Education and Development

This study of ZOA activities in Lainya County, Central Equatoria State, South Sudan, describes the critical elements for success or failure of mutual reinforcement.

The study has the following research objectives:

o To assess to what extent the interventions in the field of livelihood reinforced the WASH and education
interventions in the communities and vice versa;
o To provide case studies with examples of successful and non-successful reinforcement of activities in
the field of education, health and livelihoods;
o To compare between various programme activities implemented in villages where DCR member,
ZOA, intervenes. To assess to what extent experience in programme design and implementation of specific programme activities was used whilst implementing new or other activities. This will help to identify critical elements of mutual reinforcement of activities across clusters.

Following its objectives, the main questions this study seeks to answer are:
1. To what extent have the interventions in the field of livelihood reinforced the education and WASH
interventions in the communities, and vice versa?
2. What are examples of successful and non-successful reinforcement of activities in the field of
livelihoods, WASH and education?
3. What have been critical elements of mutual reinforcement with regard to livelihoods and educational
activities?

The purposes of this research study were to develop solving-problems in science learning approach with the <em>Problem-Based Learning</em> (PBL) instructional lesson plans to enhance students' learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E<sub>1</sub>/E<sub>2</sub>) at the determining criteria as 80/80, students' learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students' solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students' learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9<sup>th</sup> grade The aims of this research study were 1) ...

This research was intended to develop a model for assessing the parallel educational management under the Office of the Basic Education Commission (OBEC). To administer of the research procedure in four phases that were conducted by the research process and followed as R&D research technique. The first phase has analyzed the concepts of education and evaluation of education parallel, under the OBEC and interviews of nine personnels with those involved of parallel education management. The second phase has created a parallel evaluation of education for assessing the academy schools under the OBEC. The third phase has trial evaluation model into three schools of education had a parallel educational management whereas were facing a different size small, medium and large. The fourth phase has developed the assessment model by the tools that based on the Evaluation of Standards Development Committee to evaluate educational standards with a sample size of 9 personnels who were the evaluators of the experiment involving assessment. It has found that: the concept of learning management and assessment of parallel educational management in the OBEC from textbooks, academic papers, the research reports showed that the components used in the evaluation of parallel education major has five components, such as; the principle of parallel structures, curriculum and learning and teaching, and a graduate of quality assurance. The assessment model consists of six components of the basic education forms were composed as the main concepts of evaluation, the purpose of the assessment, the evaluation focused on how to assess the evaluation, and assessment criteria. In terms of the results take the form of assessment of this experimental model used to evaluate the standard of parallel education study of the OBEC between schools with different sizes, the results showed on five standards that included of; the standard of education in parallel, standards curriculum, standard of teaching and learning, standard course, and standard of quality assurance. A quality level, all very standard and metric, and the trial found no problems in the form of assessment. The assessment model assesses the parallel education of schools under the OBEC were at the highest level all on four scales, such as Possibilities scale (x = 4.74, S.D. = 0.51), Appropriation scale (x = 4.63, S.D. = 0.49), Accuracy scales (x = 4.61, S.D. = 0.51), and Utility scale (x = 4.54, S.D. = 0.51), respectively.

For the past five decades, educators have been debating over whether teaching can be considered a profession. Studies have investigated theories of professionalisation; consensus has not been reached on how a profession should be defined. This conceptual paper explores the definition and characteristics of a profession justifying why teaching qualifies to be a profession. The paper argues that teaching is a professional career where an individual is held accountable through a series of tests, assessments and tools to gauge the achievement of students and their learning. Teaching is a partnership between schools, community, and parents to help children succeed in their academic careers. Each time a teacher has exposure to a student they have the opportunity to provide building blocks for students to take with them to new studies.

Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems.

