Background to the study. Education is a central component of any nation’s developmental process and for it to facilitate this function the process should be: clearly defined, legislatively protected from any political dictates, owned by relevant stakeholder, adequately financed and constantly subjected to periodic technical consultation and reviews to ensure that it is in harmony with global, National and local needs. The research study sought to examine the cooperation between County and National government on how Early Childhood Development Education legal framework system had been restructured to aboard the intended reforms in Early Childhood Development Education sub-sector with specific reference to Nairobi City County, based on the constitution of Kenya 2010. Secondly the research study had to make an assessment on cooperation aspects between the two levels of government in provision of ECDE resources such as; human, fiscal, learning materials and infrastructure resource in provision of Early Childhood Development Education in Nairobi City County. MoE (2012). Task force report. The ECDE guiding legal framework in this study referred to the legal, policy and regulatory framework governing provision of ECDE in counties, in this case Nairobi City County. Therefore the constitution of Kenya (2010) was the supreme guiding law in provision of Early Childhood Developmental Education between the county and national government. Article 6(2) of the Constitution of Kenya, 2010 establishes national and county governments as distinct, but interdependent each with its own functions. Article 189 lay out the principle of cooperation between national and county government, Especially the provision that ‘Government at either level shall ‘assist’ support, and consult, as appropriate, implement the legislation of the other level of government’ ( Article 189(1b); further provides for cooperation, especially that ‘governments at either level shall…..liaise with government at the other level for the purpose of exchanging information, co-coordinating policies and administration, enhancing capacity’( Article 189(1c) according to, Final Report of the Task force on Devolved Government(2011). The cooperation principle between central Government and Nairobi City County in provision of ECDE had been in existence for a long period. The city Education department, originally under City council of Nairobi was one of the oldest department in the council, dating back to 1st January 1964. The department was est...
Background to the study. This section discusses how the LDS originated in the early 19th century; doctrinal similarities and differences between the LDS and mainstream Christians (Catholics, Orthodox, and Protestants); and what a conversion journey from being a recruit to becoming a core/established LDS member may involve. After this, I trace how the Poland LDS Mission came into existence in the later part of the 20th century, and discuss the large missionary force that the LDS Church has at its disposal. Finally, I discuss some contemporary Polish academic (mainly sociologist) views on how the wider Polish social world may influence NRM recruitment/conversion in Poland.
1.2.1 LDS growth and religiosity
Background to the study. Performance is the ability to fulfill an obligation, to attain the set objectives, fulfill a requirement and accomplish something as promised or expected. Performance is the organization’s ability to attain its goals by using resources in an effective and efficient manner (Daft, 2004). Strategic management and the need to measure the outcome of organizational strategy is growing. Today the best-known integrated performance measurement system in most countries is the Balanced Scorecard. There are also many other measurement systems, such as Performance contracting which is used in Kenyan public sector, the Performance Pyramid System and Performance Matrix (the result/determinants matrix) and performance prism (Metawie & Xxxxxx, 2005). The aim of performance measurement is to facilitate the best utilization of the local authority’s resources in providing services which are both efficient and effective. Performance measures can be classified as finance, output, impact, reaction and time (Xxxxxxxxx, 2005). Performance measurement is important for organizations because it helps to improve the quality of resource allocation and other managerial decisions. It helps facilitate moves towards fact-based management by providing a concrete base for planning, monitoring and control. It also helps enhance the accountability by making responsibilities explicit and providing evidence of success or failure and provides a systematic base for organizational evaluation (Xxxxxxxxx & Xxxxxxxx, 1994). There are many methods organizations use to measure performance some are discussed in the next section.
Background to the study. The problem of students’ academic misconduct has been extensively explored in the field of educational psychology in secondary and higher education (Gizhitsky, 2014; XxXxxx, 2005; Xxxxxx, Kalin, Pecjak, Xxxxxxxx &Puklek, 2012; Xxxxxxxx, 2008; Xxxxxx-XxXxxx, Xxxxxxx & Xxxxxx, 2009; Xxxxx, 2005). Researchers suggest that the occurrence of students’ academic misconduct appears in high schools, colleges and universities and the rate appears to be growing (XxXxxx, 2005). The very first study conducted in the field of academic misconduct by Xxxxx in 1941 identified that 23% of surveyed students commit academic misbehavior (Xxxxx, 1941). The study of Xxxxxxxxxxxx and Xxxxxxx (1964) among 78 college students revealed 46 - 64% of students reported cheating at least once. More recently, XxXxxx, Xxxxxxxxxxx and Xxxxxxx (2001) found that 95% of 70000 high school students commit academic misconduct and stated that the academic misconduct has increased in the last 30 years. Further, Xxxxx (2005) cited that 70% of university students admitted dishonest behavior and 84% considered cheating and other types of academic violation. In addition, the longitudinal 12-year survey by the International Center of Academic Integrity (ICAI) and XxXxxx from 2002 to 2015 revealed 43% of graduate and 68% of undergraduate students commit academic misconduct. Those studies prove the presence of academic misconduct in schools and universities. Given the high incidence of academic misconduct reported, a plethora of studies were initiated to identify the reasons for the phenomenon in different countries like the USA, Xxxxx, Xxxxxxx, Slovеnia, Russіa and Japan (Gizhitsky, 2014; Xxxxxx-XxXxxx, Xxxxxxx & Xxxxxx, 2009; Xxxxx, 2005; Xxxx, 2012). These studies identified a range of reasons for academic misbehavior. The most common reasons cited by students are the absence of consequences or punishment, teachers’ ignorance, peers’ positive attitudes towards cheating, a desire to perform well academically, internal and external pressures, Internet access, laziness and procrastination (XxXxxx, 2005; Xxxxxx & Xxxxxx, 2010).
