John Mayo, Graduate teachers’ perceptions and experienced about the usefulness of the secondary school teacher education project of Domasi College of Education in enabling teachers to improve their teaching competences.

John Foster Jill Mayo The study explored graduate teachers’ perceptions and experiences about the usefulness of the Secondary School Teacher Education Project (SSTEP) in improving teaching competences. SSTEP is an in-service distance teacher preparation programme offered by Domasi College of Education (DCE) in Malawi. The study was empirical and employed a qualitative case study approach. … Continue reading →

Voices of Out-of-Secondary School Peruvian Youth on School Participation

Jinhee Kim Although it is widely recognised that youth in secondary education (SE) face supply and demand constraints for participants in SE, the perceived value of SE and the choice of SE participation, particularly for youth in rural areas, are not well incorporated into most educational strategies and programmes. The purpose of this study is … Continue reading →

Living in Two Worlds: A Case Study of a Remote Secondary School in Northern Tanzania

Susan Kent This case study considers the position of students, who are mainly Maasai, attending an NGO run secondary school in Northern Tanzania where indigenous knowledge (IK) is valued by the founders of the school. Attempts have been made to include IK as a subject with a specially written curriculum running alongside the Tanzanian National … Continue reading →

Secondary school students’ perceptions of vocational education in Barbados

Trudi Harris The field of technical and vocational education presents an intriguing opportunity to investigate economic and social issues. For Clarke and Winch (2007) the approach to vocational education can give insight into the peculiarities of a society. This research paper examined secondary school student perceptions of vocational education in Barbados. Qualitative and quantitative methods … Continue reading →