Contribution of secondary education towards economic growth in Ngara District, Tanzania

The purpose of this study was to examine the contribution of secondary education towards economic growth in Ngara District. The study was guided by three research objectives which are; to identify the contribution of the education achieved in secondary school graduates on economic growth, to assess the relationship between secondary school education and economic growth and the last one was to analyze the challenges that face secondary education leavers in the job market. The study was guided by Human Capital Theory which was developed by Schult and Becker .The research used mixed approach technique which entails qualitative and quantitative. In qualitative, the study analyzed the findings by looking at the physical trends while quantitative, the findings were analyzed using measurements in terms of inferential statistics. From the findings, the results reveal that there is a direct connectivity between school education and practical implementation of the knowledge gained in classrooms. Moreover, the findings established that there is low contribution in education achieved in secondary-by-secondary school leavers which cannot cater for their economic income. The study recommends that the government should device friendly curriculum which is environment friendly. This will help secondary school leavers to translate their education into economic growth activities. Moreover, the secondary school leavers are advised to link what they gained in their course of schooling in order to avoid depending much on their guardians and parents.

Empowering Adolescents Through Instilling Information Security Culture in Zimbabwean Schools

There is an excellent opportunity to ensure that information security culture (ISU) is embedded in school children before they are employed in the industry. However, for the majority of time spent in primary and secondary school education, pupils are alienated from supervised use of technology, making it difficult to teach pupils proper use of technology. Thus, there is no deliberate effort to empower and impart ISC to school pupils in Zimbabwe. The purpose of this study is to develop a framework for instilling information security culture in secondary school pupils. Based on the literature, the first version of the framework was developed and subjected to a focus group for review. Data from this focus group was analysed, resulting in a second improved version of the framework. Consequently, it was shown that the framework was relevant, useful, and applicable within Zimbabwean settings.

The Exordium of Adébáyọ̀ Fálétí’s Poetry

The background of Adébáyọ̀ Fálétí (1921 – 2017) was steeped in the Ọyọ̀ ́ Yorùbá culture. He had a princely connection to the throne of Ọyọ̀ ́ having been born by Dúrówadé Àyìnkẹ, a granddaughter of Prince Adé ́ ṣọ̀kàn, Bàbá Ìdódẹ, Aláàfin Àtìbà’s son, to Àkànbí Fálétí. Àkànbí Fálétí was a royal oral artist in the palace of Aláàfin Ṣiyanbọ́lá Oníkẹẹ̀ pé Ládìgbòlù (1911 – ́ 1944). He later practiced outside the palace, leading his own band, going about Ìlọrin and its environs and parts of Northern Yorùbáland. The late Pa David Adéníji of Ìwó, we reliably learnt, was one of his followers. Adébáyọ̀ Fálétí spent his early life in Ọyọ̀ ́ villages such as Àgbóóyè, Ọbanàǹkò and Kúrańgà (Ọlátúnji 1982a). Adébáyọ Fálétí learnt many Yorùbá tales and garnered other ̀ native wisdom from his father and other relations. Such relations include Jímọ̀ Ọládẹ̀jọ, who was adept in proverbs, and his childless aunt, an oríkì (charcterizational) poetry exponent. The western education he acquired and the Christianity he embraced were also part and parcel of his background. His primary school education was at Ọyọ̀ ́ (1939 – 1945), his secondary school education at Ìbàdàn Boys High school, Ìbàdàn, (1951 – 1955) and his University education at the University of Ìbàdàn (1965 – 1968). He took a bachelor’s degree in English with a subsidiary in French. There is no doubt that Adébáyọ̀ Fálétí would have been influenced by Yorùbá literary artists of his time, all of whom he studied in school. Among such Yorùbá literary precursors were A. K. Ajíṣafẹ, D. A. Ọbasá and D. ́ O. Fágúnwà. Adébáyọ Fálétí collected and transcribed oral poetic forms such ̀ as proverbs and oríkì following Obasá’s example before venturing into writing 110 Adedotun Ogundeji his own compositions. Though he had been writing before 1955, he did not come into the limelight until 1955, when his 719 lines long poem, “Ẹ̀dá Kò Láròpin” won the Festival of Arts award. This time may conveniently be considered the beginning of his poetic career. The poem also marked the direction which Adébáyọ̀ Fálétí’s important contributions to Yorùbá poetry was leaning. He adapted many traditional stories for his poetic compositions. There are 35 poems in the two collections of Adébáyọ̀ Fálétí’s Yorùbá poems (Ọlátúnjí 1984 b & 1984c), 13 in the first and 22 in the second. Adébáyọ̀ Fálétí’s poems, can conveniently be classified into two: the narrative and non-narrative. The narratives tell interesting stories, some of which are adapted from the Ifá corpus and other stories collected from his father, co-hunters and other sources. The non-narrative ones are made up of poetic discourses on various social and philosophical topics. There are eleven narrative poems in the two collections. The first contains ten, the second only one. It could therefore be safely concluded that the first is dedicated to narrative poems because only four of the thirteen poems in it are non-narrative. Since there is also only one narrative poem in the second, one could also assert that it is dedicated to non-narrative poems. Four of the eleven narrative poems, (‘Ẹ̀là Lọrọ̀ ’, ‘̀ Ṣàṣọrẹ’, ‘Alágbára Ilé àti Alágbára Oko’, and ‘Agbódóro ́ - gun’) are adapted from the Ifá corpus and there are strong evidences that ìjálá (Ogun poetry/hunter’s) is the original source of the story retold in ‘Adébímpé Ojẹ̀dòkun’. The poet was reported to have collected it from his father who informed him it was a true-life story (Ọlátúnjí 1982a). In our examination of the exordiums of Adébáyọ̀ Fálétí’s poems, we shall dwell more on his narrative poems than on his non-narrative poems and limit ourselves to the aforementioned two collections (Olatunji 1982b & 1982c).

