The document analyzes the effectiveness of the Basic Education Assistance Module (BEAM) program in Zimbabwe's rural Binga District. It finds that while BEAM aimed to provide education assistance to orphans and vulnerable children, it has faced challenges in fully achieving this goal. Interviews with local stakeholders revealed issues with unfairness in selecting BEAM beneficiaries, as teachers and school administrators often prioritized relatives. There was also a lack of financial oversight of BEAM funds. As a result, not all eligible orphans and vulnerable children in Binga District were able to access education support through BEAM. The study concludes that BEAM has only partially met its objectives of enabling all orphans and vulnerable children in the district to attend school
Bantwana Child Profiling Report SZ FINAL Aug 2010Mavis Vilane
This document is a child profiling report prepared by Ivelina Borisova and Mavis Vilane in September 2009. It summarizes the results of a survey of vulnerable children in South Africa. The survey looked at children's demographic information, basic needs, health, psychosocial well-being, education, risks, and relationship to caregivers. Key findings included issues with food security, healthcare access, and psychosocial well-being for many children. The report provides detailed data on children's challenges and needs to help organizations better assist vulnerable youth.
Influence of Socio Economic Factors on Access and Retention of Learners in Pu...ijtsrd
Since the introduction of FPE, the concern by the Government of Kenya and other stakeholders in education has been education access and retention. This study sought to investigate the influence of socio economic factors on access and retention of learners in public primary schools in Turkana West Sub County. The study was guided by Classical Liberal Theory of Equal Opportunity and Social Darwinism. Exploratory research design was adopted in this study. The study targeted 36 head teachers, 201 teachers, 13221 parents and 22028 pupils from public primary schools in Turkana west Sub County bringing the total population to 35486 people. Stratified sampling was used to select 393 pupils while purposive sampling was used to select 12 teachers, 12 parents and 12 head teachers from the sampled schools. The research instruments used for data collection consisted of questionnaires and interview schedules. The instruments were validated. Piloting of the instruments was conducted in two primary schools in the neighboring sub county Loima sub county each of the instrument yielded a reliability coefficient of above 0.7 using the split half technique. Questionnaires were used to collect quantitative data from pupils while interview schedules were used to collect qualitative data from teachers, parents and head teachers. Data collected was cleaned, coded and then entered into SPSS version 22.0 for analysis. Quantitative data was analysed using frequencies and percentages while qualitative data was presented in prose in accordance to the study objectives. The study adhered to all ethical considerations in research to ensure that the results are not jeopardized. The study found that socio economic factors have a significant positive influence on access and retention of learners in public primary schools in Turkana West Sub County. Ngitira Joseph | Tecla Kirwa | Peter Akwee "Influence of Socio-Economic Factors on Access and Retention of Learners in Public Primary Schools in Turkana West Sub-County" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52582.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52582/influence-of-socioeconomic-factors-on-access-and-retention-of-learners-in-public-primary-schools-in-turkana-west-subcounty/ngitira-joseph
Assessment of implementation levels of guidance and counsellingAlexander Decker
1) The document examines the implementation levels of guidance and counseling programs in secondary schools in Sotik District, Bomet County, Kenya.
2) It finds that due to issues like inadequate resources, time constraints, lack of teacher training, and poor administrative support, guidance and counseling programs are not well implemented in the district.
3) The study recommends providing training to guidance teachers, allocating more resources to the programs, raising student awareness of the importance of counseling, and reducing teacher workloads to allow more time for counseling duties.
The Perception of Stakeholders’ on Academic Performance of Junior high Schoo...AI Publications
The study investigated stakeholders’ perception and academic performance of students in Junior High Schools (JHS), with hard evidence from the Choggu Circuit in the Sanarigu District. Simple stratified, proportional random sampling was used to select a sample size of 191, representing 20 percent of the total population of 36 teachers and the entire seven member School Management Committee (SMC) and Parent Teachers Association (PTA) executives of the schools involved. Questionnaire and interview schedule were the main instruments used to elicit responses. Data analysis and interpretation indicated that academic performance of JHS is perceived by stakeholders to be hampered by quality teacher delivery and inadequate / unavailability of educational resources. In the light of these findings, suggestions for improvement in the quality of teaching and learning were made.
This document introduces the Child Status Index (CSI), a tool developed to monitor outcomes for orphaned and vulnerable children (OVC) receiving support programs in sub-Saharan Africa. The CSI was created through participatory research with local communities to assess child well-being across 12 domains, including food, shelter, health, education and psychosocial support. It provides a standardized way for programs to evaluate how services are impacting children and to match children's needs with available support. The CSI is being implemented by various NGOs and national monitoring systems to improve outcomes for OVC.
This document summarizes a research project exploring the impact of targeting activities and resources to specific learners in Nottingham schools to encourage progression to higher education. The research utilized a questionnaire completed by 19 education professionals and semi-structured interviews of 4 participants. The literature review covers key terminology, the political history of widening participation, and references critical theory and social capital theory to understand the philosophy behind targeting. The research aims to gain practitioner perspectives on the issues and impact of targeting to make recommendations for future practice.
Effectiveness of guidance and counselling programme in enhancing students aca...Alexander Decker
This document summarizes a study that examined perceptions of the effectiveness of guidance and counseling programs in secondary schools in Nyamira District, Kenya. The study utilized surveys with students, teachers, and administrators to understand their views on whether programs enhanced students' academic, career, and personal competencies. Key findings were that all respondents perceived guidance and counseling as effective in developing these competencies. However, poor academic performance, unrest, and dropout rates still occurred, indicating programs may not have fully achieved their goals. The study recommended fully supporting guidance and counseling to equip students with needed skills.
Bantwana Child Profiling Report SZ FINAL Aug 2010Mavis Vilane
This document is a child profiling report prepared by Ivelina Borisova and Mavis Vilane in September 2009. It summarizes the results of a survey of vulnerable children in South Africa. The survey looked at children's demographic information, basic needs, health, psychosocial well-being, education, risks, and relationship to caregivers. Key findings included issues with food security, healthcare access, and psychosocial well-being for many children. The report provides detailed data on children's challenges and needs to help organizations better assist vulnerable youth.
