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All Journal Journal Evaluation in Education (JEE) International Journal of Educational Innovation and Research
Nyoni, Precious
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi: A Case Study of Blantyre District Vizyalona, Arthur; Chirwa, Grames Wellington; Nyoni, Precious
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.8998

Abstract

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.
Teacher Professionalism Development in TVET System: Preparedness, In-Service Trainings and Challenges Philogene, Manirahari; Zhiyuan, Sun; Nyoni, Precious
Journal Evaluation in Education (JEE) Vol 5 No 3 (2024): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v5i3.967

Abstract

Purpose of the study: This study aims to analyze the professionalism of Technical and Vocational Education and Training (TVET) teachers in Rwanda and provide evidence-based recommendations for improvement. Methodology: Utilizing qualitative methods, this study employed document analysis and semi-structured interviews to gather data. The analysis was conducted using UNESCO’s Global Framework of Professional Teaching Standards, offering a comprehensive examination of TVET teachers’ professionalism through detailed reviews and insightful interviews. Main Findings: The study revealed that only 31.1% of TVET teachers received adequate training during the 2021/22 academic year. This disparity is attributed to delayed deployment, inefficiencies in human resource development, a shortage of private higher learning institutions, static salary payment systems, and limited collaboration. Novelty/Originality of this study: This research stands out due to its thorough assessment of the professionalism of Rwandan TVET teachers in line with the Global Framework. It highlights existing challenges and proposes evidence-based solutions to enhance their preparation, in-service training, and effectiveness in today’s dynamic educational environment.
Co-Authors Chirwa, Grames Wellington Philogene, Manirahari Vizyalona, Arthur Zhiyuan, Sun