CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, 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/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
In recent years, ICT enhanced Non-Formal Educational (NFE) modules are increasingly being channelled through community access centres to provide wide ranging basic skills to local communities. These are instrumental in accelerating the achievement of key Millennium Development Goals (MDGs), particularly poverty reduction, universal primary education and gender parity.
The paper describes the nature, usage and tangible results and impact of ICT enhanced non-formal education at the community level. This will provide a basis for experience sharing between countries and regions that increasingly seek to channel non-formal education through community based Multi-media Centers (CMCs) and telecentres.
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, 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/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
In recent years, ICT enhanced Non-Formal Educational (NFE) modules are increasingly being channelled through community access centres to provide wide ranging basic skills to local communities. These are instrumental in accelerating the achievement of key Millennium Development Goals (MDGs), particularly poverty reduction, universal primary education and gender parity.
The paper describes the nature, usage and tangible results and impact of ICT enhanced non-formal education at the community level. This will provide a basis for experience sharing between countries and regions that increasingly seek to channel non-formal education through community based Multi-media Centers (CMCs) and telecentres.
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
What is montessori education? |FloretzAcademyFloretzAcademy
Choosing a FloretzAcademy
A montessori environment for your child has many benefits. Known for individually paced learning and fostering independence, the Montessori Method also encourages empathy, a passion for social work , and a joy in lifelong learning.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.
Dr. Maria Montessori was an Italian physician, educator, and scientist known for her immense contribution in the field of early childhood education with her one-of-a-kind, effective and scientific methodologies to teach children.
What are The Benefits of a Montessori Education.docxsimha kidsden
Simha Kidsden is the best Montessori school in Ramamurthy Nagar, Bangalore. Our goal is to provide the highest quality early childhood education to our students.
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
This presentation is for language teachers working with adults.It is on what is Montessori Method in general and how to apply it to teach 2nd language to adults.
Airaa Blog 1N - Why choose Montessori Education_.docxurvimehta31
Why choose Montessori Education?
Maria Montessori developed the innovative, multidimensional Montessori educational approach in 1897.
Many of us are familiar with the Primary Montessori programme, which runs till the age of six, but the Elementary Montessori opens up a world of great explorations and opportunities for older children. Maria Montessori developed the Montessori method from the elementary level to the university level while she was in India.
Montessori schools offer a hands-on approach that incorporates all five senses to encourage independence and social skills. If you're looking for an educational setting which will help your child succeed both now and, in the future, a Montessori school shall be the right choice for them.
Children excel in Montessori schools because they are given more opportunities for creative expression. The fact that Montessori education teaches kids how to master practical skills like cooking, cleaning, and washing is just one of its many benefits.
Here are the fantastic advantages of a Montessori Education:
The Montessori education of each student is highly individualised:
The fact that Montessori education is wholly centred on the child, as opposed to conventional preschools, which place a greater emphasis on the teacher, is one of its finest features.
Children are therefore allowed to explore activities and subjects in Montessori classrooms at their speed. The freedom to pursue hobbies is given to students.
Children, adults, and the learning environment interact dynamically in a Montessori classroom. The Montessori Method was created with the idea that children enjoy learning and can succeed in an encouraging setting.
The curriculum emphasises hands-on learning:
The Montessori Method's emphasis on hands-on learning, especially in the early learning years, is one of its most advantageous features.
Students participate in activities that teach language, math, culture, and practical life values, with an emphasis on concrete rather than abstract learning.
At Montessori schools, children are assisted in learning how to do tasks independently rather than being taught what to do or being shown what to do.
Montessori education places a high priority on social skills:
The development of social skills is a top priority in Montessori education, which is yet another wonderful benefit. In contrast to traditional education, which emphasizes academics, Montessori education places an emphasis on social behaviour, including how students interact with their peers, teachers, and other people.
