, the study
conversely reveals that there is a clear mismatch between what teachers
and learners perceive about CLT and what they actually practice in EFL
context.

Technology education is an important factor in every learner's education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. Utilizing both quantitative and qualitative methodologies, this study sought to investigate the extent to which the learning and teaching of technology was implemented in schools in the Mthatha Education District in South Africa. A case study design was followed. A purposive sample of 20 senior phase educators was used in the study. A semi-structured questionnaire was employed to collect data. Quantitative data were analysed manually and qualitative data were analysed through content analysis. The results obtained revealed that the implementation of the technology learning area faced a number of challenges such as lack of resources especially the rural schools, lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning and teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the improved provision of supportive service from relevant subject advisors and their continuous contact with educators in order to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators need to be extended, refreshed and updated.

Effective nurturing and adding worth to our customs, traditions, and culture signalise the significance of History in the school curriculum. History is a potent subject that requires the employment of diverse techniques to motivate learners' desire to understand the subject. Nevertheless, History as a subject has been plugged with a myriad of challenges that need to be addressed swiftly. The study sought to inquire about the effective implementation of the History curriculum in basic schools. A descriptive survey research design was adopted. A convenience sampling technique was used to gather data from 32 public school History teachers who resided in the municipal educational circuit with the researchers. Three independent experts in History education who did not have an interest in the study scrutinised the questionnaire items to ensure face, content and construct validity. Data were analysed using frequencies and percentages. The findings of the study showed that History teachers most of the time employed discussion, brainstorming and lectures during instructional delivery. However, debates and field trips were the least practised instructional delivery techniques. Also, inadequate teaching and learning resources, poor continuous professional development of teachers, inadequate funds for field trips, and limited content knowledge of History teachers were some challenges that limit the effective teaching and learning of History in basic schools. The study recommended that adequate provision of teachinglearning aids, in addition to continuous professional development for teachers, would improve their content knowledge in the subject. This would further improve the implementation of the History curriculum.

This study investigated the effectiveness of guided inquiry instructional strategy on upper basic science students' academic performance in Otukpo LGA, Benue State. Quasi-experimental research design, specifically, pre-test post-test non-equivalent, non-randomized control group design was adopted. A sample of 72 students drawn from a population of 1,832 was used for the study. Two research questions were raised and answered in the study using mean and standard deviation while two hypotheses formulated were tested using Analyisis of Covariance (ANCOVA) at 0.05 level of significant. The instrument for data gathering was a validated Basic Science Performance Test (BSPT). It had reliability coefficient of 0.91 determined using Richard Kuderson 20 (K-R20) method. Students in both groups were given pre-test before instruction. During the instruction, the same content was presented to the two groups for a period of four weeks and thereafter, a post-test was administered. The findings of the study revealed that the students in guided inquiry strategy outperformed their counterparts in demonstration method. [F(1,69) = 15.915; p = 0.000 < 0.05], the results also showed that gender had no significant effect on mean performance scores of students taught Basic Science using guided inquiry strategy [ F(1,35) = 0.223; p = 0.640 > 0.05]. Based on the findings, it was recommended among others that guided inquiry strategy should be employed for teaching Basic science to enhance their performance.

Each year, around 8,000 Grade XII students in Bhutan sit for the Bhutan Higher Secondary Education Certificate (BHSEC) examination, overseen by the Bhutan Council for School Examinations and Assessment (BCSEA). The results significantly shape students' futures, raising concerns about the effects of these exams on their well-being and coping strategies. Although standardized exams ensure quality and consistency, they can also encourage rote learning, unhealthy competition, and psychological stress. The broader impact on academic growth and long-term success remains underexplored. This study investigates student perceptions of board exams, their coping strategies, and the role of preparatory resources and teaching methods. Using a mixed-methods approach, quantitative data from 3,920 students and qualitative insights from 30 educators and 7 students were collected. Results show a strong positive link between exams and academic performance (rs(22) = .75, p ≤ .001), but also highlight high stress levels, calling for a more balanced, student-centered examination approach.

It is common knowledge that Visual Arts education has the potency to engender sustainable national development. According to Kum-Essuon (2015, p. 1) "historical trends and critical observation suggest that nations that formulate their philosophical visions using their arts and culture as a basis are not only better identified globally, but achieve substantial development". Visual Arts education aims at developing the intellectual, moral, social, and physical characteristics of the learners so that they could be able to enjoy a living as a people, support themselves adequately as adults, and contribute sufficiently to nation-building (Swenzy-Dadzie, Nantwi & Issah, 2020). Fleming (2010) notes that Visual Arts education provides for developing a full variety of human intelligence; creativity; education of feeling and sensibility; exploration of values; understanding cultural change and differences; developing physical and perceptual skills. Given these and many other reasons, Visual art has become an important component of the school curricula of nations across the world. In Ghana, Visual Arts constitute one of the programmes studied at the Senior High School (SHS) level. The introduction of the Visual Arts programme in Ghanaian schools was to diversify the then liberal curriculum to include practical or hands-on activities (Akyeampong

This study investigated the effect of teacher-learner improvised material on creative thinking among varied-ability upper-basic Science students in Makurdi. A pre-test post-test quasiexperimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1,337 Upper Basic II students. Multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the creative thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F (2, 45) = 0.703; p = .501 > .05). Although, there existed a significant difference in creative thinking level in favour of those taught using Teacher-Learner Improvised Material (F (1, 45) = 94.168; p = .000 < .05, no significant difference existed in the students' creative thinking level based on gender (F (2, 17) = .948; p = .407 > .05). Therefore, it was concluded that, the level of creative thinking among varied ability students can be enhanced without gender disparity if learners are actively involved in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.

