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The results of the PISA 2000 prompted the German school authorities to extend the network of all-day schools and already the results of the PISA 2012 research showed good students results justify the actions in the direction of designing a quality educational system in Germany. So, we wondered, whether Slovenian basic schools meet the conditions for the introduction of the full-day model. We carried out a non-experimental survey on a sample of headteachers who were asked to assess the spatial and personnel conditions for the implementation of the all-day basic school. In doing so, we paid attention to the differences in terms of the stratum and the number of students. The survey showed that, regardless of the stratum and the number of pupils, most of the schools met the relevant conditions. The schools in which these have not been met yet, could assure them with minimum financial investment.

This study examined basic school teachers’ challenges in Hohoe, Ghana, when implementing learner-centred pedagogies. It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respondents, comprising 364 teachers and 28 headteachers. A census method was used to engage all 364 teachers, while a purposive sampling technique was employed to select the 28 headteachers. Data were gathered through questionnaires for the quantitative phase and focus group discussions for the qualitative phase. Quantitative data were analysed using mean and standard deviation, while qualitative data were subjected to content-thematic analysis. The findings revealed that basic school teachers in Hohoe encountered several challenges when using learner-centred pedagogical approaches. Specifically, the constructivist approach was difficult to implement due to resource constraints. The collaborative approach faced issues related to students’ unwillingness to work in groups and difficulties in teacher assessment. The inquiry-based approach was hindered by teacher unfamiliarity and lack of necessary resources.

Pouk lahko poteka v šoli ali zunaj nje, npr. na šolskem igrišču, dvorišču, vrtu, kmetiji ali v različnih kulturnih in drugih ustanovah, in sicer kot terenski, raziskovalni, projektni, izkustveni pouk ipd. Pouk zunaj šole ima številne prednosti, saj podpira gibanje, stik z naravo, veččutno učenje, je primeren za različne učne stile ipd. Prav tako vsi učni predmeti vključujejo učne cilje, ki jih je mogoče doseči tudi zunaj šole. Na podlagi vprašalnika za razredne učitelje iz vseh statističnih regij v Sloveniji smo ugotovili, da se zunaj šole še vedno izvajajo predvsem šport in naravoslovni predmeti ter da se učni predmeti, kot so slovenščina, matematika in tuji jezik, glede na mnenja anketiranih učiteljev v glavnem ne izvajajo zunaj šole. Pogostost izvajanja pouka zunaj šole se glede na prvo in drugo vzgojno-izobraževalno obdobje statistično ne razlikuje, obstaja pa statistična razlika glede na lokacijo šole (mesto, primestje, vas). Učitelji vaških in primestnih šol pogosteje izvajajo pouk zunaj šole kot učitelji mestnih šol. Glede na rezultate ankete sklepamo, da učitelji širši okoliš šole (npr. vas, mesto, kulturne in druge ustanove) premalo izkoriščajo za pouk. Ker je pouk zunaj šole, upoštevaje pregledane cilje v učnih načrtih osnovnošolskih predmetov, primeren za vse učne predmete, bi ga verjetno morali bolj promovirati, da bi ga učitelji več uporabljali pri izvajanju pouka vseh učnih predmetov.

The article outlines the key areas of cooperation between the Institute of Information Technologies and Learning Tools of NAPS of Ukraine and the Institute of Innovation Technologies and Content of Education of MES of Ukraine. As a result of joint activities in 2013-2014 the experimental work was carried out, aimed at determining the level of awareness of students and teachers of basic school on health-saving use of software and hardware in the learning process. The survey involved students and teachers from different regions (Vinnytsia, Dnipropetrovsk, Kyiv, Kirovohrad, Luhansk, Odessa and Poltava region). The total number of respondents was 351 people (246 students, 105 teachers). The analysis of the main results of the research and the prospects for further work in this direction was identified.

This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.

Water, sanitation and hygiene practices (WASH) have been a major challenge facing many basic schools in Ghana for many decades. The school authority have made a number of complaints to the Ghana government through the Ministry of Education in relation to the inadequate potable water, sanitation facilities and hygiene practices in basic schools which the government has remained silent on. The aim of this study was to assess the level of implementation of Water, sanitation and hygiene practices in basic schools in the Sunyani East Education Directorate. Both qualitative and quantitative data were collected using questionnaires and interviews. The results indicate that hygiene and sanitation facilities available in schools under study included urinals, toilets, handwashing materials and solid waste disposal facilities. It was revealed that wooden slap pit latrine toilet was present in all schools except Methodist school which has cemented slaps. There were absence of toilet rolls, tap facilities and hand washing soap in all schools visited. The pupils fetched water from neighbouring houses and used it. The study recommends that the Parent-Teacher Association, School Management Committee, District Education Directorate and Ghana Education Service should team up to provide these essential facilities to basic schools in Sunyani East.