Children who learn social skills grow up to be more approachable and confident people. One of Montessori education's main benefits is that it gives kids ( the freedom to experiment with a range of educational games, toys, and activities in an unstructured environment.
US Economic Outlook - Being Decided - M Capital Group August 2021.pdfpchutichetpong
The U.S. economy is continuing its impressive recovery from the COVID-19 pandemic and not slowing down despite re-occurring bumps. The U.S. savings rate reached its highest ever recorded level at 34% in April 2020 and Americans seem ready to spend. The sectors that had been hurt the most by the pandemic specifically reduced consumer spending, like retail, leisure, hospitality, and travel, are now experiencing massive growth in revenue and job openings.
Could this growth lead to a “Roaring Twenties”? As quickly as the U.S. economy contracted, experiencing a 9.1% drop in economic output relative to the business cycle in Q2 2020, the largest in recorded history, it has rebounded beyond expectations. This surprising growth seems to be fueled by the U.S. government’s aggressive fiscal and monetary policies, and an increase in consumer spending as mobility restrictions are lifted. Unemployment rates between June 2020 and June 2021 decreased by 5.2%, while the demand for labor is increasing, coupled with increasing wages to incentivize Americans to rejoin the labor force. Schools and businesses are expected to fully reopen soon. In parallel, vaccination rates across the country and the world continue to rise, with full vaccination rates of 50% and 14.8% respectively.
However, it is not completely smooth sailing from here. According to M Capital Group, the main risks that threaten the continued growth of the U.S. economy are inflation, unsettled trade relations, and another wave of Covid-19 mutations that could shut down the world again. Have we learned from the past year of COVID-19 and adapted our economy accordingly?
“In order for the U.S. economy to continue growing, whether there is another wave or not, the U.S. needs to focus on diversifying supply chains, supporting business investment, and maintaining consumer spending,” says Grace Feeley, a research analyst at M Capital Group.
While the economic indicators are positive, the risks are coming closer to manifesting and threatening such growth. The new variants spreading throughout the world, Delta, Lambda, and Gamma, are vaccine-resistant and muddy the predictions made about the economy and health of the country. These variants bring back the feeling of uncertainty that has wreaked havoc not only on the stock market but the mindset of people around the world. MCG provides unique insight on how to mitigate these risks to possibly ensure a bright economic future.
Poonawalla Fincorp and IndusInd Bank Introduce New Co-Branded Credit Cardnickysharmasucks
The unveiling of the IndusInd Bank Poonawalla Fincorp eLITE RuPay Platinum Credit Card marks a notable milestone in the Indian financial landscape, showcasing a successful partnership between two leading institutions, Poonawalla Fincorp and IndusInd Bank. This co-branded credit card not only offers users a plethora of benefits but also reflects a commitment to innovation and adaptation. With a focus on providing value-driven and customer-centric solutions, this launch represents more than just a new product—it signifies a step towards redefining the banking experience for millions. Promising convenience, rewards, and a touch of luxury in everyday financial transactions, this collaboration aims to cater to the evolving needs of customers and set new standards in the industry.
Resume
• Real GDP growth slowed down due to problems with access to electricity caused by the destruction of manoeuvrable electricity generation by Russian drones and missiles.
• Exports and imports continued growing due to better logistics through the Ukrainian sea corridor and road. Polish farmers and drivers stopped blocking borders at the end of April.
• In April, both the Tax and Customs Services over-executed the revenue plan. Moreover, the NBU transferred twice the planned profit to the budget.
• The European side approved the Ukraine Plan, which the government adopted to determine indicators for the Ukraine Facility. That approval will allow Ukraine to receive a EUR 1.9 bn loan from the EU in May. At the same time, the EU provided Ukraine with a EUR 1.5 bn loan in April, as the government fulfilled five indicators under the Ukraine Plan.
• The USA has finally approved an aid package for Ukraine, which includes USD 7.8 bn of budget support; however, the conditions and timing of the assistance are still unknown.