Influence of Socio Economic Factors on Access and Retention of Learners in Pu...ijtsrd
Since the introduction of FPE, the concern by the Government of Kenya and other stakeholders in education has been education access and retention. This study sought to investigate the influence of socio economic factors on access and retention of learners in public primary schools in Turkana West Sub County. The study was guided by Classical Liberal Theory of Equal Opportunity and Social Darwinism. Exploratory research design was adopted in this study. The study targeted 36 head teachers, 201 teachers, 13221 parents and 22028 pupils from public primary schools in Turkana west Sub County bringing the total population to 35486 people. Stratified sampling was used to select 393 pupils while purposive sampling was used to select 12 teachers, 12 parents and 12 head teachers from the sampled schools. The research instruments used for data collection consisted of questionnaires and interview schedules. The instruments were validated. Piloting of the instruments was conducted in two primary schools in the neighboring sub county Loima sub county each of the instrument yielded a reliability coefficient of above 0.7 using the split half technique. Questionnaires were used to collect quantitative data from pupils while interview schedules were used to collect qualitative data from teachers, parents and head teachers. Data collected was cleaned, coded and then entered into SPSS version 22.0 for analysis. Quantitative data was analysed using frequencies and percentages while qualitative data was presented in prose in accordance to the study objectives. The study adhered to all ethical considerations in research to ensure that the results are not jeopardized. The study found that socio economic factors have a significant positive influence on access and retention of learners in public primary schools in Turkana West Sub County. Ngitira Joseph | Tecla Kirwa | Peter Akwee "Influence of Socio-Economic Factors on Access and Retention of Learners in Public Primary Schools in Turkana West Sub-County" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52582.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52582/influence-of-socioeconomic-factors-on-access-and-retention-of-learners-in-public-primary-schools-in-turkana-west-subcounty/ngitira-joseph
Assessment of implementation levels of guidance and counsellingAlexander Decker
1) The document examines the implementation levels of guidance and counseling programs in secondary schools in Sotik District, Bomet County, Kenya.
2) It finds that due to issues like inadequate resources, time constraints, lack of teacher training, and poor administrative support, guidance and counseling programs are not well implemented in the district.
3) The study recommends providing training to guidance teachers, allocating more resources to the programs, raising student awareness of the importance of counseling, and reducing teacher workloads to allow more time for counseling duties.
The Perception of Stakeholders’ on Academic Performance of Junior high Schoo...AI Publications
The study investigated stakeholders’ perception and academic performance of students in Junior High Schools (JHS), with hard evidence from the Choggu Circuit in the Sanarigu District. Simple stratified, proportional random sampling was used to select a sample size of 191, representing 20 percent of the total population of 36 teachers and the entire seven member School Management Committee (SMC) and Parent Teachers Association (PTA) executives of the schools involved. Questionnaire and interview schedule were the main instruments used to elicit responses. Data analysis and interpretation indicated that academic performance of JHS is perceived by stakeholders to be hampered by quality teacher delivery and inadequate / unavailability of educational resources. In the light of these findings, suggestions for improvement in the quality of teaching and learning were made.
This document introduces the Child Status Index (CSI), a tool developed to monitor outcomes for orphaned and vulnerable children (OVC) receiving support programs in sub-Saharan Africa. The CSI was created through participatory research with local communities to assess child well-being across 12 domains, including food, shelter, health, education and psychosocial support. It provides a standardized way for programs to evaluate how services are impacting children and to match children's needs with available support. The CSI is being implemented by various NGOs and national monitoring systems to improve outcomes for OVC.
This document summarizes a research project exploring the impact of targeting activities and resources to specific learners in Nottingham schools to encourage progression to higher education. The research utilized a questionnaire completed by 19 education professionals and semi-structured interviews of 4 participants. The literature review covers key terminology, the political history of widening participation, and references critical theory and social capital theory to understand the philosophy behind targeting. The research aims to gain practitioner perspectives on the issues and impact of targeting to make recommendations for future practice.
Effectiveness of guidance and counselling programme in enhancing students aca...Alexander Decker
This document summarizes a study that examined perceptions of the effectiveness of guidance and counseling programs in secondary schools in Nyamira District, Kenya. The study utilized surveys with students, teachers, and administrators to understand their views on whether programs enhanced students' academic, career, and personal competencies. Key findings were that all respondents perceived guidance and counseling as effective in developing these competencies. However, poor academic performance, unrest, and dropout rates still occurred, indicating programs may not have fully achieved their goals. The study recommended fully supporting guidance and counseling to equip students with needed skills.
This document provides an overview of the school health policy framework and programming in Cambodia as of 2013. It outlines the national school health policy, which focuses on health education, health services, hygiene, sanitation, and learning environments. While school health policy is integrated across relevant sectors, implementation remains a challenge, especially at local levels, due to capacity issues and reliance on individual school principals. Both international and national NGOs play an important role in building capacity and implementing programs locally. People in Need is well-positioned to contribute to school health given its community relationships, but should partner with experienced organizations already working in targeted provinces.