Environmental Degradation-Education Nexus in Malaysia

This study aims to examine the role of education on CO2 emissions in Malaysia from 1974 to 2014. The unit root tests indicated that the variables were integrated in the same order. As such, the Johansen Co-integration Approach can be employed in this empirical analysis to analyze the impacts of the selected variables. The long-run estimation revealed that economic growth (GDP) and energy consumption (ENERGY) has a negative effect on CO2 emissions. Meanwhile, secondary school education (EDU) demonstrated a significant positive relationship with environmental degradation in the long-run. This can be inferred that secondary school education has a negative effect on environmental quality. However, a negative relationship was found between CO2 emissions and economic growth in the long-run. Besides that, this study had highlighted a positive association between gross fixed capital (GFC) and CO2 emissions. The findings from this study shed light on the vital importance of education in affecting environmental degradation. Empirical evidence suggested that the current education system will need to be redesigned for the reduction of CO2 emissions in the future. This is supported by the result that indicated the secondary level education promotes higher consumption of technologies that emit pollutants rather than promoting environmental awareness.

Traders' perceptions of environmental quality as tools in improving public space: a study of markets in Ile-Ife, Nigeria

PurposeThe purpose of this paper is to provide insights into traders' perceptions of and responses to environmental quality in markets of Ile-Ife, Nigeria.Design/methodology/approachPrimary data were collected from 445 traders in five different markets (Odo-Ogbe, Olorunsogo Oja-Ife, Bonfo and Urban day) in Ile-Ife through questionnaire administration. Physical observations were also carried out for holistic and detailed assessment of the environment.FindingsResults showed that most of the traders were married (64.6%), females (74.5%), who were young adults within the age bracket of 31–45 years (39.8%) while over half of them had secondary school education (55.2%) and spent between 8 and 9 h in the market on a daily basis. Using what is termed “Facility Condition Index” (FCI), it was shown that public toilet (FCI = 2.11), health centre (FCI = 1.76) and electricity supply (FCI = 1.43) were the three most deplorable facilities in the markets. Findings further showed that flooding, pollution and blocked drain, each with 22.1%, were the most common environmental problems.Originality/valueThe study extends the existing literature by examining traders' perceptions of environmental quality of open spaces (markets), which could be used as tools in proffering solution to the varying environmental problems of the markets by policymakers.

The Student in the Classroom and Beyond

This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.

