Primary Education

Purpose: The purpose of this current research is to design and formulate a decentralized curriculum for primary schools in Iran. Methodology: The methodology is qualitative research from content analyzing of comparison-categorizing system, which includes three steps. In the first step, decentralized and extracting its parameters, international dissertations and researches in connection with subject of the research in qualitative analyzing method were investigated and studied. In the second step, after concluding the findings, the final curriculum pattern was formulated including decentralized curriculum (objectives and contents, teaching-learning methods, evaluation). In the third step, measuring-descriptive methodology was used by making use of factor-analysis for evaluating the credibility of suggested model from viewpoints of experts and specialists. The realm of research was all books and written references on decentralized curriculum that were selected by purposeful sampling. Due to the abundance of various available printed and digital references, those ones from 2000 to 2015 were used. Data collection tools were researcher-made charts and tokens, which were used for collecting categories and elements of decentralized curriculum. Faculty members, specialists and experts’ viewpoints were used for reliability of the research. Findings: The After taking opinions and revising, the final framework was formulated. For increasing the credibility of the research, ultimate attention and care were taken in order to prepare tokens. On quality of research, 467 conceptual codes were extracted, 23 main parameters were achieved which were used for formulating decentralized curriculum. A research-made questionnaire was designed in order to evaluate the conceptual structure of the research and it was reviewed by 200 specialists and experts, and then it finally was approved after carrying out a factor-analyzing showing that most of articles had proper weigh-factor which means all standard coefficients were within 0.3 to 0.6. On the other hand, the articles put proper weigh-factors on their factors. Conclusion: This current research as a non-intensive curriculum model for Iranian elementary schools is usable for curriculum designers and authorities of Ministry of Education who have stepped forward efficiently to give more authorities to education organization of provinces.

Purpose: Descriptive evaluation, if successfully implemented can play an important role in promoting the academic success and performance of elementary students. As a result, the present study was conducted with the aim of presenting a model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran. Methodology : The present study in terms of purpose was quantitative applied and in terms of implementation method was descriptive from type of quantitative. The research population was the heads and deputies of public universities, faculty members and experts of the Educational Research and Planning Institute, professors of education, doctoral students of education and faculty members and experts of the Research, Evaluation, Validation and Quality Assurance Center of Education in the 2020 year. The research sample based on Krejcie and Morgan table was estimated 178 people who were selected by stratified random sampling method with respect to job position ratio. The research instrument was a researcher-made questionnaire of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran (129 items) which its content validity was confirmed by experts and its construct validity was confirmed by exploratory factor analysis method and its reliability was obtained by Cronbach's alpha method for the whole 0.89 and for factors higher than 0.70. Data were analyzed by methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings : Findings showed that the effective factors on successful implementation of descriptive evaluation in the primary education system of Iran have ten factors and two dimensions of manpower (including four factors of teachers' ability, motivational factors, structural factors and factors related to students) and curriculum (including six factors of multidimensional curriculum, fit of curriculum with facilities, fit of curriculum with needs of individual and community, content of curriculum, flexibility of curriculum and students' satisfaction from curriculum). Other findings showed that the model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran had a good fit and both manpower and curriculum had a direct and significant effect on it (P<0.05). Conclusion : According to the model of the present study, for the successful implementation of descriptive evaluation in the primary education system of Iran, it is possible to improve the situation through the dimensions of manpower and curriculum and related factors.

Over the last few decades, both developed and developing countries have an increasing trend in technology but with an enormous gap, particularly in the education sector. The e-learning following institutions can achieve benefits by evaluating their e-learning readiness through up-front analysis. Moreover, several models have been introduced to measure e-learning readiness for developed countries but these are not adequate for developing countries.  This paper introduced the e-learning readiness evaluation model for the developing country, Libya, by considering the primary education sector. Furthermore, this study examines the e-learning level of readiness in the staff of the primary school. The purpose of this study is to evaluate the e-learning readiness of staff by directing factors of e-learning readiness i.e. cultural readiness, content readiness, and technology readiness. To achieve this objective, this paper collects data through questionnaires, and respondents are 110 staff member of primary schools in Yefren, Libya. Therefore, the multivariate analysis shows that the e-learning readiness factors have e significant relationship with the adoption of e-learning because most teachers are well prepared and ready. Likewise, results indicate that technology is the most significant factor instead of other e-learning readiness factors. According to the views of staff, there should be more content development training required for primary school staff. Thus, the demographic structure is inadequate to enhance the e-learning but the staff is ready for e-learning. Consequently, this study emphasizes the significance of cultural readiness and its relationship with the adoption of e-learning in primary education sectors’ development in Yefren, Libya.

The situation generated by the pandemic has caused irreversible changes in society and the educational world, manifesting a necessary change in methodology in the teaching and learning process. The purpose of this study, which is part of a doctoral thesis investigation, was to analyze the use of Information and Communication Technologies (ICTs) and the digital competences of teachers in the Foreign Language classroom, before and during the state of alarm provoked by the pandemic Covid-19, based on sociodemographic factors. A non-experimental, ex post facto, descriptive study was carried out using a single measuring instrument. The final sample consisted of 117 foreign language teachers from bilingual schools of Primary and Secondary Education in Andalusia (Spain), both public and semi-private. The results indicate that teachers improved their digital skills as a result of the increased frequency of ICT use during the pandemic, and men under 30 years of age felt more motivated to use and incorporate new technologies in their classes. Even so, teachers continue to express the need for greater training opportunities in the use of ICTs for both educators and students, which will pose new challenges in the acquisition and development of digital competencies and from which new needs will emerge.