Girls Mentorship Strategies on Completion Rates in Public Primary Schools in ...ijtsrd
The study investigated how mentorship strategies influence girls’ completion rate in Loima Sub County, Turkana County. The study used a descriptive survey research design. The study was conducted in public primary schools in Loima Sub County involving head teachers, teachers and pupils as respondents. The sample for the study included involves 14 head teachers, 110 teachers and 112 girls. The head teachers and teachers were selected using simple random sampling method while girls were selected through purposive sampling method. Data was collected through interviews with head teachers, administration of questionnaire to teachers and conduction of focus group discussions with 8 girls 14 discussions groups . The research instruments were tested for validity and reliability before they were administered to the field. Data was analyzed using the frequencies, percentages, means, standard deviation and Pearson correlation statistical tool. The study concluded that guidance and counselling was the most preferred mentorship strategies that were used for girls, and this improved their completion rate in schools. Due to inadequacy of female teachers, it was impossible for the teachers available in schools to provide one on one mentorship to girls in the schools. Correlation statistics showed that there existed a signi cant positive effect between school based mentorship activities and girls’ completion rate in public primary schools in Loima Sub County. Looniyo Sarah | Simon Kipkenei | Nelly Andiema "Girls Mentorship Strategies on Completion Rates in Public Primary Schools in Loima Sub-County, Turkana County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52583.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52583/girls-mentorship-strategies-on-completion-rates-in-public-primary-schools-in-loima-subcounty-turkana-county-kenya/looniyo-sarah
Gender And Teachers’ Attitude Towards Guidance And Counseling Programmes In S...QUESTJOURNAL
ABSTRACT : This study investigated teachers’ attitudes towards Guidance and Counseling (GAC) programs. The aim was to establish whether gender has an influence on teachers’ attitudes towards GAC programmes. The study sample comprised of 130 teachers. Questionnaires were used to collect data. Data analysis utilized the Statistical Package for Social Scientists to generate descriptive statistics that included frequencies and percentages and inferential statistics (Chi Square). The findings indicate that generally teachers had positive attitudes towards GAC programms in school. It however emerged that gender has some influence on teachers’ attitudes towards GAC programmes. It was recommended that female teachers be given support by education stakeholders in order for them to offer the needed services in GAC departments and the male teachers to be encouraged to attend the workshops and enroll for GAC courses. The findings, conclusions and recommendations will be useful to the department of GAC, Ministry of Education, policy makers, researchers, practitioners, academicians, professionals and stakeholders in the various fields.
Quo Vadis? A Phenomenological Study on Graduated Pantawid Pamilyang Pilipino ...AJHSSR Journal
ABSTRACT: The purpose of this undertaking was to describe the lived experiences of graduated 4Ps
beneficiaries. The research employed qualitative research methods using the phenomenological approach. It
involved twelve graduated beneficiaries in San Miguel, Surigao del Sur. Study revealed that 4Ps beneficiaries had
improved their condition through the Program’s help from being poor to self-sufficiency. We can also derive from
the study, as revealed by the participants, that not only their economic condition has improved, but there is also a
manifestation of changed behavior because of their engagement in community activities such as improved
responsible parenting, increased community involvement, promoted women empowerment, strengthened selfesteem and career capacity, and improved family relations .Given of the above, the Philippine government needs
to continue and strengthen policies in the implementation of the PantawidPamilyang Pilipino Program. The
findings of the study have shown its positive outcome not only in keeping the children healthy and in school for
which the government invests in human capital but also in effecting socio-behavioral outcomes among its
beneficiaries. LGUs may also implement local social protection ordinances as part of their sustainability plan in
providing support or after-care services to graduated households to ensure reduced vulnerability and a sustained
level of well-being of these households.
KEYWORDS: aftercare services, graduation, self-sufficiency, well-being, 4Ps beneficiaries
Can television be used to teach and foster entrepreneurship among youth in developing countries? We report from a randomized control field experiment of an edutainment show on entrepreneurship broadcasted over almost three months on national television in Tanzania. The field experiment involved more than two thousand secondary school students, where the treatment group was incentivized to watch the edutainment show. We find short-term evidence of the edutainment show inspiring the viewers to become more interested in entrepreneurship and business and shaping non-cognitive traits such as risk- and time preferences, and long-term evidence of more business startups; in general, the treatment effects are more pronounced for the female viewers. However, we also find evidence that the encouragement of entrepreneurship discouraged investment in schooling; administrative data show a negative treatment effect on school performance and long-term survey data show that fewer treated students continue schooling.
This document summarizes a study on the effectiveness of positive reinforcement approaches used by school principals to manage student discipline in public secondary schools in Migori County, Kenya. The study found that positive behavior reinforcement was very effective in managing student discipline, with a mean effectiveness rating of 3.51. However, the study also noted that solely using praise may not always be effective, as older students may see it as a negative punishment rather than positive reinforcement if it singles them out in front of peers. While positive reinforcement can be effective, its impact may lessen when rewards are withdrawn, so it needs to be used alongside other disciplinary approaches. The study aims to provide insights into how positive behavior reinforcement can most effectively be utilized by educational administrators and
The document discusses a study that explored parents' perceptions of head teachers' financial management skills in public primary schools in Tanzania. The study found that parents viewed head teachers as insufficiently skilled in financial management. Specifically, parents felt head teachers lacked skills like budgeting, record keeping, and procurement that would be needed to effectively manage school finances. While head teachers play an administrative role in financial decision making, parents believed specialized accounting skills held by a dedicated school accountant would be better suited to the financial responsibilities. Overall, the study revealed that parents were uncertain about the current systems for funding and financial management in primary schools given head teachers' limited financial skills.
How a well-constructed Communication Planning should be developed to support the Program with the objective to reduce the number of kidnappings in Indonesia in general, and in Jakarta more specific?
Zahrah Nesbitt-Ahmed's presentation on UNICEF Innocenti's new Gender-Responsive Age-Sensitive Social Protection (GRASSP) research project at a brown bag session at UNICEF HQ (New York City) during the 64th Commission on the Status of Women.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This study provides a gender analysis of public sector budgets in education sector of Pakistan. An indepth analysis of pre-primary to secondary level education budgetary allocations and spending at federal and provincial (Punjab and Sindh) levels for the period of 2016-18 has been conducted through a gender lens. The research methodology is based on four key instruments, which help in systematically approaching our research questions. These instruments include review of existing secondary information and data, key informant interviews, stakeholder consultations, and a detailed review of budgetary processes. The study reveals gender disparity in out-of-school children at primary level. According to the study, 47 per cent boys as opposed to 58 per cent girls in Sindh whereas 39 per cent boys as opposed to 41 per cent girls were out-of-school in the Punjab. The study also finds noticeable gender disparities in budgetary allocations. The study concludes that in order to ensure sufficient allocations to promote girls’ education, the budget making process needs to be reconfigured. The gender lens should be introduced at a very early stage where budget call circulars are being sent to the departments concerned.
Analysis of institutional capacity of national social protection policy frame...Narith Por
Abstract- Cambodians are still vulnerable. To reverse those conditions, National Social Protection Strategy (N.S.P.S) was developed for the poor and vulnerable people to promote their livelihoods. Royal Government of Cambodia (R.G.C) has paid attention on social assistance. In strategic plans, it highlights on strengthening, and developing social security in collective way, consistent and effectively. With these issues, the government establish national social protection policy framework in order to help all people in particular poor and vulnerable people (M.o.E.F, 2017, p.1). The research aims at reviewing an institutional capacity of government institutions in charge of National Social Protection Framework (N.S.P.P.F) toward its goal achievement” The Department for International Development (D.E.F.I.D) capacity approach is proposed to framework for this institution of government toward its goal achievement. The D.E.F.I.D (2003) cited in Kay & Franks (2003) identifies thee approach for assessing capacities in three level.
