Different Schools, Different Cultures

Abstract

Many research studies are showing that most students are not learning in school; some find it difficult to read and understand simple sentences even in their own local languages. This situation leads the authors to ask two related questions. What kinds of educational assistance programs can help improve the quality of learning for millions of learners in a way that honors and respects the dignity of their lives? How can educational leaders develop educational programs bearing in mind the differences within education systems and among students? This chapter attempts to answer these questions by highlighting two educational assistant models that seek to respond to the challenge. The two models tap into the differences between and within schools and use it to provide educational environments that are conducive for learning and self-reflection. The chapter argues that educators who take their time to study the differences within their school environment and take proactive steps to use those differences to teach students have a better chance of improving the quality of learning for all learners. The findings, also, lead the authors to suggest that there is a need for a new bottom-up theory of change that gives opportunities to locals to lead in almost all aspects of the problem-solving process.

Accountability of Education and Secondary School Performance in Tandahimba and Mtwara Districts, Tanzania

“…In Ethiopia the government provides curriculum, standards, issues policies and guidelines, recruits education managers and teachers and supervises the standards and delivery of education (Daba, 2010). In Kenya, the Government had established Semi-Autonomous Government Agencies (SAGAs) such as the Kenya Institute of Education (KIE) with specific mandates to develop curriculum and issue instructional materials while the Education Ministry retains the responsibilities of policy, management and curriculum approval (Heto et al, 2020;Kenya Institute of Curriculum Development [KICD], 2017). Unlike the counterpart developed countries, in most less developed countries the central government monopolizes decision and strategic choices that LGAs and schools can make to better serve the communities.…”

Global Learning for Sustainable Development: A Historical Review

“…As an example of successful HE partnerships, Heto, Odari, and Sunu [76] analyze the case of an exchange program between the University of Enkare, Nyrobi, and Soka University in Japan that has existed since 1988 and which aims at fostering global citizens. They highlight the strong ethos of Soka University and efforts made to promote interaction and mutual understanding between students as factors of success.…”

Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators

“…This problem is a worldwide phenomenon that affects both developed and developing nations. However, within-country analysis of the problem in the U.S., Ghana, and Nepal shows that the situation of the disadvantaged is much worse (Heto, Odari, & Sunu, 2020;World Bank Group, 2018). The crisis affects individuals from low-income backgrounds disproportionately.…”