This study Surveyed undergraduates' entrepreneurial skill acquisition through entrepreneurship studies in regular universities in Makurdi. Two research questions and two null hypotheses guided the study. Out of 12,111 final year (2019/2020) undergraduates from the two regular public universities in Makurdi, a sample of 1,211 was drawn using proportionate random sampling. Undergraduates Extent of Entrepreneurial Skill Acquisition Questionnaire (UEESAQ) with reliability coefficient of 0.95 determined by split half method using Cronbach alpha statistic was used for data collection. Mean was used to answer the research questions while ANOVA was used to test the null hypotheses at 0.05 level of significance. Findings showed no significant difference in the extent of entrepreneurial skill acquisition among Art, Social Science and Science undergraduates, (F(2,1102) = 2.042; p = 0.130 > 0.05). Likewise, no significant difference in the extent of entrepreneurial skill acquisition among Arts, Social Science and Science undergraduates was found based on gender, (F(2,1102)=.3.528, p= 0.053 > 0.05). Thus, out of the 39 entrepreneurial skills expected to be acquired by undergraduates through entrepreneurship studies, only soap and rope making were lowly acquired across faculties. The rest were not acquired. It was therefore recommended that; the University authorities should ensure that lecturers teach Entrepreneurship Studies practically.

This study investigated the effect of creative teaching on critical thinking among differentability upper-basic science students in Gboko-town. Pre-test post-test quasi-experimentalcontrol group research design was used. The study was guided by two research questions and two hypotheses. The population comprised of the 674 Upper-Basic II students in 7 Public coeducational Grant Aided schools in Gboko-town. Multistage sample of 70 students in two intact classes from two schools was drawn. Critical Thinking Test (CTT) with reliability coefficient of 0.84 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the critical thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 1.241, ρ = 0.296 > 0.05. Although, there existed a significant difference in critical thinking level in favour of those taught using Creative Teaching F(1, 63) = 49.890, p = 0.00 < 0.05, no significant difference existed in the students' critical thinking level based on gender F(2, 28) = 2.500, ρ = 2.500 > 0.05. By implication, the level of critical thinking among different-ability students can be enhanced without gender disparity if learners are actively engaged in the Creative Teaching. Thus, Creative Teaching approach was recommended for teaching Basic Science in basic schools.

This study pursues a deep analysis focusing on issues and chances of CLT realization to the EFL students of classes 9 & 10 and in KP private schools for reading comprehension improvement. The qualitative research method will be used in this study to explore the depth of students and teachers’ experiences so that can be evaluated the effectiveness of the CLT, their perceptions and attitudes, as well as the impact on students’ engagement and motivation.

The study aimed to investigate the extent transformational leadership qualities of institutional heads foster transformative education in state universities in Cameroon. Four objectives were used; to find out the extent intellectual stimulation, providing opportunities for continuous improvement, inspirational motivation, and individualised consideration can foster transformative education in state Universities in Cameroon. These four specific objectives were transformed into four hypotheses. The survey research design was adopted for the study. The study population consists of teachers with 2 years and above teaching experience. Data were collected from 613 teachers using a questionnaire via purposive and the snow ball sampling techniques. The reliability coefficient value of the questionnaire was acceptable 0.832. Data collected were analysed using SPSS 25.0 adopting descriptive and inferential statistical tools (Pearson test). Findings showed, more of the teachers 69.9% (Mean 2.23 on scale of 1-4) see their institutional head lacking in intellectual stimulation. Also, 65.8% (Mean 2.32 on scale of 1-4) of the teachers indicated that their institutional heads do not provide opportunities for teachers' continuous improvement. 66.3% (Mean 2.33 on scale of 1-4) also said institutional heads are not inspirational motivators to their teachers. 62.0% (Mean 2.39 on scale of 1-4) equally indicate that the institutional heads do not practice adequately individualized consideration. Similarly, more of the teachers 65.8% (Mean 2.29 on scale of 1-4) reported transformative education in their institution is low. Inferentially, the findings further revealed that intellectual stimulation (R-value = .564**, p-value .000), providing opportunities for continuous improvement (R-value= .576**, p-value .000), inspirational motivation (R-value= .601**, p-value .000), and individualized consideration (R-value = .581**, p-value .000) strongly correlate with transformative education. Thus, it was recommended that our institutional heads need to practice adequate transformational leadership on their teachers.