• As in March, annual consumer inflation amounted to 3.2% yoy in April.
• At the April monetary policy meeting, the NBU again reduced the key policy rate from 14.5% to 13.5% per annum.
• Over the past four weeks, the hryvnia exchange rate has stabilized in the UAH 39-40 per USD range.
how can i use my minded pi coins I need some funds.DOT TECH
If you are interested in selling your pi coins, i have a verified pi merchant, who buys pi coins and resell them to exchanges looking forward to hold till mainnet launch.
Because the core team has announced that pi network will not be doing any pre-sale. The only way exchanges like huobi, bitmart and hotbit can get pi is by buying from miners.
Now a merchant stands in between these exchanges and the miners. As a link to make transactions smooth. Because right now in the enclosed mainnet you can't sell pi coins your self. You need the help of a merchant,
i will leave the telegram contact of my personal pi merchant below. 👇 I and my friends has traded more than 3000pi coins with him successfully.
@Pi_vendor_247
how can I sell my pi coins for cash in a pi APPDOT TECH
You can't sell your pi coins in the pi network app. because it is not listed yet on any exchange.
The only way you can sell is by trading your pi coins with an investor (a person looking forward to hold massive amounts of pi coins before mainnet launch) .
You don't need to meet the investor directly all the trades are done with a pi vendor/merchant (a person that buys the pi coins from miners and resell it to investors)
I Will leave The telegram contact of my personal pi vendor, if you are finding a legitimate one.
@Pi_vendor_247
#pi network
#pi coins
#money
how to swap pi coins to foreign currency withdrawable.DOT TECH
As of my last update, Pi is still in the testing phase and is not tradable on any exchanges.
However, Pi Network has announced plans to launch its Testnet and Mainnet in the future, which may include listing Pi on exchanges.
The current method for selling pi coins involves exchanging them with a pi vendor who purchases pi coins for investment reasons.
If you want to sell your pi coins, reach out to a pi vendor and sell them to anyone looking to sell pi coins from any country around the globe.
Below is the contact information for my personal pi vendor.
Telegram: @Pi_vendor_247
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
how can I sell pi coins after successfully completing KYCDOT TECH
Pi coins is not launched yet in any exchange 💱 this means it's not swappable, the current pi displaying on coin market cap is the iou version of pi. And you can learn all about that on my previous post.
RIGHT NOW THE ONLY WAY you can sell pi coins is through verified pi merchants. A pi merchant is someone who buys pi coins and resell them to exchanges and crypto whales. Looking forward to hold massive quantities of pi coins before the mainnet launch.
This is because pi network is not doing any pre-sale or ico offerings, the only way to get my coins is from buying from miners. So a merchant facilitates the transactions between the miners and these exchanges holding pi.
I and my friends has sold more than 6000 pi coins successfully with this method. I will be happy to share the contact of my personal pi merchant. The one i trade with, if you have your own merchant you can trade with them. For those who are new.
Message: @Pi_vendor_247 on telegram.
I wouldn't advise you selling all percentage of the pi coins. Leave at least a before so its a win win during open mainnet. Have a nice day pioneers ♥️
#kyc #mainnet #picoins #pi #sellpi #piwallet
#pinetwork
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
when will pi network coin be available on crypto exchange.DOT TECH
There is no set date for when Pi coins will enter the market.
However, the developers are working hard to get them released as soon as possible.
Once they are available, users will be able to exchange other cryptocurrencies for Pi coins on designated exchanges.
But for now the only way to sell your pi coins is through verified pi vendor.
Here is the telegram contact of my personal pi vendor
@Pi_vendor_247
What website can I sell pi coins securely.DOT TECH
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
how to sell pi coins in all Africa Countries.DOT TECH
Yes. You can sell your pi network for other cryptocurrencies like Bitcoin, usdt , Ethereum and other currencies And this is done easily with the help from a pi merchant.
What is a pi merchant ?
Since pi is not launched yet in any exchange. The only way you can sell right now is through merchants.
