Teacher professional development is critical because teachers play a pivotal role in students' positive learning experience in schools. In particular, teachers' systematic class goal-setting practice is important for their performance outcomes such as effective classroom management and student learning. This study investigates the effects of teachers' engagement in class goal-setting activities using strategies derived from Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework as a systematic guideline by exploring the relationship among the four variables: teachers' class goal-setting, their partnership with stakeholders, teacher effectiveness, and student satisfaction. By using Process analysis techniques to estimate the dual mediation model on data from 55 elementary school teachers and their 1790 students, the findings indicate the positive relationship between teachers' systematic efforts for their class goal setting and student satisfaction was fully and sequentially mediated by teachers' partnership activities with the stakeholders and perceived teacher effectiveness. The findings propose the importance of teachers' systematic goal-setting strategies in their classes, which can be developed for professional development opportunities leading to successful performance outcomes. The study also highlights the various indirect effects produced by teachers' engagement in class goal setting. The practical implications of the research as well as theoretical contributions for teachers are discussed.

There is no doubt that formal schooling has and still plays the role of almost a solitary agent of education in society. However, as time goes on, the question of formal schooling's adequacy in achieving 'true' education in modernity is increasingly being raised. Arguably, formal schooling looks to entertain conformity, social classification, psychological threats, and limits the skills development of learners. Therefore, there must be an alternative education model which creates more channels for learning so that society is no longer confined to the systems of formal schooling. In search of alternatives, deschooling society is becoming viable in today's education. This study aims to examine the understanding of Illich's deschooling society by scholars in the 21st century. The authors analyzed 23 articles related to Illich’s ideas published from 2000 to December 2020. Qualitative content analysis was used to analyze the texts and provide interpretations from the reviewed articles. The findings reveal that current scholars view deschooling society as a critical pedagogy that offers alternative learning opportunities to the learners. They argue that more education could be provided through newborn innovations such as flexible-learning in the open community, home-sch ol, work-based learning, the free choice of courses, open educational resources (OER), and massive open online courses (MOOC). On top of that, the openness of science in digital platforms or its pervasiveness in which it is organized in the modern community would most likely widen learning opportunities for the learners. These innovations are useful in transforming from the current formal education which has no bearing on the quality of education provided to the learners. This study calls for more academic researches and discussion on finding suitable ways for adopting Illich's ideas in modern society.

This paper presented a case of the ICT Innovation Centres in Primary Schools in Kenya for the effective operation and management of ICT integrated education based on the results of the centre users’satisfaction and improved competency in ICT in education. Global society pursed results-based management to materialize the principles of effective development cooperation. In line with the principle, the project team for establishing the Centres has supported the local operators to operate and manage the centres with the manual and surveyed to capture the results of the operation and management focusing on the users' satisfaction and competency. As result, these two centres encouraged the users to be exposed to use facilities and equipment for understanding ICT and applying it in their teaching and learning activities physically. In particular, these centres helped them to participate in community activities which were recognized as the foundation of sustainable operation and management of the centres. The teaching and learning environment significantly affected the users' satisfaction and improved competency. But, still, additional content would be required for enhancing the performance of the users. For the long-term results, this study proposed that the impact of using the centres should be monitored continuously to carry out tangible results of teaching and learning performance because the centres were operated less than a year and still required to stock relevant data.