Primary School Homework – Is There Any Point?

The issue of Primary school homework is one of the most contentious in education. A quick scan of the newspapers and social networking sites reveals an ongoing debate that never seems to reach any kind of resolution, not least because the four parties involved (policy-makers, schools, parents and the children themselves) rarely see eye-to-eye on the matter.

For policy-makers – usually several steps removed from the classroom – homework is often perceived as a panacea for ailing achievement levels. If children can do more outside school to reinforce what they have learnt in the classroom, progress will be faster and standards will rise sooner.

The reality is not so simple. For while some parents positively welcome homework, seeing it as a sign of a school’s serious intentions, there are many more who regard it as little more than an unwelcome intrusion into family life, for a variety of reasons.

Some simply harbour a straightforward belief that children work hard enough at school and need time to recharge their batteries in the evenings. Any teacher struggling to motivate a weary class on a Friday afternoon will likely support this view to some extent. Given, too, that more active and creative subjects are increasingly being squeezed out of curriculum time, there is much to be said for the argument that children should be using time outside school to explore other, non-academic or active pursuits. After all, achievement in Maths and English is a relatively slim part of being a healthy, well-rounded individual.

Other parents may see some value in homework in principle but disagree with how it is actually administered. Typical bones of contention are the fact that homework may not be marked or followed up properly in class, that there doesn’t appear to be any point to the activities set, or that the tasks are too difficult.

The Issue with Homework

Sometimes these issues arise because policy obliges a teacher to set homework, yet it is then treated as optional by some members of the class. Sometimes, however, a child may appear to have grasped a concept in class but then struggles to approach a reinforcement activity independently outside the classroom. The child may, understandably, be upset and these feelings may be exacerbated if the parent tries to explain but uses a different method from the one the child has been taught, or if the parent helps too much and it becomes more their work rather than the child’s. In both cases, the value of the homework task is immediately diminished.

Alternatively, the parent may try to stave off arguments and further frustration simply by informing the child that the homework is too difficult so they don’t have to do it. In that scenario, the child is caught between the dominant characters in their two separate worlds, often without the skills to negotiate the situation diplomatically. In such circumstances, parents often voice negative opinions about homework in general, which can’t help but foster a negative mindset in the child too. While parents are entitled to be concerned if homework is the frequent cause of arguments or frustration at home – many teachers value such feedback as it is another reference point to help them gauge how well a child’s ability to work independently is developing – parents are not necessarily equipped with the pedagogical skills to judge the inherent educational worth of a particular homework task.

Then, of course, there are children and parents who find themselves in complex personal and domestic circumstances where homework simply cannot register as a priority. For some children, it may not be practicable to complete homework over the weekend: that might be precious time they spend with a parent they only see at weekends.

Theory Versus Reality

Teachers and pupils alike are caught between the attractive theory of homework and the somewhat messier reality. Too often a homework task may appear beneficial in theory. Simple reinforcement of a mathematical concept covered extensively in class should, for example, be a worthwhile exercise. However, when you factor in fatigue, the chance that the child has forgotten what precisely they have to do, other calls on the child’s time and distractions, and parental input or lack of it, at best you have a pretty blurred picture of how well the children in the class have assimilated that particular concept. In other words, a homework task may be completely valid in theory, but in practice other factors come into play that may detract from the educational value of the task, sometimes to the extent where it is rendered pointless.

When primary-aged children are still developing the ability to work independently and often work in pairs or groups within the classroom, setting homework tasks that almost by definition must be tackled independently seems somewhat out of step. Thus homework soon begins to look like a box-ticking exercise, designed to appease those who want it but with little intrinsic value.

Yet is that true of all tasks teachers expect their students to complete outside the classroom? Learning spellings, multiplication tables and readings are tasks that seem to appeal more readily to parents and can have a direct impact in the classroom, so are perhaps less controversial as homework assignments. Progress is easier to gauge and methods are less open for discussion or confusion, particularly if the school sets its policies and approaches out clearly.


