Public Basic Schools in Southern Sudan and the Sultanate of Oman (Comparative Study)
Notice bibliographique
Résumé
Purpose: This study aims to compare the status of public basic schools in South Sudan and that of the Sultanate of Oman (one of the Gulf countries). Methodology: A search of the relevant literature was incorporated into the work technique. The research was carried out with consideration given to previous theoretical literature, both that which had been published and that which had not. This study focuses on conducting a literature review examining prior research on why South Sudan is left behind. At the same time, other backward countries succeed in narrowing the gap between them and the second-world countries. Findings: The findings revealed three categories of primary schools in South Sudan. Category 1 is primary schools for children whose fathers have looted, corrupted, or stolen public treasure through illegal activities and smuggled government money to Uganda, Kenya, Australia, Europe, the U.S.A or Canada after Comprehensive Peace Agreement (C.P.A) in 2005. These children received a good education in the diaspora. They do not come home until they finish their studies and receive good jobs as stakeholders in government ministries or organizations, and they are primarily paid in hard currency. This category is excluded from our study. Category 2 is primary schools for children who left the country with their parents before or after independence and live in refugee camps in Uganda, Kenya or Egypt. They also receive a good education and enjoy free food in their centres. This category is also excluded from our research. Category 3 is primary schools for children whose parents are displaced inside the country or citizens with nowhere to go. Their children receive poor education in government primary schools and free food from organizations or World Food Program (W.F.P). However, these organizations turned South Sudan to be free nutritional zone. This primary school category is included in our study and is our concern. But in the Sultanate of Oman, the government has an evident vision and willingness to reform and develop the educational sector in the country, and a good potion is given to the development of education in the annual national budget. Unique Contribution to Theory, Policy, and Practice: By conducting the comparative study, it seeks to improve educational circumstances and address flaws in the system. The research will provide insights to the government, donors, and international organizations, prompting support and funding to develop an organized and planned educational system in South Sudan. Ultimately, this study aims to bridge the academic gap and pave the way for positive changes in the country's schooling system.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,005 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».