International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS <p>The <em>IJETS</em> is a quarterly peer-reviewed international journal aiming to set up a highly qualified international academic platform for both experienced and novice education professionals, researchers, librarians in academic, corporate, and government work settings; and those involved in education and teaching practices all over the world. The IJETS issues are released four times a year; in <strong>March, June, September</strong>, and <strong>December</strong>.</p> <p>The purpose of the <em>IJETS</em> is to foster critical debate about education and teaching globally. The <em>IJETS</em> seeks both to develop new theoretical insights into the education and teaching, and new understandings of the extent and nature of contemporary educational practices in diverse settings. It underlines the significance of discovering and reflecting the interplay of local, regional, national and global contexts and dynamics in shaping education technology and science internationally.</p> <p>The <em>IJETS </em>is concerned with education in its broadest sense, including formal, informal and non-formal modes, as well as cognitive and metacognitive skills development. <em>IJETS</em> is primarily interested in studies that look at the relationship between education and teaching in different contexts globally.</p> <p>The <em>IJETS </em>welcomes papers from all prospective authors and especially from scholars who study education and teaching both theoretically and in practice all over the world. </p> Ismail Hakki Mirici en-US International Journal of Education, Technology and Science 2757-9514 AN ANALYTICAL STUDY IN ALGERIA: THE QUESTION OF THE DIVISION OF LABOR BETWEEN ARCHITECTS AND ENGINEERS BASED ON THE CONCEPT THE OATH AND COMPLEMENTARITY https://globets.org/journal/index.php/IJETS/article/view/22 <p>Nowadays, in Algeria, the institutional and practical context differs between the profession of architects and engineers. The latter are devoid of the concept of an oath. This concept can be the catalyst and generator of responsibility, equality, and merit between these two professions. To achieve complementarity between these two professions, an approach based on a questionnaire and interview on this situation is carried out at architectural design offices and minimal technical design offices in Algeria in order to bridge the gap created by the division of labor. Nationally, the work situation is sequential and linear. I.e. the engineer works under the responsibility of the architect. At the international level, the process is organized between architectural design offices and technical design offices, an iterative process. How to achieve this culture of complementarity of international practices. To validate this oath-based complementarity, this article reports on the results obtained and the prospects envisaged following this study.</p> Mouloud Chaabi Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 83 101 PRACTICALLY INGENIOUS TEACHING: INSTRUCTIONAL BEHAVIOR OF FACULTY MEMBERS OF THE COLLEGE OF EDUCATION IN A STATE UNIVERSITY IN THE CORDILLERA, PHILIPPINES AMIDST COVID-19 PANDEMIC https://globets.org/journal/index.php/IJETS/article/view/21 <p class="IJCI-Abstract-Text"><span lang="EN-US">Abrupt as it was, the onslaught of COVID-19 pandemic brought major disruptions in the operations of Philippine educational systems and institutions which necessitates shifting from the traditional mode of instruction to a flexible-blended mode of teaching-learning to further contain the spread and avoid the perils of the virus. The sudden shift from traditional face-to-face instruction brought problems and difficulties in system of education and learning. Inspired by Barney Glaser’s Grounded Theory method of research, this study examined the experiences and instructional behaviors in resolving the felt problems of the twenty five (25) faculty members of the College of Education of the Ifugao State University using series of individual oral interview. Employing the processes of the grounded theory method, the study discovered that despite the plight and adversities brought by the pandemic, the teachers are ‘practically ingenious teaching’ in facilitating their classes. Being ‘practically ingenious’ denotes the act of planning instruction using existing available materials which are innovatively modified and creatively executed to primarily address the needs of the students imbibed with pragmatic and real-life based situations to realize meaningful and exceptional learning experience.</span></p> Maureen B. Nadiahan Leonardo Jr. Cabauatan Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 102 118 EXPERIENCES OF MILLENNIAL TEACHERS IN THE ACADEME: A PHENOMENOLOGICAL INQUIRY https://globets.org/journal/index.php/IJETS/article/view/23 <p>The entrance of millennial teachers changed the academe’s workplace demographic metabolism, and is accompanied with varied experiences. This study aimed to have an in-depth understanding of the essence of the experiences of these millennial teachers in a phenomenological perspective. Transcendental Phenomenology was employed and facilitated with semi-structured interviews to 13 faculties from 5 different higher education institutions. &nbsp;Thematic Data Analysis revealed 6 emergent themes that capture their experiences, namely: Instructional Rigors and Ancillary Functions; Expectations and Ageism; Relationship and Sociality; Attributes and Advantages; Sense of Purpose and Responsibility; and, Learning and Self-development. Recommendations to help advance the public’s understanding of their experiences and to aid a smoother workplace integration were also explicated.