In the case of anything beyond these conventional homework activities, the jury appears to be hung. One of the reasons some parents appreciate homework is that it gives them a snapshot of what goes on in the classroom. They gain an insight into curriculum and the methods used – if only through the distorted lens that is their child’s ability to communicate their understanding of what they have been taught. But there are plenty of other, more direct, ways to provide this information for parents, including information evenings, publishing an outline of the curriculum and home-school communication logs. It’s not necessary to trap children in the middle.

The Need To Shift From The Natural Voice To An Instructor’s Voice

Naturally, every instructor has his/her God-given voice. This voice is what instructors use in conversing with people in their everyday life activities. They are known and identified by such voices. This natural voice must not be confused with speaking with the naturalness which has been endorsed by many public speakers as one of the efficient speaking habits. This naturalness is contrasted with a public speaker being nervous, shaky or straining the voice as a result of shyness or unpreparedness of his/her lesson delivery. Thus, it is essential to be natural in this context as an instructor. However, the natural voice is the tone, manner and voice expression that an instructor uses in his/her everyday conversations. It is usually characterized by low-toned speech, not meant for a large group. Some instructors naturally speak in a relatively fast manner. Others unnecessarily use jargons or mannerisms while speaking. Still, some instructors naturally stammer while speaking. Also, some instructors do not have the ability to persuade a set of individuals to adopt a particular behavioral pattern naturally with their voice. Therefore, an effective instructor must earnestly strive to shift from his/her natural voice to an instructor’s voice.

An instructor’s voice, unlike the natural voice, helps students to relax and listen to an instructor with pleasure. Students find it difficult listening to an instructor whose natural voice is relatively slow or fast. Students lose the importance and urgency associated with a particular lesson delivery if an instructor speaks with a tortoise voice. Some students tend to converse amongst themselves while a slow-voiced instructor is teaching. Others even end up dosing unintentionally due to the extremely low-paced voice of an instructor. Therefore, naturally slow speaking instructors must uplift their voices. They must learn to speak with warmth, shifting from their natural slowness to speaking in an enthusiastic manner. Such animated delivery gives students prove of the instructor’s strong passion for the value of the content being delivered. It propels them to sit up even if they are sleeping literally.

On the other hand, an instructor who is naturally a fast speaker, speaking very fast as if with the speed of eight airplanes must learn to adjust and reduce the speed of the voice. Slang speech which is an aspect of fast speech results in students losing a greater part of the content delivered. Some even would have to engage in the difficult task of asking for a peer briefing of the lecture they were casual attendees! Thus, an instructor’s voice is not too slow neither is it spoken too fast. It is gauged in a moderate tone to meet the listening speed of students, exactly how they would want to hear.

Also, the natural voices of some instructors are pregnant with a pool of jargons and mannerisms. This discolors their lesson delivery and lessens its targeted impact of assisting learners in attaining the expected learning outcomes. The minds of most learners thwart to the repetitive mannerisms of the instructor such as ‘You know what’, ‘As I was saying’ and many others. An instructor must constantly check his/her mannerism by recording his/her lesson deliveries and playing back to listen to himself/herself. S/he must work hard at varying and adding decorum to his/her speech rather than resorting to the constant jargons or mannerisms. This would make students listen to the instructor with pleasure and not distaste.

Moreover, natural stammers in speaking must train their voices to mitigate the spontaneity of stammering. This all important discipline in the voice would aid in regulating the break in a speech that results in stuttering. An instructor’s voice must sustain the attention of students in a positive way. A stuttering instructor must make every effort not to draw undue attention to the disdain in his/her voice. Rather, his/her disciplined voice must direct students’ attention to the essence of the content being delivered.

To speak very well with high voice quality and decorum, it is advised that an instructor always trains his/her voice, shifting it from their natural state to an instructor’s voice. Instructors must develop proper breath control and this can be carried out through constant breathing in and out exercises. Also, in delivering lessons, instructors must stand erect with their shoulders back, while breathing to fill the lower part of the lungs, and gradually exhaling while speaking. It is equally important to relax tense muscles and mental tension. If instructors adequately prepare for their lessons, as well as cultivate the right disposition about their students, it would very much help them to articulate much better with the appealing ‘instructor’s voice’.