A verified Pi merchant is someone who buys pi network coins from miners and resell them to investors looking forward to hold massive quantities of pi coins before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade with.
@Pi_vendor_247
If you are looking for a pi coin investor. Then look no further because I have the right one he is a pi vendor (he buy and resell to whales in China). I met him on a crypto conference and ever since I and my friends have sold more than 10k pi coins to him And he bought all and still want more. I will drop his telegram handle below just send him a message.
@Pi_vendor_247
1. American Research Journal of Humanities Social Science (ARJHSS)R) 2021
ARJHSS Journal www.arjhss.com Page | 30
American Research Journal of Humanities Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-4, Issue-01, pp-30-34
www.arjhss.com
Research Paper Open Access
Learn about some advantages and disadvantages of applying
montessori education method in Vietnam
Dinh Thi Tuyet, Nguyen Thi Nhu Quynh1
1
(Faculty of Basic Sciences, University of Economics and Business
Administration –Thai Nguyen University – Vietnam)
ABSTRACT : As an influential educator in the twentieth century, Montessori created education method which
has been applied in many countries around the world, including Vietnam. Applying the Montessori method has
many advantages such as the education promotion policies of the Communist Party of Vietnam and the State, an
easy-to-receive mentality as well as the variety and diversity of documents. However, applying Montessori
method also faces disadvantages such as the shortage and non-uniformity of facilities and teachers; the
suitability and compatibility with local education and scientific assessments on the effects and impacts of this
education method in Vietnam
Keywords - Maria Montessori, Montessori education method, Montessori education method in Vietnam
I. INTRODUCTION
After the great victory in the Spring of 1975 and especially after the Renovation in 1986, under the
leadership of the Communist Party, Vietnam made many efforts to keep pace with the development of the
countries in the region and around the world. One of the areas where many changes and achievements have been
made is education. Inheriting and developing Ho Chi Minh's ideology on education, the Communist Party of
Vietnam has always persisted in the goal of comprehensive human development. With the aim of building an
advanced education, learning the ideas of major educators in the world has an important role and meaning to
Vietnamese education. Through studying advanced and influential educational concepts in the world,
Vietnamese educators can find out an educational philosophy appropriate to the country's situation but not
separate from the general trend of the time. As an influential educator in the twentieth century, Maria
Montessori's educational ideology has attracted many researchers in Vietnam. Not only studying, her
educational ideas and method have also been applied into practice with a series of Montessori schools built in
Vietnam. This article focuses on analyzing the advantages and disadvantages of applying Montessori education
method in Vietnam in the current times.
II. CONTENTS
2.1. About life and educational career of Maria Montessori
Maria Montessori was born on August 31, 1870 in Chiaravalle town, Italy. From an early age, Maria
Montessori broke the usual barriers when enrolling in subjects normally for boys. After graduating from high
school, her family encouraged her to become a teacher, but she determined to enter medical school to become a
doctor. Through many hardships, she was admitted to the University of Rome in 1890 and six years later, in July
1896, she graduated and became the first female doctor in Italy [6]. This was an important start to Maria
Montessori's later educational career.
After the graduation, Maria Montessori joined the treatment to the patients with competence and
respect for patients of all social classes. In 1897, she joined a research program at the University of Rome's
psychiatric clinic as a volunteer. With this work, Maria Montessori began to deeply care about the learning
needs of disabled children. In 1901, she spent time studying educational philosophy and anthropology. From
1904 to 1908, she was a lecturer at the College of Education at the University of Rome [6]. During this period,
2. American Research Journal of Humanities Social Science (ARJHSS)R) 2021
ARJHSS Journal www.arjhss.com Page | 31
Rome developed rapidly in terms of economy, but the downside of this development was also revealed, in which
the most severely affected and injured subject was children.