Abstract
This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The
paper is of the opinion that challenges of constructing a new education system in post‐apartheid South Africa cannot be fully
grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60
years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the
African National Congress, the Azanian People’s Organization, and the Pan Africanist Congress that continue to shape
educational debates in the present educational reform context. The paper argues that the present curriculum by its very
history and origins does not address the problems that have been created by the ideology of the former South African
education system. Salient to these problems is the over‐emphasis on Christian/European education that is not realistic in
many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa,
and further suggests that all languages and cultures in South Africa are essential in the building of an anti‐racist and
anti‐sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who
have been trained within the confines of an apartheid (Bantu) education. The paper therefore suggests that more funds will
have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with
their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the
classroom.
Keywords
Apartheid education, Bantu education, Black Consciousness, democracy, pedagogy

Governments all over the world want their countries to have high-valued and high-skilled economies, and the first step toward this aim is to have a well-educated workforce. Education develops a person's capability for learning, interpreting information and adapting knowledge to individual or local conditions. Thus, it provides the foundation of building knowledge for an information-based society. In this context, it is interesting to analyze the effect of government spending on economic growth of India. To evaluate the effect of education expenditure on economic growth in India, the present study employed the conventional linear regression method, using GDP as proxy for economic growth; total government expenditure on education as proxy for knowledge economy. The analysis confirms that there is positive relationship between education expenditure and economic growth. Hence, it is of utmost importance for the government to continue with the spending on education in order to have decent growth in the future to come.

Before the 1990s, highest level of policy making in developing countries, influenced by international trend setting institutions like the World Bank, was informed by the thesis that the private returns of higher education were much higher than the social counterparts, and hence governments focused their resources rather on lower level education. Today, however, it is clear that higher education not only produces social benefits that are too significant to ignore, rather it is considered as an essential element of the development dynamics in the global competitive
environment (Bloom et al, 2014a, 2014b; Bell, 2008; Montenegro & Patrinos, 2013).
In 2006 the former Secretary General of the UN, Kofi Annan, made the argument that "university must become a primary tool for Africa’s development in the new century". This was
also reflected in the policy direction of many international organizations and of countries; the UNESCO World Conference on Higher Education in 2009 highlighted this ambitious and
promising vision (Montanini, 2013). Similarly, the World Bank (2009) suggested that a new version of "Development University" is needed where higher education institutions have to transform themselves in to "networked, differentiated, and responsive institutions focused on the production of strategically needed human skills and applied problem-solving research" (p. 103). Higher education institutions, according to this document, are national assets that can be enabled and steered through national policy instruments to serve national development agendas. Therefore, it is essential that governments, with other concerned stakeholders, shall integrate human capital development in to their economic growth strategies.
In the developmental state paradigm, the role of higher education in supplying the required skilled man power, improving productivity through learning from others, adopting technologies to local contexts, creating new ideas, etc. (Holmes, 2013; Aghion et al, 2009; World Bank, 2009) is at the center of the national development strategy. By the same token, Ethiopia's ambition of becoming a middle income state by 2025 requires a well thought out integration of its higher education and human capital development strategy in to the overall growth and development plan.

Buku ini tidak hanya membahas tentang teori-teori penelitian tindakan kelas, namun juga menguraikan secara praktis tahapan-tahapan dalam melakukan penelitian tindakan kelas. Oleh karena itu kehadiran buku ini dapat membantu dalam memahami dan mempraktikkan penelitian tindakan kelas dengan baik dan benar. Selain itu, buku ini juga diharapkan tidak hanya memberikan informasi-informasi teoritis yang dapat memisahkan atau mengasinkan pembaca dari kegiatan penelitian yang mereka akan lakukan, melainkan justru dapat diterapkan dalam praktik pembelajaran di kelas dan dijadikan pedoman serta dapat mengarahkan mereka dalam melakukan kegiatan ilmiah secara nyata.

