The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.

<p>This research investigates and reveals the condition of outdoor education (ODE) in general in two specific countries, Cyprus and Sweden. Some more specific questions that this research tries to answer are:</p><p>· What are some differences in ODE development between Sweden and Cyprus?</p><p>· What are the opinions of teachers in Cyprus and Sweden with respect to ODE?</p><p>· What are the conditions in Swedish and Cypriot schools that affect the development and implementation of ODE in schools? </p><p>· What are some future plans for ODE in Cyprus based on these results?</p><p>For the conduction of this research questionnaires were delivered and filled out from teachers of primary school for each country. The questionnaire was consisted from sixteen questions and includes two types of questions, ordinary scale questions and a combination if ordinary scale question with open type questions.</p><p>The outcomes of the research generally show a positive attitude from behalf of the teachers towards ODE and a bigger acquaintance of Swedish teachers with the subject in compared to Cypriot teachers.</p><p>However teachers seem to have also some reservations towards some issues concerning ODE. The research also reveals the gap in the field of training opportunities-especially in Cyprus, and also the teacher’s belief in the importance of training. The important role of factors like tradition, culture and different educational systems in the two countries concerning ODE is also stress out. Taking in mind the outcomes some comments and suggestions for future plants are discussed. </p>

This research investigates and reveals the condition of outdoor education (ODE) in general in two specific countries, Cyprus and Sweden. Some more specific questions that this research tries to answer are: · What are some differences in ODE development between Sweden and Cyprus? · What are the opinions of teachers in Cyprus and Sweden with respect to ODE? · What are the conditions in Swedish and Cypriot schools that affect the development and implementation of ODE in schools? · What are some future plans for ODE in Cyprus based on these results? For the conduction of this research questionnaires were delivered and filled out from teachers of primary school for each country. The questionnaire was consisted from sixteen questions and includes two types of questions, ordinary scale questions and a combination if ordinary scale question with open type questions. The outcomes of the research generally show a positive attitude from behalf of the teachers towards ODE and a bigger acquaintance of Swedish teachers with the subject in compared to Cypriot teachers. However teachers seem to have also some reservations towards some issues concerning ODE. The research also reveals the gap in the field of training opportunities-especially in Cyprus, and also the teacher’s belief in the importance of training. The important role of factors like tradition, culture and different educational systems in the two countries concerning ODE is also stress out. Taking in mind the outcomes some comments and suggestions for future plants are discussed.

The work writer: Gailė Mitkienė The work project: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establishments The place of work : Lithuanian University of Agriculture, Department of vocational pedagogy and psychology, Academy, Akademija, 2005 - 2006 The work composition are: 2 table, 23 pictures, 4 appendendixes Size of work: 78 pages Sources of literature: 40 Object of research: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establishments Method of research: 1. Scientific literature review; 2. questionnaire survey; 3. processing of statistics by paperless of „SPSS“. Results of research: 1. Teachers working from first to third and fifth and more year at the school opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establishments 2. The results show that largest part (88 %) of beginners teachers affirmed that in the adaptation the first year job at the school was easy and semi-skilled. 3. Just a third part (38 %) of beginner teachers and quarter part of (20 %) teachers with experience affirmed that the fully stretched professional competence during study time. That result it is thawing make assumption that quality of teachers preparation is not good in Lithuanian higher education establishments. 4. The biggest part (92 %) of beginner teachers... [to full text]