In 1907, Maria Montessori founded the first Casa dei Bambini (Children's House) in a poor Italian
neighborhood to educate the children. There, she observed that children were completely fascinated by objects
and materials designed to aid sensory perception. She found that when children were placed in an environment
where activities were designed to support natural development, they became passionate about discovery and
tended to express their own special abilities. By 1909, Maria Montessori had conducted training courses for
about 100 students based on the view that it was necessary to create an appropriate educational environment and
to respect the distinct characteristics of the children [6]. She then devoted her time and dedication to the research
and development as well as realization of her own education method commonly known as the Montessori
method.
Maria Montessori died on May 6, 1952, in the Netherlands. Her educational career continues thanks to
the activities of the Association Montessori Internationale (AMI) - an organization she founded in 1929. With
the motto: "Connecting Montessori to the world", the Association aims to train teachers and teaching assistants,
research the curriculum and develop the Montessori method all over the world. [13]. Besides, her educational
viewpoint is also popularized thanks to the contributions of many teachers, schools around the world applying
her education methods and viewpoint, including Vietnam.
2.2. Montessori education method
With a desire to help all children become truly capable and productive individuals, Maria Montessori
aimed to the comprehensive education by focusing on ethical, behavioral, emotional and intellectual
development for children. To achieve the aforementioned goal, Maria Montessori emphasized the important role
of teachers, the education environment and the education method.
The education method developed by Maria Montessori is based on a comprehensive approach to
education. Her education method attempts to combine the values of the human spirit and the children’s
comprehensive development in physical, mental, emotional and cognitive terms. She summarized her
educational method based on what to do with children as follows “Repetition of the exercise; Free choice;
Control of error; Analysis of movements; Good manners in social contracts; Order in the environment; Care for
personal cleanliness; Training of the senses; Writing before reading; Reading without books; Discipline in free
activity”. Besides, there are some things should not be done: “Rewards and punishments; Spellers; Lesson in
common; Programs and examinations; Toys and sweets; A teacher's desk” [5,p.138-139].
In traditional education, parents and teachers always orient the child that: “In their dealings with
children adults do not become egotistic but egocentric. They look upon everything pertaining to a child’s soul
from their own point of view and, consequently their misapprehensions are constantly on the increase. Because
of the egocentric view, adults look upon a child as something empty that is to be filled through their own efforts,
as something inert and helpless for which they must do everything, as something lacking an inner guide and in
constant need of direction. In conclusion we may say that the adult looks upon himself as the child’s creator and
judges the child’s actions as good or bad from the viewpoint of his own relations with the child” [5,p.16]. The
Montessori method considers education as a release of the child's inner potential rather than trying to cram
knowledge and experience from the outside. Therefore, the Montessori curriculum focuses on real-life exercises,
mathematical thinking development and cultural lessons. Lessons in the Montessori schools are supposed to
support children in developing motor skills and motor coordination, training the independence, control and
confidence to create order. Activities at school are a part of everyday life, related to taking care of the
surrounding environment as well as the children themselves. In addition, the education program also helps
children to explore symbols, shapes, quantities and sizes. For sensory development, cognitive exercises through
materials are harmoniously arranged through the comprehensive development of the senses. Cultural lessons
include social, geographic, historical and scientific studies. Education is divided into small segments appropriate
to each age so that children can learn concepts easily.
With great contributions to education, especially the children education, Maria Montessori opened a
new era in education: respect children's personality and independence; education has the duty to elicit potentials
in children instead of cramming, imposing social notions or prejudices on them. To realize and prove the
correctness of her thoughts, she worked tirelessly to create schools and train teachers following the motto she
herself pointed out. Over time, Maria Montessori's perspectives on comprehensive education have been
experimentally tested and proven by a series of Montessori schools established all around the world. In
Vietnam, Montessori schools have been also established and the "Montessori method" has become an attractive
and effective educational method.
2.3. Advantages of applying the Montessori method in Vietnam
The first one is the education promotion policies of the Party and State.
