A Collaborative Platform for Science Teaching at Elementary and Middle School Level
Adelina Sporea,
Dan Sporea,
Vasile Păiş
Issue:
Volume 4, Issue 1, February 2015
Pages:
1-7
Received:
3 January 2015
Accepted:
13 January 2015
Published:
15 February 2015
Abstract: This paper presents the collaborative platform we developed in the frame of the national educational project “Inquiry-Based Education in Science and Technology (i-BEST)” to support science teaching and learning from kindergarten to middle school. Two of inquiry-based science activities are described, activities designed to develop children observation, measuring and reporting skills in science classes. Technological aspects of the educational process are supported as school students are taught to build their own measuring instruments, learning in this way their operating principles.
Abstract: This paper presents the collaborative platform we developed in the frame of the national educational project “Inquiry-Based Education in Science and Technology (i-BEST)” to support science teaching and learning from kindergarten to middle school. Two of inquiry-based science activities are described, activities designed to develop children observat...
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Influence of Finance in Mainstreaming Support for Orphans and Vulnerable Children (OVC) in Nyeri Central District, Kenya
Grace Githae Ngethe,
Paul A. Odundo,
John K. Mwangi
Issue:
Volume 4, Issue 1, February 2015
Pages:
8-15
Received:
23 January 2015
Accepted:
6 February 2015
Published:
15 February 2015
Abstract: Orphaned and Vulnerable Children (OVC) below 8 years represent an extremely vulnerable population due to growing levels of poverty, HIV/AIDS and socio-economic situation in which they live. This makes Public Nursery Schools (PNS) receive greater attention as places to remedy to decline of family and community based support. Schools provide channels for distribution of essential services such as food, healthcare, clothing, education and psychosocial support. Though the goal of expanding Early Childhood Education (ECE) opportunity for all children is integrated global initiatives such as Education for All (EFA) and Millennium Development Goals (MDG), PNS face the burden of fewer resources as the support systems for OVC such as school feeding, health and nutritional care and psychosocial support are linked to Education Finance. Steady provision of funding level ensures that PNS improve wellbeing and learning outcomes of children through whole school interventions. By contrast, deprivation of interventions during the early years results in lifelong deficiencies and disadvantages. The study sought to find out the influence of finance on mainstreaming support for OVC in PNS in Nyeri Central district .The study employed a descriptive survey design with a sample of 19 public nursery schools. Data was collected through questionnaires for head teachers, a nursery school teacher for each school and an interview was conducted with the District Centre for Early Childhood Education (DICECE) programme officer. The study found out that mainstreaming support for OVC was compromised as source of funds were inadequate for OVC support, capacity building for teachers and retention of OVC in schools through, feeding programme, subsidized fees and bursary funds. To avert this crisis, the study recommends that support for OVC should be intensified through increased budgetary allocation and setting up funds earmarked for OVC in PNS.
Abstract: Orphaned and Vulnerable Children (OVC) below 8 years represent an extremely vulnerable population due to growing levels of poverty, HIV/AIDS and socio-economic situation in which they live. This makes Public Nursery Schools (PNS) receive greater attention as places to remedy to decline of family and community based support. Schools provide channels...
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