Abstract:As is the case with other developing countries of the world, child labor is also a problem in Ethiopia. Child labor is mainly caused by poverty and the socio-cultural perspectives of society, where inhabitants require the labor of their children for household tasks and agricultural activities than sending them to school. The study was conducted to assess the general situation of child labor exploitation and children’s participation in primary education in selected primary schools at Debub Omo Zone and thereby to recommend mechanisms to alleviate the problem. This study has used both primary and secondary data sources. The methods used to collect primary data include: in depth-interview, focus group discussion, and observation. Informants were selected by purposive and available sampling techniques based on variables: age, sex, religion, education, occupation and marital status and a total of 58 informants participated in the study. Findings of the study revealed that child labor became a major problem in the study area, where it is closely associated with poverty and socio-cultural viewpoint of the society, which value children as an economic asset of their families. As a result of this, children were forced to drop their schooling or not got the chance to go to school. As the study reveals, children were expected to perform both domestic activities (such as cooking, fetching water and fire wood, caring siblings and washing) and productive activities (like cultivating, planting, weeding, harvesting, and keeping cattle and goats). The finding also indicates that child labor affects the physical, social, emotional, educational and health conditions of the working child. Therefore, it needs collaborative effort of all governmental, non-governmental and family’s effort in the fight against child labor, so as to ensure children’s school participation.

Keywords:Child labor, Exploitation, Participation, Debube Omo, Zone.
Title:CHILD LABOR EXPLOITATION AND CHILDREN’S PARTICIPATION IN EDUCATION: A STUDY IN SELECTED PRIMARY SCHOOLS AT DEBUBE OMO ZONE
Author:Eshetu Fekadu Teferi, Teshome Kondale Gurara
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract: This research paper aims at describing and analysing the structural differences and similarities between the nominal functions of the –ING clauses in English and their Albanian correspondents. Regarding the Albanian correspondents of the English –ING clauses in different functions, the following correspondents have been detected: Albanian clauses are introduced by verbal noun phrases, gerund constructions, finite and non-finite clauses. In light of this, it is hypothesised that these structural differences and similarities may cause difficulties for the Albanian EFL classroom students learning the nominal functions of the –ING clauses in English.

Keywords: Nominal -ING clause, verbal noun phrase, gerund construction, finite clause, non-finite clause.
Title: The Contrastive Analysis of the English – ING Clause as Prepositional Complement and Its Albanian Correspondents
Author: Afrim Aliti, Arburim Iseni, Nagri Rexhepi
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract: In Nigeria, Junior Secondary Education is a component of basic education which came on board with the Universal Basic Education (UBE) programme in 1999. Such education has a duration of three years and is meant for children of between the age of twelve (12) and fifteen (15) years. The children are expected to undergo occupational training in order to develop vocational competence and/or prepare them for self-employment or proceed to the senior secondary classes where they will be further trained for tertiary education. To what extent has the Junior Secondary Education been functional in the course of implementation of Universal Basic Education, the mother programme? This paper is an examination of the functionality of Junior Secondary Education within the framework of Universal Basic Education programme implementation, using indices such as the level of access to it vis- a- vis the population of children that fall within that age group, teachers quality and quantity, infrastructures facilities status, transition rate from JS3 to SS1, quality of its outputs, as well as efficiency in the production of outputs. Adequate funding of UBE programme, increased orientation/sensitization of the people, recruitment, training and motivation of teachers, commitment of teachers, provision of infrastructure and facilities for schools, enforcement of policy on transition rate from JS3 to SS1, as well as curbing of wastage in schools are recommended, to improve the functionality and enhance the achievement of Universal Basic Education programme objectives, as laid down by the planners.

Keywords: Functionality, education, secondary education, junior secondary education, basic education, framework, Universal Basic Education, implementation, Nigeria
Title: Functionality of Junior Secondary Education within the Framework of Universal Basic Education Implementation in Nigeria,
Author: GE AKINDELE MATTHEW
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract: Throughout history, people have concerned themselves with the transmission of shared values, attitudes and skills, from one generation to the next. Even today it is evident that family, religion, peers, books, news, entertainment media and general life experience are the chief influences in shaping people’s views of knowledge learning and other aspect of life; Mathematics in the context of schooling can also play a key role in the process, for they are build upon a distinctive set of values, they reflect and respond to the values of society generally and they are increasingly influential in shaping shared cultural values  to the degree that schooling concerns itself with values and attitude a matter of great sensitivity in a society that prizes cultural diversity and individuality. It must take mathematical and scientific values and attitudes into account when preparing young people for life beyond school. The paper focuses on four specific aspects of values and attitudes; the values inherent in mathematics and technology; the social value of mathematics and technology; the reinforcement of general social values and people attitudes toward their own ability to understand mathematics. The recommendation are aim at making mathematics more relevant to the need of the society, making the students to appreciate the value of mathematics and develop a positive attitude to the study of mathematics with the hope that mathematics graduate would be more expose to the real mathematics application and contribute mare meaningfully to the economics development of the nation.   

Keywords:  Mathematics, National development, values and attitudes, Nigerian society
Title: Mathematics Education for National Development Values and Attitudes in the Socio Cultural Context of the Nigerian Society
Author: Ibrahim Umar Haruna
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:  This study aimed to determine the opinions of the secondary school students of learning Chinese classical literature, the difference in the level of acquisition between male and female, and find out the relationship between the acquisition of knowledge in Chinese traditional literature and their academic achievement. This study was done in two national-type secondary schools (NTSS) in Selangor. The instrument consisted of a set of acquisition test and questionnaire drafted based on the Language Acquisition Theory. The respondents were 104 form four students, consisting of 52 students randomly chosen from two schools.  The findings showed that form four students overall held negative views about learning Chinese classical literature. There was a significant positive correlation between the acquisition test scores of Chinese traditional literary knowledge (M = 39.56, SD = 11.66) and the grades obtained by the students in the Chinese subject in the Lower Secondary Assessment Examination (M = 3.77, SD = 1.27), r = .686, p <.01).  The results show that actions should be taken to raise students’ interest in traditional literature and to improve students' acquisition of Chinese traditional literary knowledge as well as to ensure that the Chinese syllabus is implemented effectively.

Keywords:acquisition, Chinese traditional literature, Chinese language, Language Acquisition Theory, national-type secondary schools, national secondary schools
Title:Chinese Traditional Literature and Academic Achievement: A Study of Secondary Schools Students
Author:Fong Peng Chew Swee Fong Pang
International Journal of Novel Research in Education and Learning (IJNREL)
Novelty Journals