Instructors must always remember that their voice for instructional delivery counts very much and contributes to the success of teaching and learning. Therefore, natural voices and their negative tendencies must be transformed into an instructor’s voice. This would turn students who are sleeping agents to active vigilantes, complainant learners to appreciative learners, and tedium students to excited students!

How Seo Blogging Tips Helpful For Your Business?

Have you created SEO blogs for your business site? If yes. Then, are you getting results for your business? If you are not getting any results. Then, here you need to follow few tips to create quality SEO Blogs. And make it remarkable variation for your online business.

Everything you can do is start with quality content. Most of the marketers fail to create quality content on their site. It is true that your every post content will not engage your reader’s every time.

It doesn’t mean that you can create any useless content. Always you need to provide some useful guides and useful information on the topic that your readers would love to read.

Always try to write quality content on unexpected topics. So your readers can get more curiosity to read your content.But, until and unless your blog is not containing high quality content.It will be very difficult for you to draw attention of visitors towards your content.

The most essential part of SEO blog is you need to optimize your blog with set of keywords.Remember, if you have selected wrong keywords for your blog.Then, you will not attract relevant and loyal customers to your site.

So, don’t waste your time by choosing wrong keywords. Rather, invest that time for searching high profile keywords and include them into your blog posts of your blog.So, you can stay ahead from the competition.

Naturally, content flow is like telling a story. However, search engines will not crawl your photos, footer, navigation and links. What they crawl is your simple text content. The entire idea that you optimize the content by getting free of all redundant elements.

Hence, you need to do blogging; it’s just not for the sake of decorating it with links and scripts.

Google always prefer inbound links. Hence, pay more attention to get high quality incoming links to your site. Incoming links are hard to get.

If you want to run your own authoritative blog.Hence, it’s better to use a most trusted hosting associate such as godaddy.It hardly takes 10 minutes to set up your blog. Unless you have unique domain set up for blog.

You can use other free blog system services like blogger. Whereas Google is a free Google platform. And you get many other options where you can start blogging.

You can add blog post every week once. Regularity is essential to search engines and users will come up to look forward to regular updates.

So, whenever you add content ensure that you have included the category and tags. The tags and directory structure will help search engines to identify the page about or material in a page.

So, try to provide your reader something new or you can post something unexpected topics.

You can easily manage RSS feeds.RSS is more easily tracked and managed XML based file structure, which allows friendly web systems to read the data.

Hence,add RSS feed button on your site so you can update your readers or subscribers regularly with new content. You can also activate alert system whenever you publish new post.

The Essence of Information Dissemination in Audit Service in Sierra Leone

Information at the heart of everything we do as humans. We generate it, we consume it, we share it and we sell it. The careful managing of information is therefore the key to success in business. An introduction to information dissemination in a business provides a solid overview of the role of information dissemination. It gives guidelines on collecting the right information to the right people to support the firms. ‘ strategic objectives and “oil” the everyday operations of the business.


Dilman 1978, defined dissemination of information is the active and targeted distribution of information or intervention via determined channels using planned strategies to a specific public or audience.

Dissemination is a formal planned process with the intent of spreading knowledge and enhance the integration of the evidence, information, intervention or combinations of these into routine practice. Information dissemination has been characterized as a necessary and sufficient antecedent of adoption and implementation of organisational policies (Dilman, 1978).

Importance of Information Dissemination in Service Delivery

Before assessing the various approaches used to disseminate information, it is worth revisiting the reasons for disseminating information. There are usually good reasons why organisations decide to disseminate information. These reasons are not necessarily independent of one another but can nonetheless be categorized to emphasis the motivation of an organization when initiating dissemination. The reasons are usually to increase the value of one or more of the following attributes of the enterprise shareholders. The following among others are the reasons for information dissemination in organisations:

To Create Awareness: Information is often disseminated in order to educate, explain or promote a concept, process or principle. For example, technical specifications explaining system capabilities, instruction about alternatives to avoid congested transport routes and guidelines for the completion of work in order to ensure consistent appearance of project deliverables are all ways in which information is disseminated to generally encourage recipients to comply with a procedure in the belief of organizational or enterprise improvements.

To Enhance the Response of Customers: Sometimes information is disseminated solely in the hope it will cause some feedback that might require further information to be generated or be used to validate something. Examples include advertising, questionnaires, market surveys frequently asked question list and testimonials.