Bu araştırmada ilkokul 1. sınıf düzeyinde eğitim alan öğrenci velilerinin ev ödevlerine yönelik görüşlerinin belirlenmesi amaçlanmaktadır. Araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında Sivas il merkezindeki ilkokullarda birinci sınıfa devam eden çocukların velilerinden oluşan 30 kişilik bir grup oluşturmaktadır. Araştırma nitel araştırma yöntemine uygun olarak tasarlanmış olup belirlenen durumun derinlemesine incelenmesine imkân sağlayan durum çalışması deseni kullanılmıştır. Verilerin toplanmasında yedi açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Velilere görüşme formunda yer alan maddelerle ilgili açıklama yapılmış, sordukları soruların tamamı yanıtlanmış ve gönüllülük esasına uygun olarak çalışmaya katılacakları bilgisi verilmiştir. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Bulguların gösteriminde frekans ve yüzde kullanılmış olup MAXQDA programıyla görselleştirilmiştir. Elde edilen bulgularda velilerin ev ödevlerinin çocuklarının bilişsel, duyuşsal ve psiko-motor gelişim alanlarını desteklediğini ve ödevlerin kısa ve öz olması gerektiğini düşündükleri belirlenmiştir. Ayrıca çocuklarının ödev ve okul kaynaklı olarak ödev yapmak istemediklerini ve bunun için de ödev yaparken sıklıkla oyun oynama veya mola verme stratejilerini kullandıklarını dile getirmişlerdir. Araştırmada ödev yapma konusunda çocukların istekli olmasında ödevin niteliğinin önemli olduğu belirtilmiştir. Katılımcılar verilen ödevlerin çocukların gelişim ve yaş özellikleri dikkate alınarak verilmesi gerektiğini ifade etmiştir. Bulgular göz önünde bulundurulduğunda ev ödevleri; öğrencinin seviyesine uygun, öğrenmeyi pekiştiren ve çeşitli becerileri geliştiren nitelikte olmalıdır. Öğrencinin motivasyonunu artırması için ilgi çekici ve eğlenceli etkinlikleri içermelidir. Ayrıca, öğretmenlerin geri bildirimleri öğrencinin gelişimine katkı sağlamalıdır.

The research paper is an effort to discover the teacher's agreement and consensus on the necessary elements for developing the craft interactive teaching approach (CiTA) for intellectually disabled children. This was assessed by a selected group of twelve professional teachers who were having teaching experience of more than ten years in Special Education. The study was conducted in two phases. First phase helped children develop craft toys as a form of self-expression and second phase assessed teachers and their perceptions to include this approach in the learning module in the curriculum. The tutorial module was well received by the twelve instructors who used it for learning and instructing. The products developed were hand crafted toys which were affordable and creative helping children to interact in a better way.

UNESCO strategies, including the 2006 Road Map for Arts Education, the 2010 Seoul Agenda for Arts Education and the 2024 Framework for Culture and Arts Education, highlight a persistent concern regarding the insufficient emphasis on arts education competencies among preservice teachers and the challenge of allocating adequate curriculum time in education programmes. In Australia, recent government policies have included the arts as a school curriculum learning area with five subjects: Dance, Drama, Media Arts, Music and Visual Arts. This curriculum aims to ensure that all young Australians experience a comprehensive arts education by providing a framework for teachers to implement sequential learning across the primary school years. Despite these efforts, Australian research tracking the implementation of the arts curriculum within schools and teacher education programmes remains limited, revealing a problematic gap. The present paper examines how an Australian university has attempted to address this gap by providing pre-service teachers with an "Arts Specialism" within a teacher education programme. Using education policy sociology theory, the study explores the contexts of influence, curriculum text production and policy implementation. Critical discourse analysis is used to identify negotiations between influential Australian stakeholders, including university programme leaders who have supported the concept of an arts curriculum specialism. The study addresses themes of arts education content and pedagogy, revealing challenges and opportunities in implementing this specialism and concluding with recommendations for future developments.

Drawing from interviews, questionnaire responses, and information generated through documentary sources, this paper attempts to examine the part played by different actors in policymaking in the education sector in Ethiopia. It recognizes the prevalence of a range of constraints that accentuated the woes of the key stakeholders in the education system (teachers and students) that, in turn, militated against the effective education policy implementation. Wedged between inadequate managerial and institutional capacity, on the one hand, and hostile politico-administrative milieu on the other, the policy and the Education Sector Development Program (ESDP) appeared to make very little headway. Due mainly to the opacity shrouding decision-making in the education system, the policy and the program ran the risk of being perceived illegitimate. The way forward is to engage the relevant public more fully in the decision-making process and institute mechanisms of genuine participation so much that the quality of educational services and the actual control of policy decisions by the relevant stakeholders would be ensured. In other words, this is a quest for a shift from users of policies, to a more active engagement of citizens in the making and shaping of policies that affect their lives.