The year of 1986 marked a new period in Vietnamese history, the Renovation proposed and carried out
by the Communist Party of Vietnam had a strong impact on many fields, including education. Right from that
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time, the issue of educational innovation was raised and implemented. In the next Party congresses, education
was concerned and considered as an important factor to promote the integration and development of Vietnam. In
the 12th National Congress of Delegates, the Communist Party of Vietnam affirmed: "Education development is
the leading national policy" [3, p.114], and at the same time launched the policy: "Educating Vietnamese people
to develop comprehensively and brings into full practice the creative potentials and capabilities of each
individual; to love their family, Fatherland and countrymen; to live well and work effectively. We keep striving
so that by the year of 2030, Vietnam's education will have reached the advanced level in the region" [3,p.115].
In addition, the Party and State have always encouraged and considered education to be the cause of
the entire people, creating conditions to maximize the role and contribution of the people to the educational
renovation. Article 16 of Vietnam's "Education Law" states: "The State plays a key role in developing the cause
of education. They diversify types of educational institutions and forms of education; encourage, mobilize and
facilitate organizations and individuals to participate in educational development; encourage the development of
private educational institutions to meet social demands for high-quality education" [8,p.6].
With the institutionalization into law, building and applying new and advanced education methods
which have been encouraged have facilitated the expansion of the network of educational schools using
Montessori education methods in Vietnam. In the appendix of "Maria Montessori: life and career" translation,
translator Nguyen Bao Trung gives the figure: "Montessori began to appear in Vietnam since 2003. In our
country, there are about 50-70 private kindergartens applying Montessori model to teach in Hanoi, Ho Chi Minh
City to Hai Phong, Quang Ninh, Thai Binh ... ” [7,p.613]. However, in our opinion, the number of Montessori
schools in Vietnam may be even more and the popularity of this method is not only limited to schools named
Montessori but also in many schools applying it partially or directing their educational goals to Montessori's
educational perspectives.
Secondly, the easy-to-receive mentality is a favorable condition for the Montessori method to be
popularized in Vietnam.
With a geographical position "located in the middle of Southeast Asia", a gateway to enter Southeast
Asia from India and China, long ago Vietnamese people exchanged and acculturated with the culture of
countries in the region such as China, India and many Western countries. The exchange and acculturation
process was based on the principle of choosing appropriate values along with the rearrangement to suit the
national conception. When studying the spiritual values and the national personalities, researchers all agree on
common values such as: patriotism; resilience, attachment to the homeland; deep consciousness of the ego, the
spirit of community cohesion; industriousness, hardship endurance, gratitude; flexible and soft behavior;
abilities to adapt and integrate ... [9,p.95-99]. Psychological characteristic of being "easy to adapt and integrate"
has made Vietnamese people easily approach to new things, including educational ideas and methods of
countries around the world. This explains why the Montessori method has become popular, becoming a familiar
concept that most educators have heard or known although it has just appeared in Vietnam for nearly 20 years.
Parents are not too unfamiliar with this method and accept their children to study in schools named Montessori
or applying Montessori education method.
Thirdly, there are many documents about Montessori and Montessori method available in Vietnam.
Currently, most of Montessori's important works on education have been translated and published in
Vietnam. Some notable works such as: The Absorbent Mind, The Secret of Childhood, The Child in the Family,
Education and peace, The Montessori Method, The advanced Montessori method… have also been reprinted. In
the basic search of the National Library of Vietnam, with the keyword Montessori, we could find nearly 100
results in printed books [10], not to mention digital and internet documents. Diverse and abundant sources of
information help readers easily access and learn about the Montessori education methods, from which they can
apply these knowledge to the children education in Vietnam.
