Educator Readiness Evaluation in the Implementation of Curriculum 2013 in Disadvantaged, Frontier, and Outermost Areas

This study aims to describe the readiness of educators in implementing the 2013 curriculum in the 3T area in North Gorontalo District. The method used in this research is descriptive qualitative method. The subjects in this study were school principals and educators in the 3T area school. The research result shows four things; first; Academic qualifications of educators in schools in the 3Tl area have not been fully fulfilled according to Law No. 20 of 2003 concerning the National Education System Article 42 paragraph (1). Second; The Academic Competence of Educators in the 3T area is not yet fully educated with S1 academic qualifications in accordance with Article 8 of Law Number 14 of 2005. The three certificates of educators have not been fully fulfilled in accordance with the mandate of Law Number 14 of 2005 concerning Educators and Lecturers. The fourth role of educators in realizing the goals of national education principals continues to encourage educators to continue to carry out learning innovations, especially in the implementation of the 2013 curriculum as an effort to improve professionalism as a form of role in realizing the goals of national education.

Views of Male and Female Participants of an Adult Literacy Programme About the Need and Value of Female Education in Rural Sindh

In Sindh, girls' minimum participation in basic education is associated with a number of impeding factors which range from lack of resources to parents' negative attitude towards female education. Many initiatives have been taken for improving female literacy in the country, but no fruitful outcomes have been achieved so far. In the near past, Government of Pakistan started a national Adult Literacy Programme (ALP) in all over the country in order to achieve Education for All (EFA) goals, with an assumption that the ALP might have allowed the participants to revisit their views about female education, the study was designed to explore how these participants of an ALP in district Matiari viewed the need and value of female education, resulting from their firsthand experience of getting education. The study design was guided by qualitative research. The research site was two villages of a union council in district Matiari where people had recently completed their 5-month duration adult literacy course in a national level ALP. The primary participants included 8 participants; 4 males and 4 females from each village, while four teachers of the same centers (2 males and 2 females) participated in the study as secondary participants. The data was generated through focus group discussions and semi-structured interviews. The study found that the ALP had positive influence on the minds of the participants and they had started sending their children (particularly girls) to school. They had started taking interest in getting education themselves and also they viewed it pertinent for their children. The study recommends that the government, with collaboration with private/NGOs, can establish more schools for girls and provide them with basic resources. It may help reduce the dropout ratio and will encourage parents to send their girls to school.