Archive for month: August, 2022

This research was aimed at 1) investigating the educational management model to promote Pali language learning at Mahamakut Buddhist University, 2) investigating the educational management model to promote Pali language learning at Mahamakut Buddhist University; Lanna Campus, and 3) investigating the results of using this educational management model. Relevant documents were examined, and data were collected from in-depth interviews. Target groups included 1) eight full-time course instructors and 2) three subject instructors. The tool used for data collection was a structured interview form, and data were analyzed using descriptive content analysis.

The results of the study were as follows: 1) The educational management model to promote Pali language learning at Mahamakut Buddhist University was implemented in accordance with the course manual to promote learning that allowed instructors to clearly define the framework of teaching content in their subjects; 2) The educational management model to promote Pali language learning at Mahamakut Buddhist University; Lanna Campus was implemented in accordance with the subject’s teaching plan to expand the framework of teaching content, enabling instructors to organize their teaching activities to cover all contents; and 3) The results of using this educational management model indicated that students got the “B” grade at the highest level and their satisfaction with teaching was at a high level. This played an important role in allowing instructors to know and improve their teaching strengths and weaknesses.

This study aims to analyze the production costs and efficiency of the woven fabric business of Micro, Small and Medium Enterprises in Sukarare Village, Jonggat District, Central Lombok Regency. The research method used is quantitative and qualitative research methods, where the determination of respondents is carried out purposively.

Agroindustry as one of the subsystems that need to be developed in agribusiness, because it has the potential to encourage high economic growth, The income of the weaving agroindustry in Jonggat District, Central Lombok Regency has an average income of Rp. 4.720,000. The value of the R/C ratio in the Woven Fabrics agroindustry in Jonggat District is more than one. This figure shows that the Woven Fabric Agroindustry Business in Jonggat District, Central Lombok Regency is feasible to run.

To increase the production and income of the woven fabric business in the future, further research is needed for the development of traditional weaving activities and efforts to improve superior agro-industrial products/woven fabrics in Sukarara village, Jonggat district, Central Lombok district.

The study is on the utilization of interactive board for the teaching and learning of depreciation accounts in Senior Secondary Schools. The study was carried out in some selected secondary schools in educational district V of Lagos state. The purpose of the study was to determine the effectiveness of the interactive board in the teaching and learning of depreciation account. The study also looked at the constraints in the utilization of the interactive board for teaching depreciation account. Two hypotheses and two research questions were raised for the study. 138 respondents (75 experimental and 63 control) participated in the study. They were assigned to experimental and control groups, respectively. One instrument was used in this study: the Achievement Test on Depreciation (ATD), the reliability of the instrument was tested through a test retest method and reliability index of 0.87 was obtained. The Depreciation Account Lesson (DAL) was presented to the experimental group through the interactive Board, while the conventional lecture method was used for the presentation of the depreciation account lesson to the control group. The results obtained showed that learners exposed to the utilization of the interactive board for learning depreciation account performed significantly better than the control group [F(1, 135) = 251.02 p < .05]. The results also showed that the interactive board is an effective tool for learning depreciation accounting. The study concluded that the interactive board helped to develop cognitive dimensions, reinforcing learning and also encouraging organization of activities. It was therefore recommended that teachers should be trained and equally encouraged to acquire ICT skills. Teachers should also utilize modern instructional materials for classroom teaching and it should be innovative.

Environmental Education (EE) as a subject or field of specialization is still in its infancy in the curriculum both at teacher training and school teaching levels in Zambia. The curriculum at both levels does not provide coverage on EE as the subject is treated as a cross-cutting issue. At primary and secondary school levels there are very few experts trained in EE as a discipline. Since EE is integrated in subject teaching, issues affecting the environment are taught at the discretion of a teacher. Teaching EE is still a challenge on the part of teachers in schools in Zambia. Pupils’ understanding of EE in sampled schools was still at very low ebb. There were variations in responses between pupils coming from the low, middle and high social class areas on issues of the environment. As the Ministry of Education in Zambia is reviewing the school and teacher education curriculum, EE should be broadened in scope in order to contribute to the pupil’s overall development as well as the promotion of education for sustainable development at national level. In order to foster transformative and strong sustainability, EE under the current integrated approach is rather conservative and weak in terms of sustainability. If the curriculum is overloaded, curriculum experts should identify and remove the dead wood from the curriculum and replace it with EE. To strengthen EE in the schools and teacher education curriculum, the Ministry of Education should consider retraining teachers in appropriate methodologies in EE for sustainable development as well as developing a citizenry that is conscious and motivated to develop and manage its own environment in a sustainable manner.

The study explored the challenges and prospects of education in correctional facilities in Zambia and examined its inclusiveness. Prisons Act, Chapter 97 of the Laws of Zambia states that every prisoner has the right to education and library facilities. Currently, most Prisoners are deprived of the right to education and library facilities. This means that there is lack of inclusive education in prison and yet the Zambian Law clearly mandates prison authorities to provide education to all prisoners. If this problem is not addressed, prisoners would continue to be marginalized in the face of well documented human rights opportunities.

The study was qualitative and used embedded case study approach with more than one unit of analysis; one correctional centre in Lusaka and two correctional facilities in Central province were used for both male and female inmates. The sample drawn using homogeneous purposive sampling involved 31 student prisoners; 3 senior officers from NGOs, 13 prison staff, 1 senior officer from Ministry of Home Affairs – 1 senior officer from MoGE and 1 from TEVETA giving the total of 44 respondents. Data was coded and categorized into themes. The findings indicated that education was not inclusive due to many challenges such as inadequate teaching, learning, and training materials and inadequate funding from government. There are prospects for education for prisoners, through government support in terms of funding though not adequate, the Prisons ACT chapter 97 mandating prisons to offer education, ECZ providing examinations, NGO and TEVETA support. The study revealed that prison education could be made more inclusive through collaborative support of Government and NGOs. The Ministry of Home Affairs should have clear policy guide lines on prison education. In view of the findings, the study recommended that government should increase budget allocation to prison education and implement prison education policy; Ministry of Education should take responsibility of prison education and collaborate with NGOs supporting prison education.