This paper analyzes the role of structured pre-arrival cultural adaptation protocols in minimizing international student attrition rates. Students who attend academic programs in foreign countries must overcome substantial academic as well as social and emotional challenges. Academic institutions primarily focus their attention on academic preparation but they neglect to consider the cultural psychological and emotional adjustments needed by students. Research data supported by both quantitative measures and qualitative methodologies combined with university case studies show pre-arrival orientation programs boost student retention rates while boosting satisfaction scales and integration achievements in higher education institutions. The research suggests predeparture cultural adaptation initiatives should become part of internationalization strategies while calling for systems to create adaptable technological cultural training solutions. Institutional sustainability together with international reputation growth become achievable through these forward-thinking approaches that simplify student adaptation. Universities can boost overall student performance while improving academic results by focusing on non-academic adjustment preparation before students leave for study.

This paper analyzes the role of structured pre-arrival cultural adaptation protocols in minimizing international student attrition rates. Students who attend academic programs in foreign countries must overcome substantial academic as well as social and emotional challenges. Academic institutions primarily focus their attention on academic preparation but they neglect to consider the cultural psychological and emotional adjustments needed by students. Research data supported by both quantitative measures and qualitative methodologies combined with university case studies show pre-arrival orientation programs boost student retention rates while boosting satisfaction scales and integration achievements in higher education institutions. The research suggests predeparture cultural adaptation initiatives should become part of internationalization strategies while calling for systems to create adaptable technological cultural training solutions. Institutional sustainability together with international reputation growth become achievable through these forward-thinking approaches that simplify student adaptation. Universities can boost overall student performance while improving academic results by focusing on non-academic adjustment preparation before students leave for study.

This paper focuses on the presentation of data which are related on the one hand to the role of International Organizations in shaping the educational policy for Higher Education (with an emphasis on Physical Education and Sports Sciences) and on the other hand to the first historically identified efforts to evaluate a higher education institution of Physical Education and Sports Sciences in Greece. Official texts and reports of International Organizations such as International Council on Health, Physical Education and Recreation, United Nations Educational, Scientific and Cultural Organization, and Council of Europe were studied for the period 1950-1970, according to which their important role and influence in the shaping of educational policy both in Greece and in many other countries was revealed. Regarding the formulation of the educational policy for Higher Education in Greece, the results of the research demonstrate the role that International Organizations played in the initial evaluation efforts concerning the National Academy of Somatic Education which was the only public tertiary education institution for Physical Education and Sports Sciences in Greece at the time and which subsequently was upgraded into the School of Physical Education and Sports Sciences in the National and Kapodistrian University of Athens.

Το ερώτημα στο οποίο επιχειρεί να απαντήσει το παρόν άρθρο αφορά στις προσπάθειες του Κώστα Μουντάκη, για την αναμόρφωση της Φυσικής Αγωγής και του Αθλητισμού στην Ελλάδα, παράλληλα με την καταγραφή της συνολικής επαγγελματικής και επιστημονικής του δραστηριότητας. Τόσο κατά τη θητεία του στο Παιδαγωγικό Ινστιτούτο, όσο και στο σύνολο των συναφών μεταρρυθμιστικών προσπαθειών που συμμετείχε, η συμβολή του στη διαμόρφωση της εκπαιδευτικής πολιτικής κρίνεται ιδιαίτερα σημαντική, ώστε να μπορεί να χαρακτηρισθεί ως ένας από τους θεμελιωτές των Επιστημών Φυσικής Αγωγής και Αθλητισμού στη χώρα. Ενδεικτικά αναφέρονται ότι: α) υποστήριξε επιστημονικά, ως ο πλέον ειδικευμένος (με συναφείς σπουδές στην Αγγλία) τη μεταρρύθμιση και τον εκσυγχρονισμό των Αναλυτικών Προγραμμάτων Φυσικής Αγωγής Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης, σύμφωνα με τα οποία καταργήθηκε η Σουηδική Γυμναστική και εισήχθη το αθλητικο-κεντρικό μοντέλο, β) προώθησε, μέσω των επιστημονικών/ερευνητικών του δημοσιεύσεων και της επιμόρφωσης των εκπαιδευτικών Φυσικής Αγωγής, τις σύγχρονες θεωρίες για τις μεθόδους διδασκαλίας και την Κινητική Μάθηση, γ) υπήρξε υπεύθυνος του Υπουργείου Παιδείας για την εισαγωγή της Ολυμπιακής Παιδείας στο σχολείο. Το πρόγραμμα της Ολυμπιακής Παιδείας έδωσε νέα πνοή στο μάθημα της Φυσικής Αγωγής, ενώ όλες οι μέθοδοι διαφοροποιημένης διδασκαλίας, οι οποίες στις μέρες μας αποτελούν σημεία αναφοράς και άλλων μαθημάτων, έχουν την πηγή τους στην Ολυμπιακή Παιδεία, δ) υπήρξε για δεκατέσσερα χρόνια εκλεγμένο μέλος της εκτελεστικής επιτροπής της Διεθνούς Ομοσπονδίας Σχολικού Αθλητισμού. Από αυτή τη θέση βοήθησε στην προώθηση ορισμένων αλλαγών στην οργάνωση του σχολικού αθλητισμού στην Ελλάδα αλλά και σε άλλες χώρες.