To allow Collaboration: Information is often disseminated in order for a group of individuals to share knowledge and routes of communication. Examples include workflow systems to support the flow of information between system entities in order to achieve a common purpose, mailing lists where like minded individuals can listen to and discuss common issues, libraries where people can access information, and control system where probes might detect and transmit warnings about certain event(Fink, 1983).

Background of Audit Service Sierra Leone (ASSL)

Audit Services Sierra Leone is the supreme audit institution of Sierra Leone section 119 of the 1991 constitution of Sierra Leone provides for the establishment of the offices and functions of the Auditor General. It started with establishment of the Audit Act of 1962. It was later called the Auditor General’s Department then the office was moved from the Audit General’s Department to Audit service Sierra Leone due to the Audit service Act 1998 which was implemented in 2004. The Act also created an Audit Service Board (ASB) an Advisory Board which has the power to appoint persons, other than the Auditor General to hold or act in offices as member of the Audit service and to exercise disciplinary control over such persons.

The Audit Service Sierra Leone is headed by the Auditor General who is assisted by four deputies. Its headquarters is at Lotto Building in Freetown with other offices in Freetown, Bo, Makeni and Kenema. Also, the Auditor Generals Mandate is specified in section 119 sub sections “2” of the 1991 constitution. It provides for the Auditor General to audit all government ministries, department, agencies, educational institutions and any other statutory body set up partly or wholly out of public funds. This mandate now includes the 39 aligned ministries and departments’ 19 council’s one hundred and forty-nine chiefdom authorities, 64 statutory bodies and donor funded projects.

Methods of Information Dissemination at the Audit Service Sierra Leone

This organisation uses both manual and electronic for Information dissemination:

Manual means of Information Delivery Dissemination.

The manual means of information dissemination in the Audit Service Sierra Leone are as follow:
• Printed copy of the Auditor General report and other document.
• Disseminate of copy of the Auditor General report and other report to various people.
• Disseminating of the Audit Services newsletter internally and externally to various takes holder.
• Organising meetings with civil society group.
• Awareness raising programs in various schools, groups and universities.

Electronic means of Information Delivery Dissemination.

The electronic means of information dissemination in the Audit Service Sierra Leone are as follow:
• Publishing the Auditor General (AG) report on the Audit Services web-site.
• Airing of the Audit Service juggle of various radio service.
• Disseminating of information through social media eg. Facebook, Whatsapp and Tango etc.
• Organising radio discussions or programs on various radio stations. During the radio programmes, listeners were given the opportunity to respond to issues discussed by making phone calls and sending text messages to numbers that were announced to them. The panelists responded adequately to the questions and comments during the radio programmes.
• Radio jingle-As part of the awareness raising programmes, the communication division produced a radio jingle in English and it was later translate in four local languages (Mende, Temne, Krio and Limba). The jingles are aired on various radio stations in the country.

Users of Information at the Audit Service Sierra Leone

A user of information is a person or an organization using the information created by another institution or organisation. In using the information the users are most often identifiable in advance. They use information on a daily basis because of certain work, assignment or work tasks. The following are the Information service of Audit Service Sierra Leone:

Administrative Personnel

Employees of an organization and staff of the HRM department to be specific can access records about their operational and organisation maintenance to make correct decision and solve administrative problems. Directors within the HRM will also obtain information from the record department for taking decisions pertaining promotion, recruitment, transfer and payment of retirement benefits.

Researcher / External user

Audit services are research oriented as a matter of fact, researchers use their information to gain knowledge of the department or the civil service researching on the activities and initiatives of the government. The outcome of these research activities is normally for academic purposes which will help the researcher to gain an in depth knowledge about the ways staff or civil servants, are recruited, promoted, and terminated.


The other important users of the information generated at the Audit service office are journalist who may want to investigate claims pertaining poor recruitment and appointment of personnel in the various departments.

Types of Information Acquired at the Audit Service Sierra Leone

Operation Audit Information

A Future- oriented, systematic and independent evaluation of organization activities. Financial data may be used, but the primary sources of evidence are the operational policies and achievements related to organizational objectives. Internal controls and efficiencies may be evaluated during this types of information review.