</p> Ritchelee Alugar Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 119 131 THE ROLE OF HERITAGE LANGUAGE LEARNING IN ASPIRING SOMALI ORIGIN STUDENTS IN ENGLAND PRIMARY SCHOOL FOR AIMING AT HIGHER EDUCATION https://globets.org/journal/index.php/IJETS/article/view/25 <p>Minority ethnic students in England still seem to be far behind in terms of academic attainment as young people in England leave schools with very few or no qualifications. Three theories framed this empirical study: the Ethnic Capital, Self-Determination, and Vygotsky's Sociocultural theories and it explores the role of Somali heritage language (HL) literacy learning in motivating and aspiring Somali origin students to attend higher education institutions. The participants, 12 Year 4 students (8 boys and 4 girls) at a primary school in Bristol involved in an extra-curricular activity where they learned HL literacy for 6 months. At the end of the intervention, participants were invited to an English as an additional language conference to perform their HL literacy skills as they previously asked me to. After the performance, semi-structured interviews were employed to capture the experience of the students. The data were analyzed using thematic analysis. Two main themes emerged: emotions and opportunity in relation to visiting the university. It was tentatively claimed that when the Somali origin students in England primary school learn their heritage language (HL) literacy, their motivation to further study at a higher institution is thereby raised.</p> Shamsudin Abikar Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 132 154 COMPETENCE-BASED CURRICULUM (CBC) IN KENYA AND THE CHALLENGE OF VISION 2030 https://globets.org/journal/index.php/IJETS/article/view/24 <p style="line-height: 150%;">The educational system prioritizes the development of skills required in the 21<sup>st</sup> Century, which focuses on students’ needs such as collaboration, creativity, and competence<span style="color: black;">. However, many countries cannot achieve the necessary skills without quality education, especially for developing countries like Kenya. <a name="_Hlk70362738"></a>In the past, Kenya's aim of the 8-4-4 system of education was self-reliance, but the aim of education was lost because it became too academic and exam-oriented. The current educational ministry's target is to implement a competency-based curriculum (CBC), 2-6-6-3, introduced in 2019 to meet the vision 2030 of science and technology and innovation. </span>CBC requires students to be engaged in class to become creative thinkers and develop knowledge and skills to meet the vision of 2030. <span style="color: black;">This paper seeks to provide a comparative analysis of the 8-4-4 and the CBC to explore and critique the future of CBC </span>well as a comparative review analysis of the 2019 Kenya census was reviewed and retrieved from the 2019 Kenyan census<span style="color: black;"> using secondary data</span>. Also, this paper answers two questions <span style="color: black;">1. What skills should Kenyan teachers have to meet the aspiration of the 2030 vision? 2. What resources are needed to ensure the proper implementation of CBC? Based on the analysis, </span>Kenya has adopted a new Competence-Based Curriculum (CBC) for student-centered learning to improve and guarantee quality and equitable education.</p> Roseline Nyaboke Dovison Kereri Loice Nyabwari Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 155 169 A CASE STUDY ON THE EVALUATION OF WRITING SKILL IN TEACHING TURKISH AS A FOREIGN LANGUAGE https://globets.org/journal/index.php/IJETS/article/view/29 <p>It is important that exams are scored and evaluated correctly in the writing skills. Even if the validity and reliability of the prepared exam is high, the error in the evaluation will reduce the validity and reliability of an exam. Therefore, it is an issue that we should focus on measuring and evaluating in writing skills. The fact that the measurement part is supported by various studies but there are deficiencies in the evaluation part raises the problem of evaluating the ability to write. Hence, making accurate assessments will make the process more objective and efficient if the student receives the feedback of the mistakes, they have made and the teachers have standard criteria to assist them during the evaluation phase. There are varieties of measurements often used in education to measure student success such as written exams, multiple choice exams, and so on. These exams are not about the processes of students, but about the results of the exams. Rubrics are one of the most common and powerful measuring tools used in assessment. In this study, it has been tried to determine how writing skills are evaluated in TÖMERs, which are stated in the limitations in the field of teaching Turkish to foreigners, how the measurement and evaluation processes progress, whether or not the evaluations differ from institution to institution, and within this framework, it has been tried to analyze whether a standard rubric for writing skills is necessary or not. As a result, the deficiencies in the evaluation of writing skills were determined and it was concluded that a standard rubric was required.</p> Nevin Kahveci Burcu Şentürk Copyright (c) 2021 International Journal of Education, Technology and Science 2021-11-30 2021-11-30 1 4 170 183