Papers by Edwin Ogada
Justin, S; Ogada, E. O & Majawa, C. C. A. (2021). The Role of Parents and Teachers Association in Management of Education in South Sudan: Patristic Paideia Education Approach. Journal of African Interdisciplinary Studies, 5(2), 66 – 77., 2021
This article looked at the role of Parents and Teachers Association (PTAs) in South Sudan: Patris... more This article looked at the role of Parents and Teachers Association (PTAs) in South Sudan: Patristic Paideia Education Approach as the basis of a major concern that hinges on the quality of education in this part of the world. The study was guided by the following objectives; to evaluate the contribution of the PTA's in the cultural intellectual education to formal education in the light of patristic Paideia; to determine the roles of PTA's while enable the teachers and the learners to acquire quality education by going through the schooling process and to investigate the essential knowledge for the highest common good which makes a learner to live as a responsible member of the society. The article argued that the PTA fosters mutual understanding, harmonious relationship and cooperation among parents, guardians, sponsors, and teachers in the fulfillment of the common goals of the school as well as ensures a suitable, uniform and high standard of discipline, both at home and at school among others. There is no doubt that the performance of these roles will enhance better performance of the school system. PTA assists in improving the enrolment of the schools in their communities; helps in maintaining disciplines in the schools; ensure smooth coexistence , understanding and cooperation between the school and the community. PTA helps in sensitization and mobilization of parents on enrolment attendance and retention of their children in schools. PTA complements governments' efforts in the provision and maintenance of infrastructures in the schools. For the contribution of cultural intellectual knowledge to be fully realized, African cultural values must be incorporated in the formal education system. For the holistic education to be achieved as a way of full realizing that which is equated to the highest common good-God the creator Himself.
Ogada, E. O; Justin, S & Majawa, C. C. A. (2021). In Search of Quality Teachers for Holistic Transformation: Patristic Educational Analysis. Journal of Popular Education in Africa. 5(3), 19 – 39., 2021
Patristic has its roots in Latin, ‘Pater’ meaning Father. Patristic simply means something pertai... more Patristic has its roots in Latin, ‘Pater’ meaning Father. Patristic simply means something pertaining to the Fathers. The word Father can also be applied to ‘Teacher’. The Apostles, and other early ecclesiastical writers, who had outstanding talents, holiness and masterly in Christian teaching and living are also known as ‘the Fathers and Teachers of the Church’. It is what the Church Fathers taught based of the teaching of the Lord Jesus Christ. The teaching mission of the Church Fathers is founded on the Lord’s command ‘to go to all nations to baptize them in the name of the Father, and of the Son and of the Holy Spirit, and teach them to observe all that He told them. These Church Fathers’ teachings are holistic, meaning; they embrace all aspects of the human person: intellectual, physical, and spiritual. Apart from the Lord’s teaching, the Church Fathers used ancient knowledge from their cultural and religious backgrounds of Africa, Asia, Greece and Rome. They employed Paideia (inclusive from all), that is, all good values from all types of culture and religion. Their teaching was Cosmotheandric, meaning, they embraced ‘human beings, Nature and Divine Wisdom’. Also, their teaching was Anthropocentric, means, the focus was on the human person, created in God’s image; and. Morever, their teaching was Anomics, meaning it stressed the importance of axiology - the study of morality, beauty and ethics. The distinguishing characteristics of these Church Fathers were: orthodoxy in the Church teaching, holiness of life, ecclesiastical approval and antiquity. Examples of Church Fathers include the Greek and Latin Fathers. The Greek Fathers include: Irenaeus of Lyons, Clement of Alexandria, The Capadocian fathers; John Chrysostom, Cyril of Alexandria, Maximus the Confessor and John Damascus. Latin includes: Tertulian, Cyprian of Carthage, Hilary of Poitiers, Ambrose of Milan, Jerome of Stridomium and Augustine of Hippo. It is good to bear in mind that there is a difference between Fathers of the Church and Doctors of the Church, as some Doctors of the Church do not belong to the Antiquity group. This does not rule out the contribution of the Doctors of the Church such as St. Thomas Aquinas, to Patristic Education. Education is concerned with every aspect of human life. It began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies, this was achieved orally and through imitation. As cultures began to extend, their knowledge beyond skills that could be readily learned through imitation, led to formal education. Education therefore should facilitate learning through acquisition of right (rooted in Divine wisdom) knowledge, skills, values, beliefs and habits to be passed from one generation to another.