In this conceptual paper we argue the case for cooperative learning. Generally teachers have the option of structuring lessons competitively, individualistically, or cooperatively. Students can compete to see who is  best, or work individualistically toward a goal without paying attention to other students, or work cooperatively with a vested interest in each other's learning as well as their own. From our experience as teachers and lecturers in the humanities, we observe that, of the three interaction patterns, competition is presently the most dominant. A vast majority of students view school as a competitive enterprise where one tries to do better than other students. Cooperation among students-who celebrate each other’s successes, encourage each other to do homework, and learn to work together regardless of ethnic backgrounds or
whether they are male or female, bright or struggling, disabled or not, is still rare. In this paper we therefore examine the role and effectiveness of cooperative learning in the teaching of history at secondary school level showing both its strengths and drawbacks. We conclude that cooperative learning makes learning real and meaningful because it relates well with everyday life experiences of the learners.

Questioning techniques are a heavily used, and thus widely researched, teaching strategy. The questioning process is an essential part of instruction in that it allows teachers and tutors to monitor student competence and understanding as well as increase thought-provoking discussion.In this paper we argue that effective use of questioning arouses curiosity, stimulates interest, and motivates students to seek new information.
Students engaged in the questioning process benefit from the clarification of concepts, emergence of key points, and enhancement of problem-solving skills. Using questioning, teachers assess students’ knowledge, determine needs for focused re-teaching, and encourage students to think at higher cognitive levels. Thus the purpose of this paper is to highlight the value of students' questions in the learning-teaching process; review the research on student-generated questions in the learning process; and suggest some strategies that teachers
can use to foster a culture of inquisitiveness in their classrooms.

For the past five decades, educators have been debating over whether teaching can be considered a profession. Studies have investigated theories of professionalisation; consensus has not been reached on how a profession should be defined. This conceptual paper explores the definition and characteristics of a profession justifying why teaching qualifies to be a profession. The paper argues that teaching is a professional career where an individual is held accountable through a series of tests, assessments and tools to gauge the achievement of students and their learning. Teaching is a partnership between schools, community, and parents to help children succeed in their academic careers. Each time a teacher has exposure to a student they have the opportunity to provide building blocks for students to take with them to new studies.

International Development targeted Universal Primary Education (UPE) by 2005 and gender equity in the education for all (EFA) goals by 2015. Relevant and quality educational standards are a priority. To achieve these goals, present educational policies must be continuously assessed and reviewed with a view to meeting current and emerging needs through a careful attention of trends in education. Based on a chronological perspective of the key policy making process in Kenya, this book attempts to map the future of education policy and policymaking in Kenya. It traces the origins, purposes and effects of various education reforms and looks behind the scenes at the priorities and objectives of education at each successive stage. The review provides fascinating insight into the way in which policy in the developing countries and particularly former colonies has evolved over the years. In that way, the contemporary education is related to the ideals of society as projected by the modern age. The book will be of interest to educationalists, policy analysts, sociologists and political scientists in that through documentation and analysis, it builds on would be better foundation for going forward.

The book is rooted in education policy, history and sociology of education especially in the developing countries and former colonies. Information on education especially on pre-independence Kenya and the early independence years is scattered and this made the work unusually difficult in seeking for information and in an attempt to synthesize data. This text describes and analysis changes in the processes of education policy making in Kenya in the period 1900 - 2005. In particular, it traces the origins, construction and implementation of various aspects in the education system. Wherever possible, this extends to comments on likely and actual consequences of the policies. The rationale underlying them is also attempted. The book is therefore an outstanding contribution to scholarly research on the education policy framework in Kenya. It is intended to help education officers and professional trainers and trainees, researchers and students to grasp the legal aspects that have formed the basis for educational policies in Kenya. It is well written, comprehensive and fairly detached though critical in its judgments. In my opinion, this creates unique learning opportunities that can help to blend theory and practice with an emphasis on providing education services in a variety of settings.