Background to the study. Teaching is a process that mostly takes place between one teacher and a class of pupils. Apart from rather incidental meetings about common decisions concerning the curriculum and pupils, colleagues generally only meet in between classes, in the hallways or during breaks. As such, teachers often feel that teaching is too isolating as a profession (Xxxxxx & Xxx, 2006; XxXxxxxxxx & Xxxxxxx, 2002; Xxxxxxxxxx, 1999). As a response to this isolation, (professional) teacher communities have received a lot of attention during the last three decades within educational policy as well as within the research field (Xxxxxxxxxx, 2002; Xxxxxxxx, Wineberg, & Xxxxxxxxx, 2001; Little, 2002, 2003; XxXxxxxxxx & Xxxxxxx, 2001; Xxxxx, Xxxxx, XxXxxxx, Xxxxxxx, & Xxxxxx, 2006). Many advantages of such communities have been described, for the school in terms of the development of a shared vision and collective capacity, for teachers in terms of their professional development, and for pupils in terms of improvements in outcomes. Xxxxxxx and XxXxxxxxxx (2002) found that teachers who collaborate on instruction hold higher expectations for both students and colleagues, are more innovative in their classrooms, and have a stronger commitment to the teaching profession. At the same time, teacher communities are not automatically successful (e.g., Xxxxxxxxxx, 2002; Xxxxx et al., 2006). As such, it is important to thoroughly prepare for working in communities. This preparation should start during teacher education, as for most student teachers, this is the first context in which they come into contact with different aspects of the teaching profession, as well as with other student teachers whom they have to work with. It is therefore relevant to consider the ways in which teacher education could prepare student teachers for their future participation in teacher communities. As a form of preparation for the collaborative conditions of the workplace, engaging in collaborative acts during education is becoming increasingly important (Xxxxx, Xxxxxxx, & Xxxxxx, 1989). Collaborating in groups during teacher education can provide models for student teachers, through which they can learn about the practices of working in communities by means of experiencing such practices themselves. In the literature on teacher education, very little attention has been paid to collaboration or the development of communities (Ruys, Xxx Xxxx, & Aelterman, 2010). The aim of this research is to study the ways in whi...
Background to the study. The ex-Provisional Regional Council (ex-PRC) considered that one swimming pool complex in Tai Po was insufficient and hence suggested developing a bathing beach at Lung Mei, Tai Po. Therefore, on 12 May 1998, the Culture, Recreation and Sports Committee of ex-PRC approved funding for the Architectural Services Department (ArchSD) to study the feasibility of developing an artificial beach at Lung Mei. The Feasibility Study, which commenced in December 1999 and completed in mid-2001, concluded that it was technically viable to construct a bathing beach at Lung Mei, Tai Po. There is no beach facility in the east region of the New Territories, except in the Sai Kung District, which is very far from Tai Po District. Moreover, the existing swimming facility in the Tai Po areas could not satisfy the demand for a bathing beach. Therefore, the public has been requesting repeatedly to the LCSD for a beach development in the Tai Po District. In light of the above, the Tai Po District Council (TPDC) strongly requested for the development of a bathing beach at Lung Mei and members of the TPDC urged for early implementation of the Project. In a Legislative Council case conference on 20 April 2004, Members requested the Government to accord priority to this Project. Lung Mei is adjacent to a prominent leisure area, Xx x Xxx Tuk, with well-established facilities for holiday- makers and water-based recreation activities, which has attracted many visitors, in particular during public holidays. It is anticipated that the proposed bathing beach would complement the facilities already provided in the Xxx Xxx Tuk area.
Background to the study. At present, Xxx Xx Wan WTW is the sole source of fresh water supply to Xxxx Xxxxx, Xxx Xx, Xxx Xx Wan, Discovery Bay, the Hong Kong International Airport and the Disney Theme Park in North Lantau, and there is no alternative source of water supply to these areas. The existing development and future tourist attractions planned in North Lantau are vital to the tourism industry and economy of Hong Kong, and an alternative source of fresh water supply is essential to reduce the risk of water supply interruptions in North Lantau. The purpose of the integration of the water supply systems of Xxx Xx Wan WTW and Silver Mine Bay WTW is to provide an alternative source which will enhance the reliability of fresh water supply to North Lantau and vice versa and operational flexibility of the two water treatment works with minimum additional maintenance.