This study examined instructional practices that Senior High School (SHS) Social Studies teachers (SST) adopt in the Asokore Mampong Municipality, located in the Ashanti Region of Ghana. The study employed a descriptive research design. Using the census technique, a sample size of 51 teachers was chosen from six SHS. A self-designed questionnaire guide was used to gather data. Descriptive statistics were utilised to analyse the data. The study showed that SSTs are moderately aware of the overall objectives of Social Studies. Also, teachers employed the lecture and discussion technique frequently during instruction. However, teachers minimally integrated both teacher-centered and student-centered teaching techniques. They, therefore lacked innovative teaching techniques in Social Studies. The study recommends that repeated conferences and training should be organised to update Social Studies Teachers' knowledge and skills of teaching.

This study assessed the teaching-learning environment at the University of Maiduguri. The study used survey design. The population comprised of the 77 academic departments in the eleven faculties at the University of Maiduguri. A total of 29 departments were randomly and proportionally drawn from the 77 departments. The smallest sample (21 percent) was drawn from the College of Medical Sciences having the largest number of departments. The second level of sampling was for respondents. Average of 20 lecturers per department was estimated targeting 50 percent of them. A norm of 20 students for each of the departments was used. Results shows that among others institutional contribution to the quality of teaching learning environment is 51 percent; individual contribution is 53 percent; lecturers contribution is 55 percent. The study concludes that the overall quality of the environment for teaching and learning at University of Maiduguri is sub-standard. Thus the study recommends among...

This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher's willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.

This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and poli...

This study examined the influence of managerial capability, e-fluency, and organizational culture on the research practices of school heads in Region X-Northern Mindanao during the school year 2024-2025. It assessed school heads' managerial capability in terms of school operation management, fiscal management, and learning climate management; e-fluency based on awareness, self-efficacy, leadership, and affective domains; organizational culture in terms of managing change, achieving goals, coordinating teamwork, building a strong culture, and commitment to service; and research practices in the areas of infrastructure, capability, funding opportunities, collaborative practices, and interest and engagement. The study further investigated the correlation between research practices and the identified independent variables and identified which variables best predicted research practices. Findings revealed that school heads demonstrated high levels of managerial capability, e-fluency, and organizational culture, with awareness in e-fluency needing further enhancement. Research practices were rated practiced, but areas such as infrastructure, funding opportunities, and capability require additional support to further enhance research participation. Correlation analysis found significant relationships between research practices and managerial capability, e-fluency, and organizational culture, with building a strong culture, organizational culture, and e-fluency as the strongest correlates. Regression analysis identified five significant predictors of research practices: building a strong culture, achieving goals, selfefficacy, awareness, and school operation management.

Given the context of 'Learning Together' , the primary goal of education is to develop 'ways of doing and ways of being' through a joint effort to strengthen responsive co-learning environments and promote pupils' co-agency for inclusion. To facilitate inclusive processes, co-agents must promote face-to-face interactional skills that accommodate their diverse social and learning backgrounds and ensure responsiveness to each other's needs. While cooperative skills are essential for fostering co-agency in an inclusive classroom environment, international research indicates that pupils often lack these skills due to insufficient mutual support. This deficiency can lead to negative interdependence that may contribute to social exclusion, school disconnectedness, and increased school dropout rates among disadvantaged pupils. Although research indicates that cooperative learning principles have become valuable resources for fostering inclusive classrooms in countries globally, this chapter delves deeper into face-to-face promotive interaction (FtFPI), enhancing the social willingness, connectedness, and responsiveness needed for social inclusion. This chapter aims to describe the role of FtFPI peers, drawing on a larger exploratory study that examined co-learners' inclusivity through previous research and key issues related to co-learning pedagogy in primary classrooms. Thus, building on the reviewed literature on FtFPI, this chapter examines its resources among co-learners to foster inclusion.

Given the context of 'Learning Together' , the primary goal of education is to develop 'ways of doing and ways of being' through a joint effort to strengthen responsive co-learning environments and promote pupils' co-agency for inclusion. To facilitate inclusive processes, co-agents must promote face-to-face interactional skills that accommodate their diverse social and learning backgrounds and ensure responsiveness to each other's needs. While cooperative skills are essential for fostering co-agency in an inclusive classroom environment, international research indicates that pupils often lack these skills due to insufficient mutual support. This deficiency can lead to negative interdependence that may contribute to social exclusion, school disconnectedness, and increased school dropout rates among disadvantaged pupils. Although research indicates that cooperative learning principles have become valuable resources for fostering inclusive classrooms in countries globally, this chapter delves deeper into face-to-face promotive interaction (FtFPI), enhancing the social willingness, connectedness, and responsiveness needed for social inclusion. This chapter aims to describe the role of FtFPI peers, drawing on a larger exploratory study that examined co-learners' inclusivity through previous research and key issues related to co-learning pedagogy in primary classrooms. Thus, building on the reviewed literature on FtFPI, this chapter examines its resources among co-learners to foster inclusion.