In writing this book, I am very aware of the complexity of the task of maintaining coherence in such a period of time (1900 – 2005) and with such social political turbulence. It must therefore be emphasized that the period covered does not suggest a continuum. That is, education policy making is not necessarily developmental, and certainly not in the context of developing countries. There are discontinuities, priorities and areas of emphasis change while often at times there are obvious omissions. Thus the period is riddled with addition and well as omissions, exceptions and inclusions and compromises and discontinuities. The book is therefore divided into four parts: introduction, pre-independence, independence and a commentary at the end. The deployment of these different parts means that they can be read as separate but interrelated parts chiefly through the chronological reflective approach adopted in the book. The reader might want to ask the question where I stand in all this. The answer is that in my view, education development and reform need to be a well thought out process however fast (or even slow for that matter) such decisions require to be made. Certainly, the government has an obligation to respond directly and immediately with sensitivity to education needs. But nonetheless, education is not devoid of economic, social cultural and political influence. Education is also infused with moral values. Overall, education ideologies tend to be constantly evolving and changes in education polices and approaches are often inevitable. This book therefore deserves to be read by professionals especially educationalists, teachers, politicians and church sponsors. They will find the records and attitudes of their predecessors and build on dismal revelations of the handling of education affairs.

Nigeria as a nation needs a functional educational system that can equip learners with requisite
knowledge, attitudes and skills to enable them relate and adapt successfully to the rapid
socioeconomic, cultural and political changes in the society which is summed up as National
Development and for global competitiveness. This essay document is an attempt to critique the
1960 Curriculum review and its impacts as it relates to National Development. To achieve
national development through education, Nigeria have to examine the various curriculum
reviews made and the extent to which the intended goals and objectives for national
development have been achieved. The paper recommends that that strict measures be put in
place to evaluate the implementation of curriculum innovations and its consonance with the
national objectives vis a vis national development.

Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis of the teacher’s preparedness, attitudes and use of the instructional resources in ECDE centers in Kenya. The research was based on the theory of curriculum innovations. The study adopted a descriptive survey design and was carried out in Bomet Municipality Zone, Bomet County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted to validate the tools and determine their reliability. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources. The major findings of the study showed that teachers were prepared in the use of IR; however, the status of the available materials in the centers was either inadequate, obsolete, dilapidated or unsuitable for use.

Based on an extensive review of scholarly literature, this paper seeks to overview curriculum reforms aimed at improving learning outcomes and reduce disparities in school achievement in low and middle income countries in the past 15 years. The paper focuses on four major curriculum areas, including curriculum content, pedagogical approach, student assessment and language-in-education policies. Curriculum reforms in four countries, namely China, Turkey, Uganda and Bolivia, are analysed in order to illustrate the global reform talk, implementation in local contexts, challenges encountered, and the outcomes of these major reform efforts on learning outcomes and addressing discrepancies in school achievement. The paper concludes with specific policy recommendations for the post-2015 education agenda.

(Finally published after a four year delay....) One of the major untold stories of modern Nepal is the origins and development of its mass education system. Education, more than any other sector, was central to the creation of a new, modern Nepal. It was charged with writing and transmitting a new cultural script for subsequent generations of Nepalis, those who would strive to realize democracy, apply scientific knowledge, shape a new national identity, and rouse Nepal from its reclusive slumber to take its place in the modern world. American development assistance was at the heart of this project, with education among the first and largest aid projects unfolding in the 1950s. One American advisor in particular was central to this story: Professor Hugh Wood. Even today some still refer to the landmark 1955 Report of the Nepal National Education Planning Commission as simply the “Wood Report.” Yet few inside or outside Nepal have any idea of who the man was, where he came from, why he was in Kathmandu, and what his influence was on the shape of modern Nepal. This piece relates this untold and forgotten history, concluding provocatively that Wood’s project lives on today and constitutes a major success, so much so that even the failure of Western development assistance cannot shake it: Wood’s faith has become part of Nepali culture.

