Teaching/learning conditions in developing countries

Caillods, Françoise; Postlethwaite, T. Neville

doi:10.1007/bf02207138

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…Conditions of work is another factor. Throughout much of the developing world rural teachers in particular often have the worst conditions of service (Dove, 186 T. A. O'Donoghue 1986;Caillods & Postlethwaite, 1989). The poor quality of staff housing is one such problem in PNG.…”

Section: Policies Relating To Selectionmentioning

confidence: 98%

Improving the Quality of Primary School Teacher Education in Papua New Guinea: an outline and analysis of recent policy

O’Donoghue

1992

Compare: A Journal of Comparative and International Education

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Section: Policies Relating To Selectionmentioning

confidence: 98%

Improving the Quality of Primary School Teacher Education in Papua New Guinea: an outline and analysis of recent policy

O’Donoghue

1992

Compare: A Journal of Comparative and International Education

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“…Making reference to activities that can influence instructional time or disrupt classes, Feneh (2011) and Nathan (2012) mentioned programmes either for school or national functions, statutory national public holidays, school holidays, lecturer absenteeism, lateness, sports and games. They added that it becomes clear that within sixteen weeks in university that encompasses a semester, less than ten weeks teaching actually takes place in the classroom.…”

Section: Setting and Contextmentioning

confidence: 99%

“…Several tertiary institutions in Ghana lack adequate laboratories and the situation simply means learners or students learn science and other practical subjects by rote learning (Feneh, 2011). Implicitly, the lecturer has to spend extra time in helping students understand facts that could have been easily understood if laboratories were available.…”

Section: Structural Problems With Buildings and Lack Of Teaching Learmentioning

confidence: 99%

“…Ayodele (2014) also points out that departmental supervision deals with all the necessary activities that are carried out by teachers and lecturers in the school to enhance effective teaching and learning. Feneh (2011) in a study of 60 schools from peri-urban (29 schools) and rural (31 schools) areas in Ghana found that academic performance is better in private schools than public schools because of more effective departmental supervision of instructional time. As specified by the Pickle Jar Theory, important things must be arranged and considered first.…”

Section: Supervision Of Instructionmentioning

confidence: 99%

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Factors Influencing the Utilization of Instructional Time in Technical Universities in Ghana: Implications for Adult Learning

Pajibo¹

2019

WJEH

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The primary intent of this study was to investigate factors that influence the utilization of instructional time in public technical universities in Ghana. The study was essentially a mixed method where descriptive survey was used. The target population was made up of classroom lecturers and heads of departments in Technical Universities in Ghana. Out of 10 public technical universities, 5 were selected. A sample size of 168 comprising 154 lecturers and 7 Vice Chancellors and 7 heads of departments was used. Sample selection method used was the multi-stage sample; cluster random sampling, simple random sampling, and purposive sampling techniques were employed. Questionnaire and interview schedules were used to collect data from participants. Percentages and frequencies were used to analyze all the responses from the questionnaire. Interview data were analyzed thematically. The findings revealed the technical universities lacked Teaching Learning Materials (TLMs) to facilitate teaching and learning and this posed problem for instructional time. It was concluded that the level of time utilization efficiency on the part of universities, management and lecturers was pertinent in achieving efficient time utilization. It was recommended that lecturers in technical universities particularly should establish instructional time management routines in their classrooms that are in line with improving teaching and learning.

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“…A policy of automatic progression operates as a cost‐saving measure but the review questions its effectiveness. With the average class size in the low 30s, a figure which appears generous when compared with national averages of over 50 in many African countries[7], there should not be difficulty in allowing slower students to repeat a grade, thus improving the possibility of their retainment within the system.…”

Section: Proposals In Relation To Access and Structurementioning

confidence: 99%

Educational restructuring gone astray in paradise? The Papua New Guinea experience

O’Donoghue

1995

Journal of Educational Administration

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Argues that the proposals for primary education in the latest Education Sector Review in Papua New Guinea are seriously misguided. Recommends a major overhaul of the system in order to facilitate greater pupil access to primary school yet such an aim can be achieved by taking the much less radical step of increasing the average primary school class size. The structural proposals are also made in order to facilitate the introduction of a primary school programme based on a child‐centred notion of curriculum. The review would have done better to have recommended that the present primary school educational structures be maintained, that the present subject‐based curriculum be implemented properly, that steps be taken to improve the quality of the formal style of teaching with which the majority of teachers feel most comfortable and that everything possible be done to ensure that the quality of students entering the teachers′ colleges be of the highest intellectual calibre.

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Teaching/learning conditions in developing countries

Cited by 6 publications

References 6 publications

Improving the Quality of Primary School Teacher Education in Papua New Guinea: an outline and analysis of recent policy

Improving the Quality of Primary School Teacher Education in Papua New Guinea: an outline and analysis of recent policy

Factors Influencing the Utilization of Instructional Time in Technical Universities in Ghana: Implications for Adult Learning

Educational restructuring gone astray in paradise? The Papua New Guinea experience

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