EUROPEAN JOURNAL OF SUSTAINABLE DEVELOPMENT RESEARCH

Keyword: primary education

2 results found.

Research Article
USAID: Investing in Primary Education for the Sustainable Development of Pakistan
European Journal of Sustainable Development Research, 2021, 5(4), em0169, https://doi.org/10.21601/ejosdr/11194
ABSTRACT: Human and educational development is a prerequisite for the socio-economic development of a country. Pakistan is struggling hard to enhance quality and access of primary education to children of all the regions. USAID’s partnership with local organizations and government has made gigantic efforts to raise level of equitable access to education particularly in less developed regions of the country through engagement in certain bilateral operations by providing assistance. Pakistan has multiple constraints in its educational sector; low budget, weak governance, corruption and insecurity. Since, it cannot overcome these obstacles without foreign assistance. This paper highlights the role and interventions of USAID in Pakistan for the improvement of primary education through secondary research methodology. Findings of the results shows that USAID has played a positive role in promoting the primary educational sector through improved curriculum, schools construction, teachers training and reduction in community specific barriers. Thus, it is concluded that USAID through its initiatives has driven towards fulfilling the gap in an efficient manner.
Research Article
Assessment of Learning Paths for Maximizing Teachers’ Attitude and Efficacy in Implementing Inclusive Education in Ile-Ife, Southwestern Nigeria
European Journal of Sustainable Development Research, 2020, 4(2), em0114, https://doi.org/10.29333/ejosdr/6431
ABSTRACT: The study assessed the in-service learning paths that could maximize teachers’ attitude towards and efficacy in implementing inclusive education among primary education teachers in Ile-Ife Metropolis, Southwestern Nigeria. The three in-service learning paths considered were postgraduate degree, school-based training and experience with inclusive classroom. The study adopted the ex-post facto research design. The sample comprised 200 primary education teachers who were selected using simple random sampling technique. Results obtained revealed that none of each of the three learning paths significantly influences either the attitude of the teacher towards or their efficacy in implementing inclusive education practices. It was also revealed that the combinations of postgraduate degree, experience with inclusive classroom and school-based training on inclusive classroom ranked first in maximizing both efficacy and attitude of the teachers while experience with inclusive classroom combined with school-based training on inclusive education ranked second in maximizing both attitude and efficacy. The combination which ranked least (4th) for efficacy was postgraduate degree with experience with inclusive education while the combination which ranked least for attitude was postgraduate degree with school-based training on inclusive education. The implications of these findings is that stakeholders in the development of human capital in the basic education sector in developing countries should continue to seek and use appropriate mix of continuing professional development paths that maximizes resources and the expected outcomes in teachers while minimizing costs. One of the limitations of the research is its scope which utilized teachers in a town in one of the states in Southwestern Nigeria. Future studies may consider the use of larger samples from various geopolitical zones and the use of robust statistical tools such as structural equation modelling to determine the interplay of personal, work-related variables and selected continuing professional development strategies on teachers’ outcomes in implementing inclusive education practices.