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This research study which focused on Evaluation of Learning Outcomes for both Public and Private Primary School pupils in Ebonyi State Nigeria adopted a descriptive survey design. The sample size for the study was 3041 pupils and was restricted to primary four 4 pupils made up of 1503 males and 1538 females. Three research questions and two null hypotheses guided the study. Instrument for data collection was 110 test items developed by the researchers in the areas of Numeracy Literacy and Life-skills .The instrument was given to the Experts for face and construct validity and was finally subjected to a reliability test using Kudar-Richardson formula 20K-R 20 which yielded a reliability co-efficient of 0.78. The test instruments were administered to the pupils with the help of research Assistants. Mean Standard deviation and Percentage were used to answer the research questions while t-test and Chi-square x2 Statisticts were used to test the null hypotheses at 0.05 level of significance. The results of the of the findings revealed that both male and female primary 4 pupils are very poor and have very low competencies in Numeracy literacy and Life skills. It is therefore recommended that the Federal Government of Nigeria should mount training and retraining programmes for the teachers on the method teaching the pupils Mathematics English language and Life skills in addition to supply of adequate textbooks. Also Supervision Team to monitor classroom teaching and learning should be set up among recommendations

The necessity of finding places for a growing number of immigrant pupils has caused many problems in the Sch's in Ur areas in England. 'The general problems of educating pupils from disadvantaged backgrounds are present & are further complicated by the linguistic handicaps of children from nonEnglish-speaking homes. An analysis is presented of a special investigation into the educ 'al attainments of immigrant pupils done under the auspices of the Inner London Educ'al Authority (ILEA). An immigrant pupil is here defined as one who was born outside the British Isles, who came to the UK with or to join parents or guardians whose country of origin was also outside the UK, or a pupil born in the UK to parents whose country of origin was abroad & who have not been in the UK more than 10 yrs. The sample used consisted of 1,068 pupils who were transferring from primary to secondary Sch; the sample was chosen from Sch's in which the % of immigrant students was more than 33.3. Because of this selection, the sample is not completely representative of all immigrant pupils. Evaluation of the pupils was done by a variety of standardized tests & by the comments of the teachers. There were clear, consistent & signif diff's between the performance of pupils as a whole & immigrant pupils. The performance of the immigrant pupils was related to knowledge of English, country of origin & length of educ in the UK. There was a consistent improvement in the performance of the immigrant pupils with the length of English educ. There was no diff found between the performance of non-immigrant pupils in the Sch's studied & all ILEA pupils. It is not possible to conclude that immigrant pupils would match the performance of non-immigrant pupils even with complete English primary educ, but the fit between the 2 distributions becomes closer with the increasing length of English educ on the part of the immigrants. Even with complete English educ, there still remains a gap between the immigrant & nonimmigrant students. The problems facing the Sch's with large numbers of recent arrivals are very great. 8 Tables. J. Hasher.

Background:The Gwent Attachment Service trained four pupil referral units (PRUs) staff in attachment- and trauma-informed work. Education staff received 2 days of training and then attended six skills development sessions (SDSs) on a monthly basis to embed the training concepts into their work. This model takes a "whole systems approach" to intervention, drawing on evidence suggesting that having a supportive and consistent system around a child that takes into account their attachment needs leads to better outcomes.Methods:Self-reported knowledge of attachment- and trauma-informed work, confidence in carrying out this work, and worries about implementing this work were collected from 64 education staff members across the four PRUs. Measures were repeated at three time points: pre-training, post-training, and post-SDS.Results:Knowledge and confidence increased from pre- to post-training. Knowledge did not significantly differ between post-training and post-SDS. Confidence was lower at post-SDS than post-training but remained above pre-training ratings. Worries decreased from pre- to post-training and decreased again post-SDS.Conclusion:Training and SDSs can improve teaching staffs' perception of their knowledge and confidence, while reducing worries about working in an attachment- and trauma-informed way. SDSs decreased worries about working in an attachment- and trauma-informed way over and above training alone, indicating that the SDSs contribute added value. This study presents a promising starting point for improving the lives of children and young people who have experienced trauma and have attachment difficulties.

Pupils Attitude Toward Technology (PATT) research began in Botswana in 1993. The research was designed to study pupils attitudes toward technology through the use of an instrument that has shown to be effective in measuring affective/behavior and cognitive attitude dimensions. The instrument used was an (English) adaptation of one created at the University of Technology Eindhoven, The Netherlands, by Drs. Jan Raat and Marc de Vries in 1984. Since that time, versions of the Dutch instrument have been used to assess the pupils' attitude toward technology in over 20 countries worldwide. One of the aims of this ex post facto study was to produce a descriptive profile of the student population based on a sample of 800 Form 5 pupils. The model employed a comparative framework controlling for differences in demographic characteristics that included GENDER, LEVEL OF TECHNOLOGICAL STUDY, and URBAN/RURAL BACKGROUND. The identification of these variables was seen as important in terms of their social significance within a changing traditional culture. Interest in comparing the findings from male and female students living in diverse rural traditional and modern urban environments, was the rationale for the investigation. Another aim was to compare responses from pupils with a technological background in school to pupils with no prior technology course work. Another aspect of the research was to encourage opportunities to share the findings in cross-cultural comparisons with research in other African countries. The Botswana instrument was modified from a study conducted in the USA (Bame, de Vries, and Dugger) and re-designed for Form 5 pupils (ages 16-21). The modified instrument was field tested during October-November, 1993, with 800 pupils in eight schools (four rural, four urban) across the nation. The instrument contains four basic parts. The first part asks pupils for a short description of what the student thinks technology is. The second part consists of 14 questions to gather demographic data about the respondents, and a survey of the technical subjects a pupil may have studied. In the third part, 58 statements were included to assess the respondent's attitude toward technology. In the fourth part, 31 items assess the pupils' concept of technology. The findings revealed that gender was a factor that affected students' attitude toward technology, as was the level of technology pupils studied in school. To a lesser extent, but still an important factor, the urban/rural backgrounds of pupils was found to combine with other variables, and thus contribute toward pupils attitudes and concepts of technology. The findings also showed that in general, a positive correlation was determined to exist between pupils' concept of technology and their attitudes toward it. However this relationship, while observed significant, was in magnitude, not notably strong. The contributions of PATT Research in Botswana offer both educators and program planners an instrument to assess the needs of particular pupil populations. Government and local planners need a means of monitoring formal educational efforts. As a curriculum development tool, the design offers a responsive solution to the needs of assessment and evaluation. ; Ph. D.