A Proposal for a Teacher Training Curriculum on School Violence and Violence in Schools

In the first part of this study, the question of school violence is examined, whether it is violence that occurs at school as a result of external pressures (cultural, social, and familiar) or violence that occurs within the school’s organisational structures (institutional violence), and is then reflected in all those involved in the school. When it comes to explaining violence, it can be explained by individual, psychological, and behavioural characteristics, as well as familiar and social elements, and the interaction of each of these aspects. Nonetheless, because school violence is unlikely to go away anytime soon, it is critical that teachers-in-training be prepared in advance to deal with various levels of violence. To this end, a specific subject titled Violence in School: Educating to Intervene, Intervening to Prevent was created for teachers-in-training of Infant and Primary School. In the second half of the article, three instructors from the University of Aveiro’s Educational Department (Portugal) describe how, as part of the European Project NOVAS RES, they developed a curriculum for reducing school violence. We hope that our curriculum will inspire other institutions to provide future teachers-in-training with the resources they will need to deal with violence.

Author (S) Details

Ana Pedro
Departamentode Educação, Universidadede Aveiro, Aveiro, 3810-193, Portugal.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3602


Study of the Implementation of Integrated Science Curriculum at Grade 8 in Bangladesh: An Approach towards Challenges and Way Forward

This paper looks at the challenges science teachers experience when implementing the integrated Science Curriculum 2012 in Grade 8 and suggests a solution for overcoming them. A mixed-methods technique was used to perform the study. Bangladeshi Grade 8 Science teachers took part in this research. A variety of survey questionnaires and an interview schedule were used to obtain data. With Grade 8 science teachers, science curriculum professionals assessed and pre-tested data collection procedures. Descriptive statistics were used to interpret the survey results. To understand the findings, both qualitative and quantitative data were triangulated. Grade 8 Science instructors reported concerns such as unfriendly texts, insufficient physical and instructional facilities, a lack of teachers’ professional abilities, inconsistent in-service training, ineffective instructional monitoring, and a mentorship system. Regular professional development activities, the modernization of instructional facilities, the improvement of the physical environment, the updating of the Grade 8 Science textbook, and the development of a continuous instructional monitoring and mentoring system were all suggested as ways to move forward.

Author (S) Details

Mohammed Zakir Hossain
Institute of Education and Research, Rajshahi University, Rajshahi, Bangladesh.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3601


Study on Curriculum Redesigning-Suggestive Framework for Skill Enhancement in Higher Education in India

Knowledge is the new money of the twenty-first century. Without a doubt, education is undergoing a paradigm transition, with a greater focus on skills and employment. On the one hand, efforts are being made to increase gross enrolment, while on the other hand, there is a growing and legitimate fear that graduates will be unemployed. Our graduates’ abilities need to be improved in order for them to be more employable, according to mounting evidence. This would be accomplished by implementing a well-crafted curriculum. The current study looks at numerous educational models/theories of curriculum design in order to make education more relevant. An outcome-based education framework must be explored with defined learning goals and techniques or processes for monitoring these learning outcomes, even in nonprofessional undergraduate degree programmes offered by higher education institutions. The study finds that many more curriculum frameworks in the Indian context must be considered in order to apply the “Best Fit Model” for higher education institutions.

Author (S) Details

Nandkumar Sawant
Department of Geography, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

Nandini Vaz Fernandes
Department of Zoology, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3196

Is the M.A. English Translation Curriculum Effective for Employers?

The current master’s curriculum in English Translation at Iranian institutions does not meet the needs of the society for which it was created, and translation employers claim that some vital skills are not covered. The goal of this study was to assess the effectiveness of the current M.A. English Translation Studies curriculum in Iranian universities from the perspective of employers, in order to identify flaws and give recommendations to make the curriculum more market-relevant. This was accomplished through the use of a quantitative research method. The “Translation skills and competences” questionnaire was used to collect data. Thirty experienced translation employers were asked to complete the survey. The information gathered was evaluated with descriptive statistics. According to the findings, various practical courses, such as advanced writing in English and Persian, bilingual editing skills, marketing skills, translation aided technology, and interpretation, are required to modernize the curriculum.

Author (s) Details

Aynaz Samir
English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

Khalil Motallebzadeh
English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/929

An Updated Analytical Study of Printed Media (Of Urdu Language) in Pakistan Regarding Government Policies about Education

In this paper, Pakistan’s printed media (in Urdu) is examined from January 1, 2010 to November 30, 2014, in terms of their life up to the new educational policy in 2014.

This article focuses on the government’s educational policies and preferences for improving the educational curriculum over time. The financial issue that underpins all educational policies is also addressed in this article; as a result of this problem, government officials were forced to enforce foreign policies in Pakistan’s educational system while ignoring their consequences.

Author (s) Details

Tariq Mahmood
Department of Islamic Studies, B.Z.U. Multan, Pakistan

Abdul Quddus Suhaib
Department of Islamic Studies, B.Z.U. Multan, Pakistan

Abdul Razzaq
Department of Islamic Studies, COMSATS, Vehari, Pakistan

Muhammad Iqbal Khan
Department of Islamic Studies, B.Z.U. Multan, Pakistan

View Book :- https://stm.bookpi.org/NHESS-V11/article/view/767

Study on Curriculum Reform in Cameroon: An Analysis of the New Primary School Curriculum

This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.

Author(s) Details

Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357