The strengths and the weakness of the seven points were identified. Those included Overview of N.S.P.P.F, financial resources, relationship with others, policies and systems, strategies, structures and technical skills and competencies. It was concluded that limitation of budget, lack of data and guideline for implementing the frameworks. Recommendations were identification of People with Disability (P.W.D) data, people close to the poverty line, inclusion of P.W.D, increase in budget and budget decentralization.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
Developing the community participation based student care system for a small ...Alexander Decker
This document summarizes research on developing a community participation-based student care system for small schools in Thailand. It involved two small schools with 52 total participants from the schools, local educational institutions, parents, students, and villagers. The research found that most parents were farmers who taught their children moral values at home, but lacked involvement in school activities. Problems identified included a lack of coordination between schools and communities. The developed student care system consisted of 7 stages involving community coordination at each stage. Benefits of the system included improved student learning achievement, physical and mental health, behaviors, and increased family support.
Formative research has various uses including developing intervention strategies, materials, and instruments. It is useful for identifying salient themes, social norms for messaging, specific behaviors for interventions, knowledge gaps, and appropriate communication channels. Formative research can also help develop culturally sensitive surveys and instruments. The goal of formative research in the TAAG program was to establish if interventions combining elements like connecting schools to community organizations could decrease age-related declines in physical activity among adolescent girls. Methods used included surveys of schools, communities, parents, girls, and PE teachers, as well as physical activity checklists and focus groups. Formative findings enhanced the quality of TAAG by developing training programs, identifying behavioral and organizational issues, and informing interventions around nutrition
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Contribution of peer counseling to student behavior change in Alexander Decker
This document summarizes a study that assessed the contribution of peer counseling skills like mentoring, role modeling, and academic tutoring to student behavior change in secondary schools in Maara Sub County, Kenya. The study employed a descriptive survey research design to collect data from questionnaires administered to students and peer counselors, as well as interviews with teacher counselors. The study found that peer counselors are effective in mentoring other students and addressing youth issues. Many peer counselors have above average academic performance, making them effective academic tutors. Peer counselors also have opportunities to model good behaviors. The study recommends that peer counselors require adequate training in basic counseling skills.
002 Essay Example Refle. Online assignment writing service.Scott Faria
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Writers will bid on the request and the customer can choose a writer. 4) The customer receives the paper and can request revisions if needed. 5) HelpWriting.net guarantees original, high-quality content and refunds are offered for plagiarized work.
How To Write A Proper Observation Essay - AdairScott Faria
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
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This document provides an overview of the school health policy framework and programming in Cambodia as of 2013. It outlines the national school health policy, which focuses on health education, health services, hygiene, sanitation, and learning environments. While school health policy is integrated across relevant sectors, implementation remains a challenge, especially at local levels, due to capacity issues and reliance on individual school principals. Both international and national NGOs play an important role in building capacity and implementing programs locally. People in Need is well-positioned to contribute to school health given its community relationships, but should partner with experienced organizations already working in targeted provinces.
Girls Mentorship Strategies on Completion Rates in Public Primary Schools in ...ijtsrd
The study investigated how mentorship strategies influence girls’ completion rate in Loima Sub County, Turkana County. The study used a descriptive survey research design. The study was conducted in public primary schools in Loima Sub County involving head teachers, teachers and pupils as respondents. The sample for the study included involves 14 head teachers, 110 teachers and 112 girls. The head teachers and teachers were selected using simple random sampling method while girls were selected through purposive sampling method. Data was collected through interviews with head teachers, administration of questionnaire to teachers and conduction of focus group discussions with 8 girls 14 discussions groups . The research instruments were tested for validity and reliability before they were administered to the field. Data was analyzed using the frequencies, percentages, means, standard deviation and Pearson correlation statistical tool. The study concluded that guidance and counselling was the most preferred mentorship strategies that were used for girls, and this improved their completion rate in schools. Due to inadequacy of female teachers, it was impossible for the teachers available in schools to provide one on one mentorship to girls in the schools. Correlation statistics showed that there existed a signi cant positive effect between school based mentorship activities and girls’ completion rate in public primary schools in Loima Sub County. Looniyo Sarah | Simon Kipkenei | Nelly Andiema "Girls Mentorship Strategies on Completion Rates in Public Primary Schools in Loima Sub-County, Turkana County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52583.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52583/girls-mentorship-strategies-on-completion-rates-in-public-primary-schools-in-loima-subcounty-turkana-county-kenya/looniyo-sarah
Gender And Teachers’ Attitude Towards Guidance And Counseling Programmes In S...QUESTJOURNAL
ABSTRACT : This study investigated teachers’ attitudes towards Guidance and Counseling (GAC) programs. The aim was to establish whether gender has an influence on teachers’ attitudes towards GAC programmes. The study sample comprised of 130 teachers. Questionnaires were used to collect data. Data analysis utilized the Statistical Package for Social Scientists to generate descriptive statistics that included frequencies and percentages and inferential statistics (Chi Square). The findings indicate that generally teachers had positive attitudes towards GAC programms in school. It however emerged that gender has some influence on teachers’ attitudes towards GAC programmes. It was recommended that female teachers be given support by education stakeholders in order for them to offer the needed services in GAC departments and the male teachers to be encouraged to attend the workshops and enroll for GAC courses. The findings, conclusions and recommendations will be useful to the department of GAC, Ministry of Education, policy makers, researchers, practitioners, academicians, professionals and stakeholders in the various fields.