When open online courses first appeared within the broader educational landscape there was much discussion surrounding their potential to widen access to higher education internationally and notably among 'developing' communities. However, as the course format has matured it has become clear that the issue is far more complex than simple availability, requiring more considered analysis to better understand problems and develop the kinds of learning design approaches that could offer both technical and cultural inclusivity. This qualitative study looked to explore these issues, conducting semi-structured interviews with educational professionals who were not only engaged in open online course development but had produced courses that had attracted a significant proportion of their learners from low-resource settings. Inductive thematic analysis of the data revealed that while it is thought that the key traits of the format could offer flexibility and rich educational experiences to learners in these settings, educators face many difficulties in catering to diverse and often unknown audiences. There are nevertheless a range of attitudes and pedagogic stances that could be adopted to address, if not entirely solve, issues of cross-cultural relevance within courses. Based on these findings it is recommended that those who wish to develop courses that are both accessible and offer positive learning experiences for global learners should adopt a reflexive stance within the design process. This involves active acknowledgement of the benefits and drawbacks of the format, but furthermore requires the learning designer to engage with the principles of openness from technical, cultural, and pedagogic perspectives.

We are constantly reminded that we live in a ‘knowledge society’ and indeed that within a ‘knowledge economy’, a nation’s international competitiveness is directly linked to its ability to innovate, out-compete and successfully commercialise  knowledge. Universities are now full of ‘knowledge exploitation units’; ‘knowledge transfer’ now often means not the education of students but the patenting of ‘intellectual property rights’ from
research or the development of partnerships between research and businesses. Increasingly, research within universities and other higher education institutions is being directed, incentivized, organized and ultimately disciplined towards clear ‘economic’ priorities. Perhaps this was always the case and any view of knowledge production within the academy as being unsullied
by commercial and state imperatives is at best naïve. Be that as it may, what I would like to do in this article is to offer a critical analysis – employing a broad ‘political economy’ approach – of the ways in which research within universities and other places of higher learning has become increasingly orientated towards a narrow set of economic goals.

Soft power embodies the attractiveness of a country’s capabilities, values, and culture. The political and economic development of a country as a source of attraction provides a strong foundation for the elements of its soft power. Education has a vital role in democratization, political and social development, economic growth, and technology. The structural implications of education within countries generate resources for soft power domestically. This foundational part of soft power has a robust cross-national attraction over other countries’ nationals. On the other hand, international education affects the diffusion of soft power within the international arena. Hence, education influences soft power in two ways: i) as a foundational and structural generator source of soft power domestically, ii) as an enhancer and disseminator element for soft power within the foreign policy and public diplomacy space, internationally.

Education’s contributions to development are also significant in the developed states’ involvement in international development policies regarding reconstruction and state-building, especially in post-conflict periods of less-developed or developing countries. Education takes in a cross-border and transnational character as the international community utilizes educational development for local societies. Multicultural pedagogical aspects of education, especially in international development, are studied in the “comparative and international education” discipline, in which scholars analyze and assess the needs of conflict-torn societies and immigrants, search for successful and comparable examples in other regions to try and adapt, and advise on the best curriculum and teaching designs in order to address the urgent educational needs of societies in challenging environments.

Education has an international dimension and therefore it has an impact on the soft power of countries internationally. With the increasing pace of globalization, international education has become much more accessible to a greater number of people in the world. Provided that national education has a positive impact on states’ power- in all relevant aspects and in the broadest sense- then international education has a greater impact since it presumably involves a higher level of quality education, more qualifications, foreign language acquisition, multicultural competence and professional skills in the individual level. Thus, international education multiplies the states’ soft power resources.

Furthermore, with the controversial trend of the commodification of education, international education contributes to states’ economies as a source of income resulting from the incoming students’ spending in the receiver countries. The market for international education is worth hundreds of billions of United States dollars (USD). Not only can international higher education be considered the export of a national ‘commodity of education’ but also as an export of the states’ culture abroad through its cultural diplomacy and nation branding aspects. International education has also increasingly become a crucial tool in public diplomacy. International students as citizens of other countries can be natural and voluntary representatives of their countries and culture whilst they are abroad. In addition, those students can also experience cultural immersion and exposure in the host country where they study. This first-hand cultural orientation is very valuable to nations when it comes to considering soft power and public diplomacy, as it creates a direct and automatic soft power influence.

