https://www.nepjol.info/index.php/JER/issue/feed Journal of Education and Research 2020-05-28T18:03:47+00:00 Mahesh Nath Parajuli jer@kusoed.edu.np Open Journal Systems <p>A publication of Kathmandu University, School of Education. Full text articles available here and on its own <a title="JER" href="http://kusoed.edu.np/journal/index.php/je/index" target="_blank" rel="noopener">website</a>, too. Journal of Education and Research encourages online submissions on its own <a title="JER submissions" href="http://kusoed.edu.np/journal/index.php/je/about/submissions" target="_blank" rel="noopener">webpage</a>.</p> <p>Journal of Education and Research is included on <a title="DOAJ" href="https://doaj.org/toc/2091-2560" target="_blank" rel="noopener">DOAJ</a>.</p> https://www.nepjol.info/index.php/JER/article/view/28787 The Politics of Education Policymaking in Nepal 2020-05-28T18:03:47+00:00 Rebat Kumar Dhakal rebat@kusoed.edu.np <p>I begin this editorial with an assertion that the contemporary public policymaking landscape in Nepal shows little citizens’ participation and thus education policymaking also bears a similar approach. Here, public policies refer to “the decisions and actions of government and the intentions that determine those decisions and actions” (Geurts, 2011, p. 6). Theoretically, governments across the globe in recent decades have committed for larger citizen participation in public policymaking. Therefore, I understand public policymaking as a phenomenon in which wider stakeholders engage in governmental decision-making processes aimed at addressing a public issue.</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28790 Civic Education and Pupils’ Civic Dispositions in Ghana and Nigeria: A Comparative Analysis 2020-05-28T18:03:45+00:00 Sunday Paul Odusanya aoluoni@yahoo.com Adesoji Oni aoluoni@yahoo.com <p>The ultimate desire of any sensitive government is to build responsible citizens who will participate meaningfully in the developmental efforts within and outside society. The current social-political upheavals in Ghana and Nigeria underscored the need for national value orientation and reorientation for effective nation-building. The study adopted a descriptive survey to assess gender differences in pupils’ civic disposition in Ghana and Nigeria. A multistage sampling procedure was used to select 920 Basic 8 pupils from four educational circuits in Central Region, Ghana and four Local Government Education Authorities in Lagos and Ogun State in South-West, Nigeria. The research tool was tagged: Basic Education Pupils’ Questionnaire (BEPQ). The data were analysed using simple percentages, mean scores and independent t-tests at 0.05 level of significance. The results showed that there is no significant gender difference in the contribution of basic education to pupils’ civic disposition.&nbsp; The main conclusion drawn from this study is that the difference in the level of civic awareness of basic school pupils is due to the quality of basic education and that civic disposition increases the likelihood of a person engaging in civic activities. Government at all levels should encourage publication of relevant textbooks and research findings on basic school pupils especially in value-laden subjects like civic education.</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28821 Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia 2020-05-28T18:03:42+00:00 Dereje Mengistu Tuli wudumelese@gmail.com Wudu Melese Tarekegne wudumelese@gmail.com <p>This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28824 “Neoprivatisation” in Public Schools in Nepal 2020-05-28T18:03:40+00:00 Shurendra Ghimire ghimireshurendra@gmail.com Kamal Prasad Koirala ghimireshurendra@gmail.com <p>This article introduces the term “neoprivatisation” in the literature of economics of education.&nbsp; It exposes the consequence of privatisation in education to public school by taking a community as a case and studying in a mixed-method paradigm.&nbsp; The study uncovers that public schools suffer from lesser preference by parents, and underuse or misuse of public expenditure, so that, like private schools, have added the facilities of English medium, extra-class, preparing students for test by charging fees, as well as advertising to attract more students. As a result, the narrow focus to achievement score rather than developing qualities in students as expected by curriculum has threatened the presumption of ‘quality education’; and the commodification and commercialisation of education along with diminishing professional accountability of teacher victimise students with the undue burden of irrational extra-classes and fees.&nbsp; Therefore, the added facilities rouse for discriminating students in access to education and larceny of ‘right to free education’.&nbsp; These undesirable phenomena are the consequences of privatisation in education, which has been thus conceptualized as “neoprivatisation”.</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28825 Factors Affecting Academic Achievement of Secondary School Students in Mauritius 2020-05-28T18:03:38+00:00 Shakeel Mohammad Cassam Atchia Shakeel.Atchia@mie.ac.mu Vinayagum Chinapah Shakeel.Atchia@mie.ac.mu <p>This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling).&nbsp; The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p &lt; 0.05).&nbsp; The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28827 Literacy Education and Social Capital: A Study of Women’s Involvement in Community Development Projects in Southwestern Nigeria 2020-05-28T18:03:35+00:00 Adejoke Clara Babalola jokebablo@gmail.com Thomas Olusola Fasokun jokebablo@gmail.com <p>The study examines the relationship between social capital and women’s involvement in a community development project; assesses the relationship between rural women literacy level and social capital leverage, and determines the interaction effect of literacy level and social capital leverage on rural women involved in community development projects. This research was conducted in Southwestern Nigeria using a descriptive survey research design followed by qualitative methods for in-depth analysis. A multi-stage sampling procedure was used to select 720 rural women from randomly selected three states in Southwestern Nigeria. Moreover, we also conducted in-depth interviews with 12 women (6 each of literate and non-literate) who had indicated participation in community development projects and conducted a focus group discussion in each of the three selected states. The findings reveal that the most significant predictors of rural women involvement in community development are: participation in adult literacy programme; literacy level; strong interaction with people; membership of community development committees; participation in the decision making process and discussion of development issues with friends. Moreover, the number of literate women who made use of social capital to participate in community development is high. The study, therefore, concludes that the relationship between literacy and social capital is strong.</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement## https://www.nepjol.info/index.php/JER/article/view/28828 Reading Biographies for Developing Narrative Self 2020-05-28T18:03:33+00:00 Sharmila Shyangtan sharmila.shyangtan@gmail.com <p>Biography is an important aspect of researching in education once one is planning for a narrative inquiry. Reading biography inspires me to think narratively. I am much interested in knowing and understanding the biography of the Dalai Lama not because of any religious footprints but because of his spiritual endeavours, which go beyond the humanist tradition of thinking. I have not canvassed any social research which questioned life before and after death. I do not have much interest in researching faith-based experience and the mystical experience of such a spiritual leader. I read a book from the sense of developing insights as a narrative inquirer.&nbsp;</p> 2019-03-15T00:00:00+00:00 ##submission.copyrightStatement##