Achieving a Stable, Adequate, and Sustainable Financing of Primary Education in Nigeria | Chapter 08 | Research Developments in Arts and Social Studies Vol. 4

 It cannot be overstated that elementary school is the bedrock upon which all subsequent levels of education are built. It's also comparable to a building's entrance gate, which regulates who gets in and out. Despite the significance of basic education, financing in Nigeria has been insecure, inadequate, and unsustainable. Over the years, there has been a 'push and pull syndrome' between the three levels of government in primary education (i.e. federal, state, and local). Its financing has also been insufficient to solve its issues, putting the government under financial duress. This research looks at the history of elementary education financing in Nigeria. It focused on the manoeuvring between the federal, state, and local governments, as well as the inadequacies and ineffectiveness of the federal, state, and municipal governments. The financing is not sustainable. Joint financing by the federal, state, and local governments, the introduction of an Education Tax for public employees, increased private sector participation/contributions, enlisting the assistance of old students, organising fundraising activities, engaging in farming production, and ensuring accountability in the management of primary education funds are all suggested as ways to achieve adequate, stable, and sustainable primary education financing.

Author(S) Details

Ige Akindele Matthew
Director of School Services Department, Ministry of Education, Science and Technology, Akure, Ondo State, Nigeria.

View Book:- https://stm.bookpi.org/RDASS-V4/article/view/6998

Studies in Second Language Acquisition | Chapter 12 | Modern Perspectives in Language, Literature and Education Vol. 3

 Oral communication competency allows language speakers to communicate effectively with one another. Because oral expression is a manner of expressing thinking and providing feedback and development through the linguistic function, oral communicative competence encompasses a broad semantic scope (Vygotsky, 1992; [1,2,3]). The use of the language as a medium of communication, both oral and written, representation, interpretation, and reality comprehension is the foundation of English communicative competence. The purpose of this study is to look into the oral communicative skills in English of pupils who have completed primary school. It also seeks to determine whether the study center, the gender of the students, their attitude toward the English language, and their attendance at private sessions all contribute to their oral communicative competence. The sample was carefully chosen and stratified (rural-urban schools and ordinary-bilingual schools). It is made up of 265 students, and the instrument is a questionnaire that has been proven to be reliable and valid. The findings demonstrate high levels of competence, more than expected, and minor disparities favoring girls and urban bilingual schools in the acquisition of English oral communicative competence. Clearly, students who devote more time to English revision and study have greater success in the acquisition of linguistic communicative competence in oral expression and oral interaction.

Author (s) Details

Isabel Cantón Mayo
Facultad de Educación, Campus de Vegazana, Universidad de León, León, Spain.

Elena Pérez Barrioluengo
Facultad de Filosofía y Letras, Campus de Vegazana, Universidad de León, León, Spain.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/938

Qualitative Research into the Nature of Errors in Subtraction Algorithm in Primary Education | Chapter 4 | Arts and Social Studies Research Vol. 2

Aims: We have examined the interaction between formal, intuitive and algorithmic knowledge in the solution for the subtraction operation.  Study Design: Qualitative analysis. Place and Duration of Study: Department of Didactic, Organization and Investigation Methods (University of Salamanca), between February 2005 and July 2006. Methodology: We included the verbal protocols of nine children aged between seven and ten years old who solved a total of 180 subtractions. The volume of data obtained via verbal protocols has allowed us to study the influence of the conceptual framework and the way in which the children interpret algorithmic process in the first stage of teaching. Results: The results have allowed certain suggestions to be made with regard to the relation between formal, procedural and intuitive components that have a bearing on the generation of errors, and offer deep insights into how teachers influence the acquisition of mathematical concepts in the primary education stage. Conclusion: The child’s intuitive interpretations formed in structural schemata, the vocabulary that forms part of these, and the semantic interpretation of zero uphold the sources that generate analogue transfer. It is important to consider its influence in order to improve the algorithmic teaching processes.

Author(s) Details

Ana B. Sánchez-García
University of Salamanca, Department of Didactic, Organization and Methods of Investigation Pso Canalejas, 169, Faculty of Education, Salamanca 37008, Spain.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/202