research group and PASIE 2 peer group at USN, all of whom have been significant for my development in writing articles. I am grateful to Marte Andersen, Senior Librarian, for always being helpful. I also cannot forget to acknowledge John Anthony for proofreading my articles. Thank you, Mira Bosnjak, for translating all research material from Bosnian to English. This research would not have been possible without the participants, and I would like to thank all the pupils and teachers for their genuine cooperation in sharing their experiences with me. Grateful thoughts also go to my fellow PhD colleagues at PEDRES, particularly the wonderful ladies on the 4th floor at Campus Drammen. Kjaere min Karine Bakken Randi, words cannot express my gratitude to you; thank you for being my supportive friend from the first day. Åsne Håndlykken-Luz, Alessandra Dieudè and Silje Bergman, deserve to be thanked so much for this past year while I pushed on to complete this dissertation. Hanna Zdziarska Slabikowska and Natalia Aaseth for providing me with unforgettable moments and support. Petra, for PASIE 2 sessions and the immersive conversations. Klaudia, for always taking the time to talk and support. Elaheh, for the beautiful days spent together, the great discussions and your help with statistics. Sepand, I agree that our serendipitous first meeting on the bus led to our friendship and many beautiful PhD discussions. I am also grateful for the exceptional people who have given me their friendships and support throughout the years. Hasa Albinovic, for all our working years together and sharing the same child-centred mission. Minka Tinjak, my soulmate, thank you for your continued support. Sundari, Alex and Dija,

I am able to tell from first-hand experience, which results in -behindthe-scenes" stories for the record. 4 Again I wish to acknowledge the help of Ruth Diamond Levinson and Marie Hermanek Cripe, both former pupils and former staff members of mineboth ever my friendswhose interest and concern over this manuscript made the task of preparing much easier than it would have been without their good services. My continuing thanks also go,to Wellesley College for the Amy Morris Homans Award which operks'd the door to the possibility of my writing these books. To Joseph Svoboda, archivist of the University of Nebraska, my thanks for his generous aid in searching out records of University concerns, and to the reference departments of the Lincoln Public Library and the University of Ne- braska-Lincoln Library for their helpful services. My continuing thanks to George Anderson, executive secretary of AAHPER and his staff, including Constance Lacey and Louise Sindler, editors, for their concerned interest in and editing of this book. As with Memories Of A Bloomer Girl, it would have been impossible to write this story in such detail had I riot had at hand my diaries to fall back on to set the memories straight, as well as many boxes of records °and correspondence of the years 1924-1952, which still clutter my home. For afl these several years in which I have been at work on these books, my sister and two nieces, all that remain of my irnme ate family, as well as close friends and neighbors have been most p rent with my shutting myself away alone in my study for long perio of time. My thanks to all for their kind understanding. This book is very different from the earlier book. But then the temper of the times through the turbulent late twenties, the Depression and World War II years was far differed( from that of the Gay Nineties, the turn of the century, and the Great War era. Also I was a far different person in the late twentie on from the shy, slow-blooming young girl of ty the early twentieth centu . I had grown up! The world, even I, was changed. The changed world, the changed type of position, brought totally different experiences. Deeper responsibilities took over. The gift of this second book I gladly make to the American Alliance for Health, Physical Education and Recreation as further expression of gratitude for all the, opportunities it has given me throughout my professional career for service to my profession,/ alsot for the several honors it has so generously bestowed upon me. May the Alliance ever prosper and serve well our beloved country!

This study examined the challenges of administrating curriculum and instruction in secondary schools in Akwa Ibom State. It discussed the concept of curriculum and instruction. It enumerated the objectives of secondary education as indicated in National Policy on Education (2004). Challenges of administrating curriculum and instruction in secondary schools were discussed. Analysis of the Nigerian education sector reveals the challenges of incoherence in policy formulation and implementation, and the relevance of the curriculum to the needs of the society. The prospects were highlighted. Recommendations were preferred such as that good facilities should be constructed to make the increase in the enrolment of students, the government should employ competent teachers with professional qualifications to teach in our secondary schools and educational policies as contained in the National policy on Education (2004) should be strictly implemented; otherwise achievable educational policies should be developed. Conclusions were drawn.

The thesis author fully understands the regulations of Central China Normal University on the retention and use of the thesis, that is: the intellectual property unit for graduate students' thesis work during their degree studies at the school belongs to Central China Normal University. The school has the right to keep and share copies of all versions of the thesis with relevant institutions, and allows this thesis to be read and used; the school can publish all or part of the thesis, and can allow photocopying, micro copying or other reproduction methods Preserve and compile dissertations.