Quo Vadis? A Phenomenological Study on Graduated Pantawid Pamilyang Pilipino ...AJHSSR Journal
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involved twelve graduated beneficiaries in San Miguel, Surigao del Sur. Study revealed that 4Ps beneficiaries had
improved their condition through the Program’s help from being poor to self-sufficiency. We can also derive from
the study, as revealed by the participants, that not only their economic condition has improved, but there is also a
manifestation of changed behavior because of their engagement in community activities such as improved
responsible parenting, increased community involvement, promoted women empowerment, strengthened selfesteem and career capacity, and improved family relations .Given of the above, the Philippine government needs
to continue and strengthen policies in the implementation of the PantawidPamilyang Pilipino Program. The
findings of the study have shown its positive outcome not only in keeping the children healthy and in school for
which the government invests in human capital but also in effecting socio-behavioral outcomes among its
beneficiaries. LGUs may also implement local social protection ordinances as part of their sustainability plan in
providing support or after-care services to graduated households to ensure reduced vulnerability and a sustained
level of well-being of these households.
KEYWORDS: aftercare services, graduation, self-sufficiency, well-being, 4Ps beneficiaries
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This document summarizes a study on the effectiveness of positive reinforcement approaches used by school principals to manage student discipline in public secondary schools in Migori County, Kenya. The study found that positive behavior reinforcement was very effective in managing student discipline, with a mean effectiveness rating of 3.51. However, the study also noted that solely using praise may not always be effective, as older students may see it as a negative punishment rather than positive reinforcement if it singles them out in front of peers. While positive reinforcement can be effective, its impact may lessen when rewards are withdrawn, so it needs to be used alongside other disciplinary approaches. The study aims to provide insights into how positive behavior reinforcement can most effectively be utilized by educational administrators and
The document discusses a study that explored parents' perceptions of head teachers' financial management skills in public primary schools in Tanzania. The study found that parents viewed head teachers as insufficiently skilled in financial management. Specifically, parents felt head teachers lacked skills like budgeting, record keeping, and procurement that would be needed to effectively manage school finances. While head teachers play an administrative role in financial decision making, parents believed specialized accounting skills held by a dedicated school accountant would be better suited to the financial responsibilities. Overall, the study revealed that parents were uncertain about the current systems for funding and financial management in primary schools given head teachers' limited financial skills.
How a well-constructed Communication Planning should be developed to support the Program with the objective to reduce the number of kidnappings in Indonesia in general, and in Jakarta more specific?
Zahrah Nesbitt-Ahmed's presentation on UNICEF Innocenti's new Gender-Responsive Age-Sensitive Social Protection (GRASSP) research project at a brown bag session at UNICEF HQ (New York City) during the 64th Commission on the Status of Women.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This study provides a gender analysis of public sector budgets in education sector of Pakistan. An indepth analysis of pre-primary to secondary level education budgetary allocations and spending at federal and provincial (Punjab and Sindh) levels for the period of 2016-18 has been conducted through a gender lens. The research methodology is based on four key instruments, which help in systematically approaching our research questions. These instruments include review of existing secondary information and data, key informant interviews, stakeholder consultations, and a detailed review of budgetary processes. The study reveals gender disparity in out-of-school children at primary level. According to the study, 47 per cent boys as opposed to 58 per cent girls in Sindh whereas 39 per cent boys as opposed to 41 per cent girls were out-of-school in the Punjab. The study also finds noticeable gender disparities in budgetary allocations. The study concludes that in order to ensure sufficient allocations to promote girls’ education, the budget making process needs to be reconfigured. The gender lens should be introduced at a very early stage where budget call circulars are being sent to the departments concerned.
Analysis of institutional capacity of national social protection policy frame...Narith Por
Abstract- Cambodians are still vulnerable. To reverse those conditions, National Social Protection Strategy (N.S.P.S) was developed for the poor and vulnerable people to promote their livelihoods. Royal Government of Cambodia (R.G.C) has paid attention on social assistance. In strategic plans, it highlights on strengthening, and developing social security in collective way, consistent and effectively. With these issues, the government establish national social protection policy framework in order to help all people in particular poor and vulnerable people (M.o.E.F, 2017, p.1). The research aims at reviewing an institutional capacity of government institutions in charge of National Social Protection Framework (N.S.P.P.F) toward its goal achievement” The Department for International Development (D.E.F.I.D) capacity approach is proposed to framework for this institution of government toward its goal achievement. The D.E.F.I.D (2003) cited in Kay & Franks (2003) identifies thee approach for assessing capacities in three level.
The strengths and the weakness of the seven points were identified. Those included Overview of N.S.P.P.F, financial resources, relationship with others, policies and systems, strategies, structures and technical skills and competencies. It was concluded that limitation of budget, lack of data and guideline for implementing the frameworks. Recommendations were identification of People with Disability (P.W.D) data, people close to the poverty line, inclusion of P.W.D, increase in budget and budget decentralization.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
Developing the community participation based student care system for a small ...Alexander Decker
This document summarizes research on developing a community participation-based student care system for small schools in Thailand. It involved two small schools with 52 total participants from the schools, local educational institutions, parents, students, and villagers. The research found that most parents were farmers who taught their children moral values at home, but lacked involvement in school activities. Problems identified included a lack of coordination between schools and communities. The developed student care system consisted of 7 stages involving community coordination at each stage. Benefits of the system included improved student learning achievement, physical and mental health, behaviors, and increased family support.
Formative research has various uses including developing intervention strategies, materials, and instruments. It is useful for identifying salient themes, social norms for messaging, specific behaviors for interventions, knowledge gaps, and appropriate communication channels. Formative research can also help develop culturally sensitive surveys and instruments. The goal of formative research in the TAAG program was to establish if interventions combining elements like connecting schools to community organizations could decrease age-related declines in physical activity among adolescent girls. Methods used included surveys of schools, communities, parents, girls, and PE teachers, as well as physical activity checklists and focus groups. Formative findings enhanced the quality of TAAG by developing training programs, identifying behavioral and organizational issues, and informing interventions around nutrition
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Contribution of peer counseling to student behavior change in Alexander Decker
This document summarizes a study that assessed the contribution of peer counseling skills like mentoring, role modeling, and academic tutoring to student behavior change in secondary schools in Maara Sub County, Kenya. The study employed a descriptive survey research design to collect data from questionnaires administered to students and peer counselors, as well as interviews with teacher counselors. The study found that peer counselors are effective in mentoring other students and addressing youth issues. Many peer counselors have above average academic performance, making them effective academic tutors. Peer counselors also have opportunities to model good behaviors. The study recommends that peer counselors require adequate training in basic counseling skills.
