Second Language Acquisition and Its Impact on Student Performance in the High School Examinations in Lesotho PDF Download
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Author: Setoi Michael Setoi
Publisher:
ISBN:
Category :
Languages : en
Pages : 620
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Author: Setoi Michael Setoi
Publisher:
ISBN:
Category :
Languages : en
Pages : 620
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Author: Malefu Christina Nthathakane
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 644
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 506
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author:
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ISBN:
Category : Africa
Languages : en
Pages : 236
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Author: Omar Arias
Publisher: World Bank Publications
ISBN: 1464813507
Category : Business & Economics
Languages : en
Pages : 286
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Book Description
Despite strong recent economic growth, Sub-Saharan Africa has levels of economic transformation, poverty reduction, and skill development far below those of other regions. Smart investments in developing skills—aligned with the policy goals of productivity growth, inclusion, and adaptability—can help to accelerate the region’s economic transformation in the 21st century. Sub-Saharan Africa’s growing working-age population presents a major opportunity to increase shared prosperity. Countries in the region have invested heavily in building skills; public expenditure on education increased sevenfold over the past 30 years, and more children are in school today than ever before. Yet, systems for building skills in this population have fallen short, and these shortcomings significantly impede economic prospects. In half of the countries, fewer than two in every three children complete primary school; even fewer reach and complete higher levels of education. Learning outcomes have been persistently poor, leading to substantial gaps in basic cognitive skills—literacy and numeracy—among children, young people, and adults. The literacy rate of the adult population is below 50 percent in many countries; functional literacy and numeracy rates are even lower. Systemwide change is required to achieve significant progress. Multiple agencies at the central and local levels are involved in skills development strategies, making skills “everyone’s problem but no one’s responsibility.†? Policies and reforms need to build capacity for evidence-based policies and create incentives to align the behaviors of all stakeholders with the pursuit of national skills development goals. The Skills Balancing Act in Sub-Saharan Africa: Investing in Skills for Productivity, Inclusivity, and Adaptability lays out evidence to inform the policy choices that countries will make in skill investments. Each chapter addresses a set of specific questions, drawing on original analysis and synthesis of existing studies to explore key areas: • How the skills appropriate to each stage of the life cycle are acquired and what market and institutional failures affect skills formation • What systems are needed for individuals to access these skills, including family investments, private sector institutions, schools, and other public programs • How those systems can be strengthened • How the most vulnerable individuals—those who fall outside the standard systems and have missed critical building blocks in skills acquisition—can be supported. Countries will face trade-offs—often stark ones—that will have distributional impacts and a bearing on their development path. Committed leaders, reform coalitions, and well-coordinated policies are essential for taking on the skills balancing act in Sub-Saharan Africa.
Author: Lisa Ann Bulgrin
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 204
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"In many high schools across the United States, foreign language is not a requirement to graduate from high school. Thus, many individuals are never introduced to cultures or languages other than their own. This study was conducted to see if those who took second languages had significant differences academically and socially from those who did not. Specifically, the academic and social benefits of learning a foreign language through four years of high school are investigated. This mixed methods study gathered quantitative data from students' state standardized ACT tests and student surveys. This information was gathered from forty high school seniors involved with a foreign language for four-years and forty seniors that did not receive that training. Twelve open-ended interviews were also conducted: six interviews from each subgroup. Quantitative data were analyzed through independent t-tests using statistical analysis software. Qualitative data from the interviews were coded using an approach that combined a modified open-coding technique with concept mapping. Using this approach, codes, connections between codes and themes were determined. Quantitative data indicated that a significant relationship existed between four-year second language learning and higher standardized test scores and social acceptance. Both qualitative and quantitative data indicated those with a second language background may also exercise a wide variety of multiple intelligences. With this information, social change can begin by educating others on the benefits of second language learning. This knowledge can be used with future high school students, parents, teachers, and even society as a whole. The researcher hopes that future studies can be conducted to elevate the importance of bilingualism nationwide."--Abstract.
Author: Mary Feirn Spiegelberg
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 574
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