Introduction

This chapter provides an overview on the central argument of the book, namely, that the Catholic Church in Ireland, and especially from the time of national independence in 1922 until 1967, resisted questioning by non-clerics of its overall approach to education. As a result, it opposed involving lay people, including parents, in the exercise of what it claimed was its right and responsibility to provide secondary schooling. The State acquiesced willingly, thus allowing priests who were teachers, religious teaching brothers, and female teaching religious to promote unhindered sets of pedagogical, administrative and leadership practices aimed at the salvation of souls and the reproduction of fellow clerics and a loyal middle class. That situation, in turn, led to the promotion of piety and the upholding of class privilege as core characteristics of secondary schooling. Successive governments were pleased with the circumstances, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. Equally pleasing to them was the fact that the Church, for a fraction of the cost that would need to be paid by the State, was willing to fund secondary school education, and in so doing was prepared to meet the needs of the mercantile class, the public service, and the professions, for educated individuals in their late teenage years.

Piety and Privilege

During the period 1922–1967 the Catholic Church in Ireland opposed any notion of joint responsibility between laity and clergy for secondary school education. The State also permitted the Church to pursue its major interest in education in secondary schools. Unhindered, the Church thus was able to promote within the schools sets of practices aimed at ‘the salvation of souls’ and at the reproduction of a loyal middle class along with priests, brothers, and nuns to maintain and expand the institution. The State for its part supported that arrangement as the Church also acted on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. All of that took place at a financial cost much lower than the provision of a totally State-funded system of schooling would have entailed.

Community Drug Distributor Knowledge, Attitudes, and Motivation Surrounding Mass Drug Administration for Soil-Transmitted Helminths in India

Background: DeWorm3 is an ongoing multi-country community-based cluster-randomized trial assessing the feasibility of interrupting transmission of soil-transmitted helminths (STH) with community-wide mass drug administration (cMDA). In Tamil Nadu, India, community drug distributors (CDDs) worked with DeWorm3 field staff to counsel community members and deliver door-to-door deworming treatment. As CDDs were likely to influence successful delivery of cMDA, we describe drivers of CDDs' knowledge, attitudes, and motivation toward delivery of cMDA.Methods: In this convergent mixed-methods study, a questionnaire on STH and cMDA was administered to 104 CDDs and 17 focus group discussions (FGDs) were conducted. Key outcomes in the quantitative and qualitative analyses included CDDs' knowledge about STH and cMDA and attitudes toward cMDA for STH. Univariate and multivariable logistic regression analyses were performed to determine the strength of associations between independent and outcome variables. The FGDs were analyzed using a priori thematic coding.Results: CDDs who completed at least secondary school education [adjusted odds ratio (aOR): 2.71, 95% CI: 1.16–6.33] and had prior experience in health programs (aOR: 2.72, 95% CI: 1.15–6.44) were more knowledgeable about STH and cMDA. CDDs belonging to the scheduled castes and scheduled tribes (aOR: 2.37, 95% CI: 1.04–5.39), and to households engaged in a skilled occupation (aOR: 2.77, 95% CI: 1.21–6.34) had a more positive attitude toward cMDA for STH. The FGDs showed that while there were myths and misconceptions about STH, many CDDs believed that the adult population in their communities were infected with STH, and that a door-to-door drug delivery strategy would be optimal to reach adults.Conclusions: Educational and socioeconomic backgrounds and experience in health programs should be considered while designing CDD trainings. Along with cMDA delivery for STH, as CDD do share community myths and misconceptions around STH, they should be proactively addressed during the CDD training to strengthen competency in counseling.

EMPLOYING SOCIAL STUDIES EDUCATION IN ACCOMPLISHING UNIVERSAL BASIC EDUCATION PROGRAMME FOR SUSTAINABLE DEVELOPMENT

Most nations of the world are faced with the problem of minimizing poverty and other challenges and Nigeria is not an exception. Nations of the world have devised ways to end these challenges. And one of the ways out of these challenges is the introduction of sustainable development goals as organizing principles for meeting human development goals and to sustain the natural systems to provide natural resources and ecosystem services upon which the ecosystem and the society depend. Another major goal of sustainable development is how education can be used for national development. It is the focus of this paper to point out how social studies can be utilized in achieving the junior secondary school education program for sustainable development. The method used by this research is a theoretical framework.