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AN ANALYSIS OF THE EFFECTIVENESS OF THE BASIC EDUCATION ASSISTANCE MODULE IN RURAL ZIMBABWE A CASE STUDY OF BINGA DISTRICT
1. International Journal of Politics and Good Governance
Volume IX, No. 9.1 Quarter I 2018
ISSN: 0976 – 1195
1
AN ANALYSIS OF THE EFFECTIVENESS OF THE BASIC
EDUCATION ASSISTANCE MODULE IN RURAL ZIMBABWE:
A CASE STUDY OF BINGA DISTRICT
Siambombe Abednico and Mutale Quegas
Humanitarian and Development Worker, Zimbabwe
ABSTRACT
The government of Zimbabwe engineered the Basic Education Assistance Module (BEAM) in a
bid to provide assistance to the Orphans and Vulnerable Children (OVCs). This study’s main
thrust was to assess the effectiveness of BEAM in achieving the intended goal in Binga District,
Zimbabwe. The subject under investigation has not much been studied in Zimbabwe. However,
the available literature recorded failure of BEAM to reach all the OVCs due to the high burden
and need for OVCs in Zimbabwe, though success has been noted to some extent. The study
employed the qualitative approach as it sought to discover the attitudes, feelings and perceptions
of people in Binga in terms of the effectiveness of BEAM. Unfairness in the selection criteria of
the BEAM beneficiaries, lack of financial and accounting skills and lack of proper auditing of
BEAM funds in schools tied to be among the challenges of BEAM. Hence, the study concluded
that BEAM did not manage to take all OVCs to school, as noted from failure to address
irregularities.
Key terms: BEAM, OVC, Education, rural, government of Zimbabwe
Background
Binga District is one of Zimbabwe’s 63 rural districts with an education system that is below
standard due to inappropriate manning of the schools, poor learning conditions, and the
infrastructure is not of high quality when compared to other learning environments. Binga has
about 125 primary schools with 66 of them being annexes or unregistered (Ministry of Primary
and Secondary Education Binga District, 2017, unpublished). The secondary schools in the
district are about 43 and 13 of them are satellite schools. According to the United Nations
Millennium Development Goals (MDGs) developed in the early 2000s with an intention of
meeting its target by 2015 ensuring that all children acquire the basic education, Zimbabwe
embarked on a program for achieving this goal by developing the Basic Education Assistance
2. International Journal of Politics and Good Governance
Volume IX, No. 9.1 Quarter I 2018
ISSN: 0976 – 1195
2
Module (BEAM) in 2001 (Smith, Chiroro and Musker; 2012). The Report by the Ministry of
Labour and Social Services on the management of basic education assistance module of 2014
denotes that BEAM program had a primary target of benefiting orphaned and vulnerable children
(OVCs) (aged between 6–19 years old), at primary and/ or secondary-school level. The
beneficiaries were to include children who have never been to school or who have dropped out
due to poverty or children who are currently in school but failing to pay the fees. According to
the terms of BEAM, ten per cent (10%) of beneficiaries should be children with disabilities.
Following a decade of a long socio-economic crisis in the country, the number of vulnerable
groups has increased while Government funded social protection programs reduced significantly
and the creation of a “Fair Economy” requires strong investment in social safety nets and welfare
(Training and Research Support Centre, Zimbabwe Teachers Association; 2012). On the other
hand, Government social protection coverage and actual expenditures have remained low, with
administrative costs consuming the bulk of resources in most programs. Therefore, this study
sought to investigate on how effective BEAM was in meeting the intended objectives in remote
rural Zimbabwe.
Research design and setting
The study was conducted in 2 wards which are Muchesu and Saba of Binga District in
Matabeleland north province, Zimbabwe. The study adopted a qualitative approach in data
collection, analysis and presentation. Because of the differences in the data, how data is collected
and analyzed, and what the data and analyses are able to tell us about the subjects of study, the
knowledge gained through qualitative investigations is more informative, richer and offer
enhanced understandings compared to that which can be obtained via quantitative research
(Tewksbury, 2009). On the same note, qualitative research is based on a constructivist
epistemology and explores what it assumes to be a socially constructed dynamic reality through a
framework which is value-laden, flexible, descriptive, holistic, and context sensitive; that is an
in-depth description of the phenomenon from the perspectives of the people involved (Yilmaz,
2013). Thus interviews and focus group discussions were employed to collect primary data from
the participants. This was done to discover the feelings, attitudes, understanding, experiences and
perceptions of people under study in terms of the effectiveness of BEAM in meeting the intended
3. International Journal of Politics and Good Governance
Volume IX, No. 9.1 Quarter I 2018
ISSN: 0976 – 1195
3
objectives and outcomes. The qualitative methodological approach was adopted for the purpose
of reaping its strength of in-depth investigation to discover a lot of issues pertaining to the aspect
under study.
Sample and profile of respondents
A sample of 49 participants was purposively selected from a population of 2 wards (Saba and
Muchesu) of Binga District, Zimbabwe. Of these participants, 21 were females and 28 males
participated in the study. The participants’ ages ranged between 21 and 60 years. The
participants of the study included the School Development Committees (SDCs), youths, parents
and guardians of OVCs, schools representatives and local leadership. The focus group
discussions were conducted at ward level and people met on strategic points such as social
centers where empirical data for this study was collected by the researchers. A small sample size
was chosen for this study because it was best determined by the time allotted, resources
available, and study objectives as supported by Patton (1990).
Instruments used in the study
A discussion questionnaire guide containing open-ended questions which required respondents to
express their opinions and views on the effectiveness of the BEAM scholarship was used during
the discussions. The questionnaire was developed by the researchers and put into the context that
was simple for participants to fully understand and contribute meaningfully. The researchers
used probing as a way to enhance the unleashing of the information which the participants were
not sometimes willing to air out.
Data collection procedures
Permission for the study was obtained from the District Administrator, the Chief Executive
Officer for Binga District and the Ministry of Primary and Secondary Education (MoPSE). The
participants consented to take part in the study. The data was recorded in note books and later
entered for cleaning using a computer. The people were divided into 4 groups per ward to
identify the challenges and effects associated with BEAM and a plenary discussion was made
thereafter.