Abstract
The purpose of the study was to assess the implementation and challenge of the Policy
Set for Early Childhood Care and Education in Addis Ababa. The research approach
was a mixed design. The specific type of the design was concurrent method. Regarding
preschool policy data were gathered from national ECCE documents. Concerning
implementation data were collected from 147 main and assistant teachers, 11
principals, 20 Education officials and 27 parents. Five sub cities and 11 kindergartens
were selected using cluster and stratified sampling technique, respectively. To make the
study cohesive, only Woredas administering the selected Kindergartens were
systematically included. Participants of the interview (Principal, Parents and Education
officials) were selected using purposive sampling. Participants of questionnaire (main
and assistant teachers) were selected using available sampling technique. Data
collected from kindergarten were analyzed using integrated analysis technique. Data
collected from Education offices was analyzed using descriptions and thematic analysis
technique. Finally, the result was compared with data obtained from ECCE documents
to check if the policy is implemented accordingly. The finding of the study showed that
ECCE policy emphasized only on the access. In the majority of the centers facilities
were not adequate and teaching process didn’t centralize Children with special needs,
student text book was unavailable, majority of teachers were below diploma level, how
PTA organized varies from KG to KG, Health and Nutrition of children was not given
attention, the annual school program terminates in two terms, majority of the centers’
site was not suitable. On the other hand, no coordination among the three organizations
(MoE, MoH and MoWA), integrated service was not delivered at grassroots level, there
is no preschool experts in the  sub Cities Education  offices, all centers were under
administration of elementary schools, in the main office of  Education Bureau there was
no ECCE department. At last it is concluded that, though significant progress has been
achieved, there are still a continuing challenges that impede the implementation of the
Preschool Education program. Finally, it is recommended that: Preschool Education
policy needs to be revised, Education Bureau needs to facilitate training for all ECCE
staffs. Revision of curriculum need to be carried out including reshuffling of the number
of terms. In addition, attention needs to be given for local games (ground play). Sub
cities need to have structure for ECCE experts at office level. It is also recommended to
strengthen ECCE technical committee at all levels. Furthermore, Education Bureau is
recommended to establish a continuous professional development center equipped with
full educational input in which teachers regularly share their experience. 
Key words:  ECCE, Preschool, Implementation, Policy, challenge, kindergarten

This study examined the influence of curriculum design on students' school dropout rate in tertiary institutions in Katsina state. The study adopted a survey research design; guided by the objective to ascertain the relationship between curriculum design and students' school dropout among tertiary institutions in Katsina state. Research question and hypothesis were in line with the objective of the study. The population of the study comprised 265 school dropout students across the public tertiary institutions in Katsina state. Ninety two (92) school dropout students were randomly selected as sample and participated in the study. School dropout students' interview (SDSI) was used as the instrument for data collection. Mean and standard deviations were used to answer the research question while, Pearson product moment correlation was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that, curriculum design significantly influences students' school dropout in tertiary institutions in Katsina state. The study therefore concluded that, overloaded curriculum design contributes to students' school dropout. Based on the findings and the conclusion drawn, the study recommended for a review to address the curriculum content expected to be covered in tertiary institutions in Katsina state.

The purpose of this was to identify the effective strategies for implementing Information and Communication Technology (ICT) in Enugu State Colleges of Education. It assessed ICT implementation strategies in three colleges of education in Enugu State, concentrating on their scope, gender disparities, and techniques used across federal, state, and private colleges in the state. The study aimed to identify research variables based on behaviorist, cognitivist, and constructivist theories and their application in ICT and teacher education. The target population consisted of 2,500 100-level pre-service teachers from the three colleges of education. A proportionate stratified random sampling technique was used to select the sample from the three colleges of education in the state. 125 pre-service teachers participated in the study. The study used a descriptive survey research design, and pilot testing was conducted to ensure the validity and reliability of the questionnaire. The data were analyzed using both descriptive and inferential statistics using the Statistical Package for Social Scientists (SPSS). The results showed that ICT implementation in colleges of education is not fully utilized, resulting in low educational objectives. Based on the findings, it is recommended that the government, curriculum planners, in-service and pre￾service teachers, and educational institutions be more proactive in adopting strategies that enhance the effective implementation of ICT in colleges of education.

The present study investigated the language shift and language problems that were faced by scheduled tribal communities and Non-tribal communities of Himachal Pradesh within the tribal notified areas of Himachal Pradesh. There are 654 tribal communities live in India out of them 10 belong to Himachal Pradesh and all are marginalized in terms of living conditions due to hard geographical areas, economic, social, cultural, education and political. Due to hard living conditions in the hills they move in winter towards lower areas, that's way they are called as nomads tribal communities but this shifting also leads them towards migration and cultural shifting. The present study was an empirical research investigation based on the 600 senior secondary level students of Scheduled Tribal and non-tribal communities living and studying in tribal notified areas. They were selected by purposive sampling technique. Present study developed a map to show language related problems and its associated factors of tribal and non tribes. Some major issues discussed in the study are as follows-1. Competency of teacher in tribal language. 2. Language related problems in the classroom. 3. Problems in understanding the content taught in Hindi or English. 4. Most use of language by teachers. Along with these issues researcher also focused on Educational problem, Medium of Instruction, Lack of resources, Lack of Tribal teacher, Lack of higher education institution in tribal language. Further this study attempted to focus on solving such language related issues in the tribal areas among the students of all communities and on the basis of interviews conducted researcher tried to develop a tribal language and culture saving approach with the help of education.

