BULGARIAN JOURNAL OF SCIENCE AND EDUCATION POLICY

5-14

Authors: B. V. Toshev

The Act of Higher Education was adopted in 1995. With it, Bulgaria became part of the European educational area, where higher education is structured in three cycles: (1) the basic one leading to the Bachelor's degree; (2) additional qualification and specialization leading to the Master's degree and (3) scientific training which ends with the educational and scientific degree "doctor". Over the years, this Act has shown defects mainly related to the inability of the state to exercise control over the activities of state higher education institutions, which is often not of public interest. That is why the adoption of a new Act on Higher Education is a pressing necessity. This article offers a new model of state university management.

31-47

Authors: M.O. Odewumi, M.O. Yusuf

The purpose of this study was to find out flipped classroom in the context of Creative Tie and Dye in Junior Secondary Creative Arts in Abeokuta, Nigeria. The study also investigated the influence of gender on the performance of stu-dents’ taught with flipped classroom. The quasi-experimental design, of post-test was employed. The study sampled five randomly selected junior public secondary schools two. Students from the sampled class were further strati-fied along gender. The instruments were Creative Tie and Dye Performance Test (CTDPT) and the flip were the test and treatment. Creative Tie and Dye Performance Test (CTDPT) was pilot tested for reliability using the test-retest method of two weeks’ interval and Pearson Product Correlation analysis re-vealed a reliability coefficient value of 0.71. Two hypotheses were tested us-ing ANOVA and t-test analysis. Findings indicated that, students taught with flip classroom performed significantly. It was revealed that the gender of stu-dents did not influence the performance of students when they were taught using flipped. Based on the findings, the study recommended flipped in the teaching of Creative Tie and Dye in Junior Secondary Creative Arts.

63-100

Authors: M.C. Tani

In response to the prevalence of high repetition rate in Cameroon primary schools, ministerial order No. 315/B1/1464/MINEDUB of 21st February 2006 introduced the policy of automatic class promotion in primary schools. Analysis of repetition rates from 2006 to present shows relatively high repetition rates in classes where there supposed to be automatic promotion. This study intended to determine the level of effective implementation of the policy of automatic class promotion in Cameroon primary schools by assessing the degree to which teachers and head teachers comply with the administrative and pedagogic prescriptions of the policy. This study used complementary approaches of quantitative and qualitative paradigms. A cross sectional survey design was used wherein major data were collected with a questionnaire and interview guides. Four hundred and fifteen (415) teachers comprising classroom and head teachers returned completed copies of questionnaire and 25 basic education stakeholders were interviewed. Analysis of data collected re-veals that the implementation of the policy of automatic promotion in Came-roon primary schools is fairly effective wherein the teachers and head teachers comply more to the pedagogic prescriptions than the administrative prescription of the policy. Also, majority of teachers and head teachers have many misgivings about this policy. Based on the findings it is recommended that the Ministry of Basic Education ensures that; strict and regular supervision on the implementation of the policy of automatic promotion is carried out to ensure that both administrative and pedagogic prescriptions are adhered to.

123-139

Authors: Y.A. Oguntimehin, O.A. Kuewumi, M. Adeyemi

This study assessed the influence of quality assurance indices on Secondary Schools teachers' job performance in Remo Division of Ogun State, Nigeria. Specifically, the study assessed the influence of school climate, principals' leadership role, instructional supervision, and availability and utilization of instructional resources on teachers' job performance in secondary schools. The ex-post facto type of design was used. Four hundred and eighteen (418) par-ticipants were selected through the multi-stage technique. Two questionnaires; i.e 'Quality Assurance in Education' and 'Teachers Job Performance' were used to collect data, which were analyzed. The results revealed a significant combined effect of school climate, principals' leadership style, instructional resources and supervision on the performance of teachers. It was recommended among others that the Ministry of Education, as well as the school principals should pay special focus on work environment of secondary schools to make it more conducive, for teachers to have continuous improvement on their job performance.

153-172

Authors: T.A. Adebisi, O. Oyeleke

The emergence of new technologies has increased access to education. The limitation of face-to-face system in terms of adequate access to education by prospective learners and working class is being challenged by online learning delivery platform. The online teaching and learning environment opens up the access to all forms of education that have been restricted by factors such as school age limit, time, work schedule and other cultural and socio-economic factors. Thus, teaching and learning opportunities are now available both in the physical and online environments for all and different categories of learners teenagers and adults alike. This paper, therefore, considers blending pedagogi-cal and andragogical models as essential for promoting effective teaching and learning in online environment. The paper is an exposition on ensuring that both the teenagers and the adults are adequately catered for when designing online teaching and learning programmes. It highlights what makes effective teaching, educational delivery models, paradigm changes and roles of teachers/facilitators of learning in online environment among others. The paper concludes that effective teaching strategies help to activate students' curiosity about a class topic, engage students in learning, develop critical thinking skills, keep students on task, engender sustained and useful classroom interaction, and in general, enable and enhance the learning of course content. It then recommends that facilitators/instructors in online teaching and learning should, as a matter of necessity, acquire skills both in pedagogical and andragogical models of teaching