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Data analysis
Since the collected data was qualitative in nature, the content analysis technique was used to
analyze the data from the field. The researchers read through the responses, aggregating content
and identifying common themes from the different venues. Data was summarized, put into major
themes and synthesized and analyzed with the lens of investigating the changes in the education
results that BEAM brought in Binga district in terms of helping the OVCs as the primary target.
Ethical considerations
The study gave precedence to research ethics in order not to injure the participants and also to
show the originality of the study. All the secondary sources were acknowledged. Informed
consent was sought from the research participants, and their personal details were not recorded to
ensure anonymity and to avoid being traced on any sensitive issues raised. Consent was sought
from the participants to willingly and voluntarily participate into the study.
Selection of BEAM beneficiaries in schools
The parents and guardians of BEAM beneficiaries have indicated to have little knowledge on
how the children were selected and even the qualifying standards for a child to be a beneficiary
were not much revealed by the participants during the discussions in the 5 wards. One guardian
iterated that; “iswetuzikutibayiisimbabobasaluuzyabanaba BEAM muzikolo” (we understand that
teachers are responsible for selecting BEAM beneficiaries in schools). This has given much
room for a biased handpicking of the wrong beneficiaries as the parents noted that the largest
numbersof benefiting learners are those related to either the school administration bodies or the
teachers themselves.
The SDC members reiterated that the process of selecting beneficiaries begin with a setup of a
committee that is responsible for overseeing how the children are chosen and qualified
categorically considering their orphan-hood and vulnerability. This explanation was interjected
by local leaders (village heads) who pointed out that this is just theoretical and in real practice it
is not what the school authorities were doing. Another participant described the method of
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selection to be crooked as he said that;
“balatubuzyakutitusaluuzyebanapesikumamaninobanabalaandwaasikabategwababbadalilwa a
BEAM” (they tell us to select the beneficiaries but at the end we observe that the same selected
BEAM beneficiaries are turned back from school).
According to an old man who is a guardian to three orphans, the selection process does not
follow the rightful procedures considering that the register of the OVCs with the village heads is
given little attention during the process of selecting beneficiaries. During the discussions, it came
up that the Child Protection Committees (CPCs) and the local leadership had a minimized
interface in the protection of children especially on the aspect of the vulnerable ones accessing
education.
Some school representatives in the wards which were under the study augmented that the
relevant children to benefit from the BEAM funds were left out due to lack of registration
documents such as birth and death certificates and national identity documents of their parents.
One guardian registered her displeasure by noting that, “does it mean that orphans should not
access education like any other children because their parents died before they could register
them?” This same effect has indicated that most OVCs are not being able to transition with
education from primary to secondary school due to lack of birth certificates. This has a negative
effect on the educational outcomes for children living in rural areas of Binga as such services
like birth and death registration are not situated in centers proximity to their access.
Payment of school fees by BEAM
In the two wards where this study was conducted, a majority of the SDCs acknowledged that
BEAM has ceased paying school fees for OVCs around 2013.This was then compelling the
school authorities to turn the children back home to remind their guardians and parents to pay the
arrears due which they even hardly managed to raise. A government official attempted to refute
such connotations by arguing that the government only delays in disbursing the funds but they do
pay the fees. Such sentiments failed to hold much water as the primary school OVCs who
graduated in 2014 have not made it to secondary level as they still owed the schools which
withheld their Grade seven results.
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A further probe during the discussions revealed that the school heads were not transparent when
it comes to the fees disbursed by BEAM. The late transfers made by the government has given
the school heads an upper hand in abusing the funds as the audit of these rural schools was
limited especially by the external auditors. In addition to this, the heads of these rural schools
failed to refund the money paid by guardians and parents of benefiting OVCs as soon as BEAM
disbursed the school fees for them.
One SDC representative alluded that the failure lies in the hands of the school administrators
who mix the BEAM funds with other funds in their recordings making it impossible for other
finance committee members to have knowledge of whether these funds have been transferred or
not. Hence this negatively affected the vulnerable children in their day to day learning when
faced with such circumstances. However, this was refuted by a school head who argued that the
schools could not be in a position to function smoothly without finance and BEAM had a bunch
of uncleared arrears. This forced the guardians or parents to dig into their empty pockets in
search for money as their children still had to attend school despite the limiting factors and the
daunting poverty manipulating their survival. Some parents were surprised during the study to
hear that BEAM was responsible for the examination fees of its beneficiaries as one participant
confidently acknowledged this by saying that, “imemutabingundiziubbadalamaliyakulembani
CAMFED, aka kakuti BEAM ilabbadalaayilayonkapyakulindisweokuno” (the organization that
is known for paying examination fees for children is CAMFED, its new to us on hearing that
BEAM also do pay examination fees for children).
BEAM beneficiaries’ performance.
The majority of the participants were of the opinion that although BEAM was helping to
improve the basic education, especially in terms of numeracy and literacy in the rural Binga, not
much has been realized in terms of pass rate. This is because there were irregularities in the
selection process of the beneficiaries. Beneficiaries were dumped before they attained basic
levels of education like grade seven, ordinary level and advanced level. One of the BEAM
selection committee member in one of the wards said that; children’s fees were paid for only one
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or two years and a new batch of beneficiaries was then selected, leaving the vulnerable children
hanging without support.
Another factor pointed to be contributing to a failure by the vulnerable children to attain better
grades at the end of their courses was the inability of the BEAM to provide material aid in the
form of stationery and uniforms. Such materials are critical in the learning process of a child and
most OVCs cannot afford to buy as noted by the one research participant who noted with
concern that her granddaughter was staying at home despite being a BEAM beneficiary as she
could not manage to supplement her with the materials to support her learning.
OVCs in the remote rural areas are too vulnerable as some are said to be heading their families or
live with the old people who need their attention for survival. Such children are said to have
resorted to early marriages as an alternative to counter their situational conditions in relation to
poverty and social insecurities surrounding them. Although it is illegal for BEAM beneficiaries
to be sent back after a delayed disbursement of their funds, school authorities in these rural areas
found it easy doing that. One key informantretorted that; “I always tell school management
boards that BEAM beneficiaries should not be sent back home”, but they just do this willy-nilly.
