ABSTRACT
Desired outcomes in early childhood education programs represent the expectations educators have regarding what most children should know and be able to achieve by the end of preschool. These outcomes are specified through measurable and assessable indicators, reflecting educators’ aspirations for holistic child development. Expressed as developmental milestones, these desired outcomes outline general expectations for knowledge and skills children should acquire by the end of each age stage. Core qualities and foundational competencies essential and appropriate for their age are articulated in these outcomes, encompassing domains such as physical, socio-emotional, language, math, science and technology, and arts. This study examines the experiences of Singapore, South Korea, the United States, and New Zealand to derive lessons for building desired outcomes in early childhood education in Viet Nam through a competency-based approach.

ABSTRACT
Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. Recent research has shown that Kiswahili language is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the language. The study objective was to examine the influence of punishment on the enforcement of the school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Cluster, stratified, purposive and simple random sampling techniques were used to sample the target groups. The study established that the influence of punishment on the enforcement of the school language policy was dependent on the type of the school.

ABSTRACT
Kiswahili is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. Recent research has shown that Kiswahili is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the languages. The study objective was to establish drive or motive for the development of the school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Cluster, stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The quantitative data was analyzed using descriptive statistics which included the use of frequencies and percentages while the qualitative data was analyzed using the content analysis. The study established that the drive behind the development of the school language policy was almost uniform in all the sampled schools that participated in the study. It was further discovered that the way different schools enforced their school language policy impacted on the use of Kiswahili. In view of the above findings, it was recommended that the school administrators should ensure that their respective language policies should be fully enforced in order to meet its intended purpose and the school language policies should be well structured. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students’ achievements in languages offered in the curriculum.

ABSTRACT
Makala hii inanuia kutathmini upekee wa usawiri wa wahusika katika ushairi bulibuli wa Kiswahii kwa kurejelea. Utenzi wa Shufaka. Utenzi huu ulitungwa zamani na Hassan bin Aluwi na una jumla ya beti 285. Kwa mujibu wa Njozi (1999), utenzi huu haujavutia utafiti wa kitaaluma tangu ulipochapishwa mara ya kwanza katika jarida la Kijerumani - Zeitschriftfur Africanishen 1887. Mswada wa pekee wa utenzi huu ulipatikana katika maktaba ya German Oriental Society mjini Halle ambapo ulihifadhiwa baada ya kupelekwa hapo na Ludwig Krapf mwaka wa 1854. Knappert (1967) aliutafsiri katika lugha ya Kiingereza katika jarida la Swahili V. 37(2). Katika utangulizi wa kazi yake, Knappert aliubainisha kama utenzi muhimu kwa sababu mbili; ni wa kale, na ni mmoja kati ya sanaa sifika ya fasihi ya Kiswahili. Moja kati ya kazi iliyoshughulikia utenzi huu ni ya Njozi (1999). Amebainisha kuwa utenzi huu ni mfano wa kazi ya fasihi iliyotungwa kwa usanii wa hali ya juu ili kuibua hisi za hadhira ambayo ni sehemu muhimu sana ya utendaji wa tendi. Kipengele cha wahusika ni muhimu katika kutunga kazi yoyote ya kifasihi. Kinashirikishwa na vipengele vingine vya kifani ili kuwezesha mtunzi kutoa maudhui au ujumbe wake. Watunzi wa kazi ya kifasihi huwasawiri wahusika kisanaa ili waweze kuwakilisha watu tofautitofauti katika maisha halisi ya jamii wanayotungia. Watunzi pia hutumia mbinu mbalimbali kusawiri upekee wa sifa na hulka zinazowapambanua wahusika ili kuweza kukidhi mahitaji ya kuwa vipasa sauti vya ujumbe wanaowasilisha. Makala hii inalenga kufafanua upekee wa sifa na tabia za wahusika waliotumiwa katika Utenzi wa Shufaka. Pia tunakusudia kubainisha kuwa, ushairi hasa tenzi huwa na wahusika waliojengwa kikamilifu kwa kutumia mbinu mbalimbali za kimtindo na za lugha. Huu ni utafiti wa maktabani. Makala hii imegawika katika sehemu tatu; sehemu ya kwanza ni utangulizi; unaotoa muhtasari kuhusu Utenzi wa Shufaka, sehemu ya pili inaangazia dhana ya wahusika katika fasihi na sehemu ya tatu wahusika

ABSTRACT
This study aims to analyze and identify trends in the passing rates of graduates from a College of Teacher Education (CTE) over a four-year period, compare the passing rates between different programs within the CTE, and investigate the differences between the CTE graduates' passing rates and the national average passing rate for the Licensure Examination for Professional Teachers (LEPT). Employing a quantitative, longitudinal, and descriptive approach, the study interprets changes in performance from 2021 to 2024. Data were collected from official CTE records, ensuring compliance with ethical standards and data privacy regulations. The participants included all graduates who took the licensure examinations within the specified years, with data cleaned to handle missing information and remove outliers. Descriptive statistics, trend analysis, and comparative analysis against national averages were performed. The findings reveal an overall decline in passing rates from September 2021 to March 2024, with significant fluctuations. BEED graduates consistently outperformed the national average, suggesting potential differences in program content or student preparedness compared to BSEd programs. Conversely, BSEd graduates exhibited more variable performance. The study underscores the need for targeted interventions and further investigation to understand the underlying causes of these trends, ultimately aiming to enhance the quality and consistency of teacher education programs.

ABSTRACT
Under the background of educational reform, large-unit teaching strategy is of great significance to improve the quality of middle school mathematics teaching and promote students' deep learning. Based on the integration of pedagogy theory and practice, this paper deeply analyzes the challenges and opportunities faced by middle school mathematics teachers in Anyang when implementing large-unit teaching strategies, and puts forward targeted professional development strategies for teachers at different stages, such as rookie, backbone and senior. At the same time, this paper also discusses how to combine teachers' internal motivation and external support to build an effective strategy system. These research results not only provide concrete guidance for middle school mathematics teachers to implement large-unit teaching strategies, but also provide in-depth insights and references for educators to promote the sustainable development and innovation of middle school mathematics education.

ABSTRACT
Pedagogical training is the process of forming and training core pedagogical competencies for students, contributing to the formation of qualities and abilities for future teachers. Consistently enhancing the pedagogical skills of preschool education students can foster their professional capacity and equip them for successful careers. This approach also provides lecturers with more teaching experience and opportunities for professional growth. The connection and cooperation between the school and other units can lead to significant improvements in the quality of our educational programs.