In addition, the establishment of Montessori Vietnam Association (MVA) has also played a great role in
motivating and promoting the Montessori method to be closer to the Vietnamese education system. Sharing the
same mission with Association Montessori Internationale (AMI), MVA has many activities in order to connect
the development of the Montessori education method for Vietnamese as well as international Montessori
community with specific contents monthly implemented. MVA has co-organized training programs for
Montessori teachers; connected administrators to teachers and employees who need to work in the Montessori
environment and Montessori schools, Montessori centers to Montessori organizations. MVA has also
coordinated to organize and set up equipment and learning tools according to the AMI international Montessori
class model for the ages of 0-3 and 3-6 years old [11]. With these strenuous activities, MVA has contributed to
building a team of Montessori teachers, establishing schools in accordance with international Montessori
standards, contributing to the creation of Montessori school system presenting in most of the cities and
provinces in Vietnam.
With the aforementioned advantages, the Montessori method is becoming a promising education
method developing in Vietnam. Facilitating with supporting education policies, a growing concern in children
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education and a desire to keep up with the world's educational trends are important levers to help the Montessori
approach be widely disseminated and have more influence on education in Vietnam today.
2.4. Disadvantages of applying the Montessori method in Vietnam
Firstly, the facilities of the Montessori schools have not really met the requirements of the Montessori
method
One thing that cannot be denied in Maria Montessori's education method is the educational
environment, including educational spaces and educational tools. Each Montessori classroom should be
designed to support children’s intellectual, physical, emotional and social development through active
exploration, choice, and independence in learning.
However, in Vietnam today, the facilities and equipment have not basically met the requirements of
fundamental and comprehensive renovation of education. This is also acknowledged by administrators. In the
past few years, although many efforts have been made to improve the above situation, basically there have not
been many profound changes. The education levels from kindergarten to high school are overwhelmed by the
large number of students, while the school space is quite limited, especially for private schools. Moreover, in
Vietnam, the Montessori educational method is just mainly applied in private kindergartens. Although there are
preferential policies for education, the pressure on the premises to build schools is a significant factor affecting
the Montessori’s educational environment.
In addition to the space factor, teaching aids are also a problem in Montessori schools. Due to a large
quantity of high-priced teaching aids, verified for each age and class, many schools cannot meet this
requirement. This also greatly affects the efficiency and comprehensiveness when applying Montessori method
in Vietnam.
Secondly, the shortage of teachers, especially Montessori teachers, affects the teaching at Montessori
schools.
With a specific education method, Maria Montessori opened her own teacher training classes, not
accepting teachers trained from other pedagogical schools. That means in order to become a Montessori teacher,
learners must participate in a private training course and be granted with an international Montessori certificate.
The requirement for the number and qualifications of teachers is also a big problem in Vietnam today.
However, in Vietnam, the shortage of teachers, especially qualified teachers is not new. The Central
Committee of the Communist Party of Vietnam in the conclusion No. 51-KL/TW dated May 30, 2019 also
stated: “A part of teachers are low-qualified, a few teachers violate professional ethics; the structure of teachers
in some places is irrational, lacking partially, especially in terms of preschool teachers” [2]. In addition, in
Vietnam, the Montessori teacher training classes are quite limited. According to our research, Centre for
International Education of VNUHCM-University of Social Sciences and Humanities - an official partner of
AMI since 2012 - often hold Introductory Montessori courses to train teachers [12]. Besides, there are some
other centers and organizations but we still do not have an official and methodical system of training Montessori
teachers. Most Montessori schools still use teachers trained from Pedagogical schools, who then are
supplemented with a few short-term courses to teach. This is a huge obstacle to the teaching of Montessori in
Vietnam. To apply this method effectively, first of all, it is required that a team of Montessori teachers must be
trained well and formally.
Thirdly, Montessori education objectives and methods are different from traditional Vietnamese
educational conceptions.
Traditional Vietnamese education was heavily influenced by Chinese education, often taking Chinese
classics as standards. The goal of education was not to develop individuals, but to attain the position of
mandarin, bringing glory to families and line. Cultural researcher Dao Duy Anh said: “The habit of respecting
literature, loving fiction has become a divine nature of our people. With that kind of education, even many
brilliant natural people have to be discouraged, let alone ordinary people, it is an education that kills
personality” [1,p.240]. Although after the independence of the country (1945), modern-style education had
many changes, the influences from feudal and colonial education still remained.