This study investigated classroom assessment literacy (CAL) of basic school teachers in Ghana, focusing on understanding their assessment beliefs and practices. Using a quantitative survey design, data were collected from 406 teachers selected through a multistage sampling procedure. Participants responded to the Assessment Literacy Inventory (ALI), and data were analyzed using descriptive statistics and latent profile analysis. Results indicated that the majority of teachers demonstrated a high level of assessment literacy. The analysis further revealed distinct profiles of assessment beliefs among teachers, including data-oriented, assessment method and communication-oriented, validity-oriented and holistic assessment literates. These profiles suggest that while teachers generally possess strong assessment knowledge, their beliefs and practices vary significantly. The study highlights the need for contextually responsive professional development programs that align with contemporary assessment literacy standards, teacher preferences and national educational goals. Enhancing holistic assessment practices requires targeted support that not only builds technical knowledge but also considers teachers' orientations towards assessment. This study offers an in-depth examination of classroom assessment literacy among basic school teachers in Ghana, highlighting their beliefs and practices. By identifying distinct orientations-such as data-driven, method and communication-focused, validity-oriented, and holistic approaches-the research moves beyond general investigation of assessment literacy to illustrate the diversity in teachers' understanding and use of assessment. These insights can inform policymakers, curriculum developers, and teacher training providers in designing professional development programs that address teachers' specific needs and align with Ghana's educational reform initiatives. The findings also highlights the importance of promoting holistic assessment practices that emphasize fairness, validity, and learning outcomes, rather than a narrow focus on testing. This study provides valuable evidence to strengthen teacher preparation, enhance classroom practices, and guide the development of more effective, equitable, and contextually responsive assessment systems.

In the education decentralization processes, community participation in education governance has been argued to be essential for improving accountability to service beneficiaries. Therefore, this paper examined the perspectives of key actors on the impact of an educational decentralization policy on improving school quality education in Junior High Schools in Ghana. Participants in the study were 54 School Management Committee (SMC)/Parent-Teacher Association (PTA) members, 106 teachers, and 11 head teachers in 11 schools drawn from two districts in the Central Region of Ghana. Teachers filled out questionnaires and interviews were conducted with SMC/PTA members using a semi-structured interview guide and with 11 head teachers. The paper reveals that the education decentralization policy, with community participation at its heart, has given schools some autonomy in their decision-making process. However, the involvement of community members in school activities has been limited mainly to financing, with little emphasis on the decision-making process in school governance. The study recommends that there should be adequate support for communities to become more involved in the decision-making process, especially in implementing the School Performance Improvement Plan for Ghana to achieve Sustainable Development Goal (SDG) 4.

Safe and adequate water supply and sanitation in schools are pre-requisites for the right to basic education for school children and the achievement of goal 4 and 6 of the Sustainable Development Goals. Nonetheless, Water, Sanitation and Hygiene (WASH) in schools is fraught with inadequacy of toilet and handwashing facilities, and poor sustainability mechanisms that threaten its success. This paper, therefore, assesses the operation and sustainability of WASH in schools in the Nabdam District of Ghana. Adopting a qualitative approach, thirty-seven semi-structured interviews were held to capture the understanding and experiences of students, head teachers, health officers, officials of the Ghana Health Service and District Education Directorate on the phenomena. Fifteen focus group discussions were further held with students in the basic schools. The findings indicate that WASH is poorly managed even though the schools studied had some established WASH facilities. WASH in the schools was bedeviled with challenges such as inadequate toilets and handwashing facilities, poor funding and ineffective WASH committees. The WASH committees lacked the capacity to raise funds and carry out their duties in accordance with the WASH implementation guidelines. The study recommends that the Ghana Education Service organizes periodic capacity building programs for WASH committees to address this shortcoming. The Ministry of Education should support basic schools in districts in their efforts to provide WASH facilities and fund WASH activities. The study also calls for the formation of student WASH clubs and sanitation brigades to promote the operation and sustainability of WASH in schools.

This study aimed at finding out the degree of practicing creative thinking skills by basic school teachers in Emirate of Sharjah, from their point of view. The descriptive – survey methodology was used in the study. The study sample consisted of (50) female teachers of the basic stage. A questionnaire was developed to collect the study data. It consisted of (22) items, distributed on five domains: (fluency, flexibility, sensitivity to problems, taking risk and enriching detail skills). Validity and reliability of the tool were assured. The findings showed that the degree of practicing creative thinking skills by basic female school teachers was high from their point of view. There were no statistically significant differences at (α ≤ 0.05) in the degree of practicing creative thinking skills by the basic female school teachers in Al – Sharjah Emirate attributed to academic qualification and experience variables. Among the recommendations of the study was: Supporting the effectiveness of practicing creative thinking skills of the basic female school teachers in Emirate of Sharjah.