Major issues contributing to the failure of BEAM as a scholarship to effectively improve
rural education.
From the study, the major issues pointed to be contributing to the failure of BEAM as a
scholarship to address rural education were untimely disbursement of funds by the government
to school accounts, lack of transparency by the school heads in the expenditure systems, poor
methods of selecting beneficiaries and corruption within the selecting committees. All these
indicators have shown that aspects of poverty-related circumstances also underlay the cause for
poor outcomes despite the government interventions to upgrade the education systems in rural
areas like Binga.
The Basic Education Assistance Module (BEAM) is one mechanism employed by the Ministry
of Labour and Social Services to assist the OVCs in Zimbabwe. The government of Zimbabwe
had been hit by the falling economy to enhance the BEAM assistance. The social protection
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programmes such as BEAM have been heavily affected by limited fiscal space and the liquidity
crunch in the country which has adversely affected the welfare of the poor, orphans and
vulnerable children (Government of Zimbabwe, 2013). On top of the series of economic
challenges hitting Zimbabwe, BEAM was bedeviled by a wide variety of challenges like poor
selection criteria by the school governance structures and exclusion of the OVCs in the
programme. Thus, Mutasa (2015: 159) in her study findings prompted that “school heads... noted
among other problems the inadequacy and erratic disbursement of funds which left them in a
dilemma as to how many recipients were to benefit each year”. Such circumstances derailed the
BEAM efforts and negatively affected its effectiveness in Binga District in one way or the other.
Despite the challenges noted, BEAM support has made an important contribution to many of the
intended outcomes at school level, such as improving school attendance of BEAM beneficiaries
and reducing the drop‐out rate in Zimbabwe (Ministry of Labour and Social Services, 2012).
Although such has been the case in other areas, in Binga District the situation was not the same
since the school attendance was relatively low despite the presence of BEAM, and school drop
outs have never declined accordingly. Harvey, Chiroro, and Musker, (2012) also noted that
BEAM has contributed less to improving pass rates, improving school supplies such as furniture
and introducing feeding programmes. Therefore, improving school attendance without
subsequent improvement in educational outcomes would not be regarded as success in this study
as results matter more than the processes.
The reduced interface among the stakeholders involved in the BEAM system has also given the
BEAM chronic headaches that endangered its sustainability and effectiveness as a social
protection model. Governance challenges in schools led to lack of accountability and
transparency in BEAM funds. Findings by Training and Research Support Centre (TARSC) and
Zimbabwe Teachers Association (ZIMTA) (2012) showed that once BEAM funds are disbursed
to schools, 93% of the schools reportedly include these funds in the schools general accounts,
which meant that they are not kept in a separate account. As noted in the findings section above,
the SDCs got to be in dilemma to realize which funds belongs to where. This caused lack of
accountability, especially with the caliber of the SDC members most of whom have low literacy
levels and lack the accounting and financial background. Therefore, it would be fair to opine that
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BEAM’s effectiveness is manned with mixed feelings especially with regards to its intended
outcomes.
Conclusion
From its inception, though BEAM had triggered success in terms of payment of school fees, the
module lacked a wholesome approach in terms of assisting the OVCs. The study notes with
concern that for a child to be in school, they do not only need school fees but rather a whole
package that can capture their academic, economic and social wellbeing. Lack of such a model
have caused children to drop out of school since the other pressing needs were not met in the
home and society, hence discrediting BEAM. Therefore, BEAM may not totally be discarded but
needs to be improved so that OVCs really benefit and errors of exclusion and other irregularities
are ridden off.
Recommendations
· Community capacity building to enable communities in rural areas of Zimbabwe to
demand and hold accountable the responsible authorities especially schoolheads on
BEAM funds.
· Consistent external audit of schools’ expenditures to ensure checks and balances on
efficient utilization of funds.
· BEAM funding need to be whole encompassing by including the material things for
school children.
· Government need to disburse BEAM funds timely to ensure smooth running of the
educational institutions and also to ensure OVCs are not turned back to remind guardians
to make payments.
· BEAM selection committees need to be trained and capacitated on how to select children
to benefit from the BEAM scholarship.
· School heads need to ensure that the school expenditures are clear and transparent, with
BEAM funds accounted separately.
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· The governments of Zimbabwe need to re-think and re-strategize on the basic models that
can work for assisting the OVCs especially in rural set-ups as the current programmes
like BEAM leave a lot to be desired.
REFERENCES
Government of Zimbabwe (2013) Zimbabwe Agenda for Sustainable Socio-Economic
Transformation: “Towards an Empowered Society and a Growing Economy”, Government
publisher, Harare.
Government of Zimbabwe.(2014). ‘Report of the Auditor-General on the Management of Basic
Education Assistance Module’, Harare, Zimbabwe.
Mutasa, F. (2015).“The future of the Basic Education Assistance Module, a Poverty Alleviation
Strategy in Zimbabwe”, Journal of Public Administration and Governance, 5 (3) 155-164.
Nyatsanza T and Lincoln H. (2014) “The Efficacy of the Basic Education Assistance Module
(BEAM) in the Provision of Life Skills to Orphans and Vulnerable Children (OVC) in
Zimbabwe”,International Journal of Science and Research (IJSR).
Harvey, S.Chiroro, P. and Musker, P. (2012)Process and Impact Evaluation of the Basic
Education Assistance Module (Beam) in Zimbabwe: Final Evaluation Report Submitted To
Ministry Of Labour and Social Services Government of Zimbabwe.
Patton, M. (1990).Qualitative evaluation and research methods (pp.169-186). Beverly Hills, CA:
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Tewksbury, R. (2009) “Qualitative versus Quantitative Methods: Understanding Why
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and Philosophical Criminology, 1 (1) 38-58.
Training and Research Support Centre (TARSC) and Zimbabwe Teachers Association (ZIMTA)
(2012) Tracking the Governance and Accountability of the Basic Education and Assistance
Module (BEAM) in ten Districts of Zimbabwe, Harare.
Yilmaz, K. (2013) “Comparison of Quantitative and Qualitative Research Traditions:
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