With education in respect of children's individuality and independence, evoking potentials in children
instead of cramming and imposing social notions or prejudices on them, in general the Montessori method is
still quite new and need a long time to reconcile to be suitable to the actual educational situation of Vietnam
today.
Fourthly, there are currently no full assessments of the impacts, differences or values that the
Montessori education method has created in Vietnam.
According to our research, there is currently no general report or comparison based on the actual results
on the differences between the group of children using the Montessori method and ones using the normal
education method. Although the Montessori education method has been introduced and applied in Vietnam for
nearly 20 years, there is still no effective controlled comparison of this method in Vietnam. This stems from a
number of reasons such as: Montessori schools have not really applied the Montessori education method
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completely due to the barriers of the facilities and teachers mentioned above; moreover, the Montessori method
in Vietnam is mainly applied in the preschool level, to the next level of education, it returns to the normal
education method due to the shortage of an inter-level schools system unifying the education method. Another
reason comes from mechanically applying the Montessori method without in-depth, research on the
compatibility of this method to the traditional education method to create a Montessori method suitable to the
practice of Vietnam. In our opinion, this is an important reason to find out that although it has been implemented
for many years in Vietnam, the Montessori method is only at a trendy level, attracting the attention of parents,
yet creating a breakthrough in the children education in Vietnam
III. CONCLUSION
In the recent years, a series of Montessori schools have been opened in Vietnam shows that Maria
Montessori's education method is becoming an education method attracting the attention of parents and
researchers. With the advantages from the policies of the Party and State, along with the support from parents
and people interested in the education industry, the Montessori method can be disseminated and bring into play
positive values for education career in Vietnam. However, in order for this method to really bring a more
pronounced effect in the education and training of the young generation in the country, there is still a need for
overall and comprehensive solutions from educational managers, parents and researchers.
REFERENCES
[1]. Dao Duy Anh (2014), Vietnamese cultural history, The World Publishing House, Hanoi.
[2]. The Central Committee of the Communist Party of Vietnam, Conclusion No. 51-KL/TW dated May 30,
2019 “On keeping implementing the resolution of the 11th
Party Central Committee on basic and
comprehensive innovation of education and training, meeting requirements of industrialization and
modernization in the context of socialist-oriented market economy and international integration”,
Hanoi.
[3]. The Communist Party of Vietnam (2016), Documents of the 12th
National Congress of Delegates,
National Political Publishing House, Hanoi.
[4]. Montessori, M. (1988), The Discovery of the Child, Clio Press, Oxford, UK.
[5]. Montessori, M. (1974), The Secret of Childhood, Ballantine Books, New York.
[6]. Standing, E. M. (1957), Montessori: Her Life and Work, New American Library, New York.
[7]. Standing, E. M., translated by Nguyen Bao Trung (2020), Maria Montessori: Life and career,
Women’s Publishing House, Hanoi.
[8]. The National Assembly of the Socialist Republic of Vietnam (2020), Law No. 43/2019/QH14 dated
June 27, 2019, Education Law, Hanoi.
[9]. Phan Huy Le, Vu Minh Giang (editors) (1996), Traditional values and people of Vietnam today, Hanoi.
[10]. Source:http://opac.nlv.gov.vn/pages/opac/wpid-search-stype-form-basic.html.
[11]. Source: https://montessori.org.vn/.
[12]. Source: http://cie-ussh.hcmussh.edu.vn/
[13]. Source: https://montessori-ami.org/
.
*Corresponding Author: Dinh Thi Tuyet, Nguyen Thi Nhu Quynh
Faculty of Basic Sciences, University of Economics and Business Administration –Thai Nguyen
University – Vietnam