@article {1212,
	title = {EDUCATION AS A HUMAN RIGHT AGAINST HATE SPEECH AND INTOLERANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {314-316},
	abstract = {On January 24, 2019, the International Day of Education was celebrated for the first time. One of the celebrations was a speech by the Secretary-General of the United Nations (UN), in which Mr. Ant{\'o}nio Guterres highlighted the role of education in combating hate speech, intolerance in various aspects and also in xenophobia.
In the words of the Secretary-General of the UN: "Such a situation constitutes a violation of his fundamental right to education. The world cannot afford to deprive a generation of children and young people of the knowledge they will need to have a place in the economy of the 21st century. "
},
	keywords = {International relations, quality education, secondary education, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.314},
	url = {http://oaji.net/articles/2019/457-1561381761.pdf},
	author = {Agnaldo Arroio}
}
@article {1129,
	title = {USING STUDENTS{\textquoteright} VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-298},
	abstract = {Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students{\textquoteright} voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students{\textquoteright} voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students{\textquoteright} involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant.  Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students{\textquoteright} voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all.  },
	keywords = {Angola, physics classes, quality education, secondary education, students{\textquoteright} voice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.289},
	url = {http://oaji.net/articles/2017/457-1529089411.pdf},
	author = {Maria da Gra{\c c}a Breganha and Betina da Silva Lopes and Nilza Costa}
}
@article {961,
	title = {EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-94},
	abstract = {In recent years, there has been an increase of students{\textquoteright} enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A survey design was considered appropriate for this study. A sample of 336 respondents was used to collect data which included the Human resource managers, academic staff, and students of the selected universities. The sample was selected using purposive stratified and simple random sampling techniques. Questionnaires were used to collect the data which was analyzed by use of frequencies and percentages. The study established that academic staff retention affects quality of education in private universities in Kenya. It was concluded that academic staff retention has a significant effect on quality education without which quality would be compromised. The study recommended that private universities should formulate and implement retention policies and allocate adequate resources to curb high academic staff turnover.},
	keywords = {academic staff retention, private universities, quality education, quality of academic staff},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.86},
	url = {http://oaji.net/articles/2015/457-1432232452.pdf},
	author = {Edwin K. Too and Micah  C.  Chepchieng and John Ochola}
}
@article {506,
	title = {CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {35-47},
	abstract = {With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.},
	keywords = {primary school curriculum, primary teacher education, quality education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.35},
	url = {http://oaji.net/articles/2014/457-1419412419.pdf},
	author = {Alice  Merab  Kagoda and Betty  Akullu  Ezati}
}
@article {710,
	title = {THE CHALLENGES FACED BY EDUCATION IN SOLVING THE UNEMPLOYMENT PROBLEM IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {82-96},
	abstract = {This study is based on a meta-interpretive research design aimed at finding possible answers to an enduring dilemma facing South Africa. South Africa has one of the highest unemployment rates in the world, higher even than those of most of the emerging economies. The structural analysis of unemployment in South Africa presented in this article suggests the existence of an extremely high incidence of youth unemployment, in an environment where certain high level skills are in short supply. The author first analyses the structural nature of the unemployment problem in South Africa and then posit the conundrum of unemployment amidst a serious skills shortage. The skill shortage is discussed in terms of some of the current and projected needs of the economy. The question arises as to why education cannot produce the type of skills needed in the quantity and quality expected to satisfy the needs of the economy and thereby aid economic growth and development. To answer this question, the author analyses the education system pointing out certain systemic problems that work against the production of the kind of skilled workers of the quality and quantity needed. He starts by showing the poor literacy and numeracy levels of primary school children compared to children in other countries. Secondly, the author shows how large numbers of learners drop out of the school system and how those who complete the twelve years of schooling end up with low achievement levels in the subject areas that could have offered them the skills and knowledge to capitalize on the skills shortage. Finally, he looks at the post-school system and its failure to produce the required high level skills. Based on the analysis presented, the author comes to the conclusion that education in its current shape and form will not solve the unemployment problem in South Africa. 


 
},
	keywords = {human resource development, quality education, skills shortage},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.82},
	url = {http://oaji.net/articles/2014/457-1410006435.pdf},
	author = {Jan   Nieuwenhuis}
}