Financial Information Audit

A historically oriented, independent evaluation performed for the purpose of attesting to the fairness, accuracy, and reliability of financial data. External auditors need this type of information.

Department Information Review
A current period analysis of administration functions to evaluate the adequacy of controls, safeguarding of assets, efficient use of resources, compliance with related laws, regulations and universal policy and integrity of financial information.

Investigative Information Audit

This types of information takes place as a result of a report of unusual or suspicious activity on the part of an individual or a department. It is usually focused on specific aspects of the work of a department or individual. All members of the community are invited to report suspicions of improper activity to the Director of Internal Auditing Services on a confidential basis.

Follow up Information Audit

These are information conducted approximately six months after an internal or external audit report has been issued. They are designed to evaluate corrective action that has been taken on the audit issues reported in the original report when these follow up audits information are done an external auditors reports, the results of the follow up may be reported to those external auditors.

Integrated Information Audit

This is a combination of an operational audit, department review, and its audit application controls review. This type of review allows for a functional operation within the institution (Silver, 2010).

Challenges faced in Information Dissemination at the Audit Service Sierra Leone

Some problems that Audit service encounters with audit information are highlighted as follows:

Finance Problem

One problem that is affecting the institution’s information delivery is finance, and for any organization to survive or sustain thorough development these should be some amount of finance. The organisation faces financial serious challenges in their information service delivery.

Poor Planning of Information Service

The information service is not well effective in the audit service because the people responsible for that are not professionally trained. Only few of them have the capability to do the work in the audit department because of the fact that the information is not received at the right time in line with the needs of the users. The committee does not meet regularly to discuss issues on that.

Lack of Adequate Staff

The challenge of inadequate and untrained staffing situation poses a serious problem for the smooth running of the organisation. The issue of inappropriate staffing can hamper the smooth handling and delivery of information.

In conclusion, information delivery of audit information plays a vital crucial role in the effective management of staff, in any organization. Information is at the heart of any organization or institution that performs the activities related to learning, teaching, research and generation of new knowledge. The goal of information delivery at audit service is to attract and retain a workforce that will enable the institution or organization to achieve its purpose and objectives. However, this work has considered some of the more common pitfalls that hamper effective in Information dissemination which auditors should avoid during the source of their work.

Understanding the Boundary Between Education and Literacy

The Title is self-explanatory. Let’s clear our concepts first;

What is Literacy?

Literacy is the ability to read, write and express ourselves. The key to literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text.

What is Education?

I define Education as the capability to use the ability to express ourselves. This is one line definition of education. Education is the application of literacy, not just the literacy.

A person can’t say that “I am educated because I know how to read, write and express myself.”

Coming to my point, Are we really getting educated or just literate? People pursuing great degrees are still left unemployed. Students with great minds and talents are unemployed and maximum number of unemployment can be seen in engineering. Why is this? The answer to all these questions is THEY ARE JUST LITERATE, NOT EDUCATED.

They lack skills because they just know to express themselves but they don’t know how to express, why to express and what to express. Education involves whole methodology of applying skills, to foster development and exploring new ideas.

Now, coming to India’s education system, I believe that India is focussing on its academics but not in proper manner. Children here are characterized on the basis of their grades, marks and how much they know, not on their talent, skills and how much they discover the undiscovered. The children who have knowledge are intelligent but the children who discover and explore knowledge are called to be wise and genius.

Taking an example, Albert Einstein found no profit and interest in knowing history and learning those dates, left one of the best schools by giving fake medical certificate of nervous breakdown and started discovering the undiscovered, exploring the unexplored and fostering the science and technology not for anyone else but for himself, for getting inner satisfaction and peace. He is one of the best scientists who brought a new look to the era of science.

The people in India who are extremely talented and skillful, leave the country for getting better jobs and opportunities in foreign cities. Why this happens? What is the reason? What makes people and talents of India to leave such a wonderful country? Is this because of outer fantasies, glories or fame? No, the answer is, India lacks in its education system which makes Indian talents to settle outside.

India is a democratic developing country. India is developing constantly in its academics but in wrong way. We are just getting LITERATE, not EDUCATED.