This paper looked into the factors of social learning practices and the parameters of student engagement. The primary purpose of the research is to identify the connections between social learning practices and student engagement, as well as the independent and dependent variables. The study utilized the quantitative descriptive correlational design. The researchers gathered data from one hundred ten students (110) of a local private higher education institution. The data were collected using an approved questionnaire and were analyzed using the Descriptive Analysis and Pearson's Correlational Coefficient (r) statistical tool. The study's findings showed that the institution manifested its learning practices in terms of social learning practices. The result implied powerfully demonstrated learning practices, meaning it has an outstanding strategy and structure contributing to student involvement and internal practices. The study also revealed that the drivers of student engagement highly engaged the respondents. The result suggested that higher student engagement may boost students' dedication and involvement, which fosters a collaborative learning environment for students' success and institutional sustainability. The correlational analysis showed a strong positive relationship between social learning practices and student engagement. The study further suggested that a positive learning environment and practices will increase student engagement. Researchers recommend further research in the academic area for future researchers.

In Zambia, a significant gap exists between the ideology and approaches of music education (ME) and the policies and practices that govern it. While ME faces numerous challenges, existing studies have not sufficiently examined its ideological foundations and pedagogical approaches as key areas requiring attention. This study explores ME curriculum and practice through the lens of ideology and pedagogical approaches, aiming to bridge the gap between policy and implementation. The findings of this study will contribute to informing the future development of the ME curriculum in Zambia. The study used qualitative research methods embedded in multi-site case study design which included Southern, Lusaka and Copperbelt provinces of Zambia. Data sources included curriculum documents on ME, interviews and focus groups from 106 respondents comprising curriculum developers (1), teachers (24), lecturers (8) and learners (73) in primary and secondary schools and tertiary institutions, as well as observations of actual teaching. Both purposeful and convenience sampling techniques were used to include participants and institutions. Findings indicate that humanism, democracy and aestheticism influenced policy generation and implementation in ME. Additionally, music is approached through various avenues, including music as practical or vocational training, cultural preservation, promotion of positive leisure activities, holistic learning and integrated arts. Curriculum gaps show lack of specialised music rooms, unclear inclusion guidelines, low use of technology and inconsistent teaching of ME despite policy mandates. The prospects in ME point to increased use of technology, introduction of specialised training in music at primary, generating a ME policy and a practically oriented curriculum.

The study assessed the implementation of computer science programme in universities in Benue State. Four variables of implementation, teacher qualification, teaching methods, teacher-students ratio and laboratory equipment were used. Four research questions guided the study and descriptive design was employed. 61 staff of Computer Science department in three universities in Benue State formed the population and this was used as sample. Checklist titled Computer Science Programme implementation checklist (CSPIC), adopted from the NUC minimum guideline for Computer Science programme implementation was used for data collection. The instrument was adopted from the mandated NUC minimum standards for the implementation of Computer Science programmes. Data collected was analyzed using descriptive statistics of frequency counts and percentages. Graphs/Charts were used to visualize findings. The study revealed among others that Computer Science Lecturers possess the minimum qualification required by NUC. However, each of the departments lack the necessary 70% of teachers with a Ph.D. All required teaching methods were adopted, except for seminars and computer-aided instruction. The study concluded that there are several deficiencies in the Computer Science programme implementation in universities in Benue State. Hence, there is a need to devote more attention to improving the implementation of the programme to effectively enhance the educational experience. Recommendation among others were that departmental heads should prioritize training of teachers to embrace inclusive teaching methods.

The Digital Revolution is transforming the Learning & Teaching Systems all over the World. What kind of Sustainable Education Excellence Models in India is required in 21 st Century? The "Knowledge of many Arts" is to be brought back to Indian Education. The Education approaches that integrate the Humanities and Arts with Science, Technology, Engineering, and Mathematics (STEM) have shown positive learning outcomes. India aims to have an Education System by 2040 that is second to none.

This study explored the challenges faced in implementing the Grade 12 Mathematics curriculum in Community Learning Centres (CLCs) in the Gauteng North Region of South Africa, despite significant post-apartheid educational reforms aimed at addressing historical inequalities and improving access to quality education. The study aimed to identify these challenges and explore the factors influencing challenges experienced by teachers towards curriculum implementation. The study utilized a dualframework approach of deliverology and implementation science to identify key challenges and explore teachers' perceptions and experiences in implementing the curriculum. The study employed qualitative methods, including focus group interviews, classroom observations and semi-structured interviews, to gather data. Thematic data analysis was used to analyse qualitative data, and measures were taken to ensure the credibility and trustworthiness of the findings. The study found that infrastructure limitations, insufficient teaching aids, and under-qualified teachers significantly impact the effective implementation of the curriculum. Socioeconomic factors and resource distribution also play a role in educational outcomes. The study emphasized the importance of positive teacher attitudes and professional development opportunities in improving curriculum delivery. The findings contribute to the ongoing dialogue on curriculum implementation in CLCs and provide practical recommendations for teachers, policymakers, and stakeholders. The study aims to foster positive teacher attitudes, identify barriers, and leverage strengths to enhance mathematics education for Grade 12 students in CLCs. The insights from the research serve as a foundation for developing strategies and interventions, to improve the quality of mathematics education and ensure equitable educational opportunities for all students.