African Journal of Emerging Issues, 2(1), 36 -59, 2020
Background: The creators of the competency based curriculum envision that at the end of the learn... more Background: The creators of the competency based curriculum envision that at the end of the learning period, the learners should have achieved communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, learning to learn, self-efficacy and digital literacy so that at the end they should have been molded with the following values love, responsibility, respect, unity, peace, patriotism and integrity. There exist two curricula in the Kenyan education system: the international curriculum and the 8-4-4 curriculum. Although these two curricula have a similar bare minimum in their content and approach, the 8-4-4 curriculum is perceived to be least favorable in equipping learners with hands-on skills attitudes and competence to adapt to the ever changing global dynamics. Study Objective: The aim of this paper was to evaluate the opportunities and challenges of embracing the attributes of an international curriculum in the 8-4-4 system. The paper posits that with the world becoming a global village, global awareness should form the crust of any meaningful education. On the contrary, over reliance on an international curriculum will not only expose learners to an environment that is not immediate but also equip them with skills and knowledge that does not match the immediate market dynamics. Conclusion: In conclusion, this paper offers an integrated, binary approach towards establishing a curriculum that is both international in nature without clear cut biases against the local curriculum.
Background: The competency-based curriculum has provided opportunities for engaging and empowerin... more Background: The competency-based curriculum has provided opportunities for engaging and empowering parents so that they can contribute to the learning outcomes for their children at all levels of basic education. There has been a growing assumption that teachers are the key-stakeholders in curriculum implementation. However, the reality on the ground is that curriculum implementation is a holistic process that requires all stakeholders to play their active roles. Parents are an integral part of a child's holistic growth and development at all levels. Therefore, it is imperative to build and strengthen their capacity to handle and deal with the needs of their children in and out of school premises. Parents have a shared responsibility with schools to provide an enabling environment which motivates the child to achieve their full potential.
Thesis Chapters by Edwin Ogada
Stratford Peer Reviewed Journals and Book Publishing Journal of Education Volume 3||Issue 2||Page 54-67 ||July||2020| Email: [email protected] ISSN: 2616-8383, 2020 This study sought to determine the influence of reward systems on teachers’ job satisfaction in p... more This study sought to determine the influence of reward systems on teachers’ job satisfaction in public secondary schools. The specific research question sought to determine the different reward systems contribution towards teachers’ job satisfaction in the17 public secondary schools in Kikuyu Sub-County, Kiambu County, Kenya. The target population comprised of Principals, Boards of Management, Ministry of Education officials, Teachers Service Commission officials, teachers and students. The study adopted a Convergent Parallel Mixed Methods Design. Data collection instruments were questionnaires and interview guides which were subjected to content validity. Quantitative data analysis was done by cleaning, coding and entering into a computer SPSS software version 24 to generate frequencies and percentages that summarized data. These were presented in frequency distribution tables. On teachers’ rating on contribution of reward system, the normal mean of the reactions was 2.70 that implies that most of the respondents were disagreeing with a large portion of the statements’ responses were varied as shown by a standard deviation of 1.4612. For the BOMs’ Rating on Contribution of Reward Systems, the normal mean of the reactions was 3.412 that implieds that most of the respondents were agreeing with a large portion of the statements’ responses being varied as shown by a standard deviation of 1.417. The study concluded that an organization’s reward systems should also be commensurate with the effort that each individual staff offers as well as be at par with the other firms of the same standard that operate in an economy. It was also concluded that performance-based rewards affect the performance of teachers in different ways and it was realized that performance based rewards motivate teachers and increases their performance, improve teachers’ productivity and efficiency. The study recommends an issuance of rewards based on merit, timely rewards, and come up with activities that will motivate their teachers and allocate funds for the same. The offer of rewards based on non-performance considerations should be done after a fair and accurate evaluation of its effects on the beneficiary. The teachers’ employer should be trained and sensitized about the value of performance based rewarding systems. They should be made aware that pay motivates teachers to perform at their best. This means that to implement a performance-based scheme, administrators should not perceive the process as being expensive and time consuming, but rather, a necessity where performance-based financial incentives do not provide enough incentives for teachers to improve. The TSC should consider promotions to higher job groups based on merit and efforts put in the teachers rather than only consider promotions based on the number of years of service.
Keywords: Reward Systems, Teachers’ Job Satisfaction, Public Secondary Schools, Kikuyu Sub-County, Kiambu County, Kenya
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Papers by Edwin Ogada
Thesis Chapters by Edwin Ogada
Keywords: Reward Systems, Teachers’ Job Satisfaction, Public Secondary Schools, Kikuyu Sub-County, Kiambu County, Kenya
Keywords: Reward Systems, Teachers’ Job Satisfaction, Public Secondary Schools, Kikuyu Sub-County, Kiambu County, Kenya