This research aims to develop learning science teaching materials based on scientific. The methods of this study are a research and development (R & D) by Borg and Gall. The instruments that used to collect data were observation sheets, interview guidelines, scoring questionnaires, and test (pre-test and post-test); To verify the effectiveness of the application of teaching materials using t-test. The results of this study can be concluded: 1) The results of the validation of learning experts obtained the value of 4.76 and a result of expert validation material obtained value 4.39. 2) For the effectiveness of teaching materials obtained an average score pre-test and post-test is obtained tobs = 7.9360> ttable = 2.024, it can be concluded that the test H0 is rejected. It means that the teaching materials developed can improve student learning outcomes.

Founded on several highly influential quantitative studies, the past decade
has witnessed the OECD and World Bank increasingly converge on the
view that cognitive levels of students and education quality, as proxied
by international large-scale assessments (ILSAs), are the primary
determinant of national economic growth worldwide. More recent OECD
and World Bank pronouncements have further suggested these
dynamics are clearly illustrated in East Asia’s education and ‘Economic
Miracle’, in particular the cases of South Korea and Singapore. Herein we
utilise the OECD’s own data to examine this new development narrative,
finding little evidence in support of these claims.

"ILO

Learning from the first qualifications frameworks

Employment Working Paper No. 45


National vocational qualifications (NVQs) in the United Kingdom: their origins and legacy / Michael Young -- The Scottish credit and qualifications framework (SCQF): a case study of a very ’early starter’ / David Raffe -- The implementation and impact of the New Zealand NQF / Rob Strathdee -- From old to new: the Australian qualification framework ( AQF) / Leesa Wheelahan -- The changing faces of the South African NQF / Stephanie Allais -- Lessons from the first qualifications frameworks."

The reports "Learning to be" (the Faure report), published in 1972, and "Learning: The treasure within" (the Delors report), published in 1996, commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), are known to belong to the foundational literature on lifelong learning. This paper, which draws on primary and secondary sources, will focus on a much lesser known aspect of these reports: their views on international development. The Faure report represented a counter perspective to the dominant development discourse based on “modernization”, in that it favoured “endogenous development” and anticipated the claims of the New International Economic Order (NIEO) that called for fairer redistribution of resources from developed to developing countries. The Delors report reacted to the extension of neoliberalism to the field of development through the Washington Consensus and criticized the structural adjustment programs implemented by the IMF and the World Bank. Both reports reveal a great deal about the debates and contested ideas on development, the conflicts between educators and economists over educational planning and the shifting position of UNESCO in the multilateral arena between the 1960s and the 1990s. The author argues that both reports got entangled in the struggle over “global governance” in education for development and proved unsuccessful in asserting their worldviews against powerful counter-ideologies promoted by competing organizations such as the World Bank.

In the previous chapters, the contribution of education towards a state’s soft power was presented in various ways. In the case of international education, two essential points are very critical to hint on in terms of the effects of international education on soft power. The first point is related to the internationalization outlook of countries’ national higher education systems. The second point is with regard to experiences that international students have whilst studying in another country. Both items determine the satisfaction level of international students regarding their international education experience, and both also impact the countries’ soft power. Productive outcomes for a country’s foreign policy and soft power are only possible if their system is truly internationalized, and if incoming international students have a quality international higher education with a genuine cultural and educational experience in the country.

The number of incoming international students in one country indicates directly how much this country is involved in the international education business, but this does not mean that their intended foreign policy goals and that soft power enhancement are achieved, automatically. Student-centered, comprehensive, and genuine internationalization is essential for converting soft power assets into desired soft power outcomes. The outcome of international education activities, as a soft power instrument, can be best evaluated by assessing the perceptions of international students.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL)  instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities  at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between  their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated.   
        The results of these research findings have revealed as:
1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.
2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.
3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.
4. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.

This article is an attempt to explore the meaning, the changes and continuity on the customary law, ‘woga’ among the Gamo of southern Ethiopia. The article followed the tradition of an ethnographic approach. To explore the customary law, interviews and focus group discussions were conducted to explore the meaning, its role and the changes that ‘woga’ is facing. The data is analyzed and interpreted in relation to the literature. The meanings of ‘woga’ given by different social groups are discussed. Some cases were analyzed to show the significances of the customary law in the day-to-day lives of the study group. The data shows that the customary law is playing a significant role in resolving interpersonal, family and inter-group conflicts in a micro and macro level in parallel with the formal institution. The study also identified that the customary law has been facing various changes linked with migration and social evolutions that adversely affects its effectiveness and efficiency. Government should promote its continuity by providing the community conflict resilience through inclusive participation of all social groups and rediscovering elders wisdom.
Keywords: changes, continuity, customary law, Indigenous, woga.

Secara umum analisis kebutuhan pelatihan didefinisikan sebagai suatu proses pengumpulan dan analisis data dalam rangka mengidentifikasi bidang-bidang atau faktor-faktor apa saja yang ada di dalam instansi yang perlu ditingkatkan atau diperbaiki agar kinerja pegawai dan produktivitas instansi menjadi meningkat. Tujuan dari kegiatan ini adalah untuk memperoleh data akurat tentang apakah ada kebutuhan untuk menyelenggarakan pelatihan. Mengingat bahwa pelatihan pada dasarnya diselenggarakan sebagai sarana untuk menghilangkan atau setidaknya mengurangi kesenjangan antara kinerja yang ada saat ini dengan kinerja standard atau yang diharapkan untuk dilakukan oleh si pegawai, maka dalam hal ini analisis kebutuhan pelatihan merupakan alat untuk mengidentifikasi kesenjangan-kesenjangan yang ada tersebut dan melakukan analisis apakah kesenjangan-kesenjangan tersebut dapat dikurangi atau dihilangkan melalui suatu pelatihan. Selain itu dengan analisis kebutuhan pelatihan maka pihak penyelenggara pelatihan dapat memperkirakan manfaat-manfaat apa saja yang bisa didapatkan dari suatu pelatihan, baik bagi partisipan sebagai individu maupun bagi perusahaan. Dalam mengidentifikasi atau menganalisis kebutuhan diklat banyak teknik atau metode yang dapat digunakan untuk mengumpulkan dan menghimpun informasi dan data untuk keperluan identifikasi kebutuhan diklat. Metode dan teknik tersebut antara lain metode wawancara atau interview, metode kuisioner atau angket dan metode skala. Pada analisis kebutuhan pelatihan terdapat factor-faktor penentu , oleh karena itu data yang harus dikumpulkan mencakup beberapa faktor sebagai berikut: a. Alasan; Perlunya alasan dari sebuah instansi mengapa sebuah pelatihan perlu diadakan merupakan factor yang penting untuk menentukan kebutuhan-kebutuhan dalam pelatihan nantinya. Oleh karena itu, pada tahapan ini perancang program pelatihan dituntut untuk benar-benar jeli dalam melihat kebutuhan yang ada. b. Peserta; menentukan siapa yang menjadi peserta pelatihan tersebut. Peserta yang dimaksudkan dalam konteks ini adalah mencakup partisipan pada pelatihan tersebut. c. Pekerjaan; Data atau informasi yang harus dikumpulkan dan dianalisis mencakup hal-hal seperti: jenis pekerjaan (jabatan) apa yang sedang di review dan apa fungsi utama pekerjaan (jabatan) tersebut, apa saja kompetensi yang dibutuhkan untuk dapat melaksanakan pekerjaan secara optimal, apa standard kinerja yang harus dipenuhi oleh pegawai, apakah pegawai sudah memenuhi standard kinerja yang diharapkan. d. Materi ; Hal yang mendasar untuk diketahui dalam menentukan materi yang akan dirancang dalam sebuah program pelatihan adalah apakah materi yang akan diberikan merupakan suatu hal yang bersifat essential atau tidak. e. Dukungan ; Dukungan tersebut adalah berupa komitmen dari para manager atau supervisor untuk menciptakan suasana yang kondusif bagi para partisipan untuk dapat menerapkan apa yang telah mereka pelajari dalam pelatihan.