Suchergebnisse

Chartered engineers who are new teachers of technical subjects at various educational institutions receive technical teacher education in the accredited bachelor programme at the Czech Technical University in Prague. This paper presents the results of a recent survey in which engineers expressed their opinions on technical teacher education.

Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the teaching of spiritual values. The output of religious education has recently shifted from the primary goal of education because of a disoriented religious education system. Intolerance, corruption, human rights violations, and all forms of moral decay that the Indonesian people are currently facing are manifestations of Indonesia's lack of religious education. This study uses library research with a comparative study design to analyze and solve problems of religious education from both an Islamic and Christian perspective. This study finally resulted in developing religious education in the global era of Indonesia; cooperation between the government and religious education is needed, it is necessary to integrate spiritual values, and the positive values of globalization, interfaith and interfaith dialogue must be included as part of religious education. Religious education institutions must be separated from commercialization, and the development of cooperation between Christian and Islamic educational institutions must be implemented immediately.

Missionaries were major providers of education to Indigenous peoples in the colonial world. They hoped both to convert their pupils to Christianity as well as to ensure that their converts had a Christian environment in which aspects of Western education were taught within the class room. The relationship between missionaries, Governments and Indigenous peoples was, however, often strained as has been demonstrated in Part I of this two‐part article, which examined various responses in different geopolitical and social settings to missionary education. Part II examines some of the scholarly debates and research directions surrounding how missionaries, as some of the first as well as the longest serving providers of education to Indigenous peoples, transmitted and instilled Western notions of race, class and gender to those peoples amongst whom they worked. Although the study of missions has received increased attention in the last few decades within areas such as anthropology, gender studies, post‐colonial studies and area studies, there are still many aspects of missionary schooling that remain understudied. This research overview therefore also provides some future directions for the study of missionaries and their education of Indigenous and non‐European peoples in the long 19th century.

This article shares our reflections and learning on decolonizing field education programs based on exploratory research in the Interior of British Columbia (BC). Because there is no existing research on field education by or with urban Aboriginal people this article aims to contribute to the development of new literature on the process of decolonizing field education practices through cultural safety and intersectional frameworks. The findings call for a transformation in social work and human service field education policies and practices.

Australia has a reputation for sustained work in language policy and has had over 20 years of experience of language policy development. During these years, language policies have sought to increase and reshape languages education in Australian schools, but have had only limited success in achieving their objectives. This means that Australia's extensive work in language policy has not yet guaranteed a secure place for languages within education. After a period of comparative neglect of langu

This book presents many of the papers that were delivered at a workshop on Universities, Colleges, and Others: Diversity of Structures for Higher Education, held at CEPES in 1993 in Bucharest, Romania. Among the compiled themes are as follows: 1) History, Geography, and Economy: Elemental Influences on Higher Education Policy Decisions; 2) Policy Goals for the Future; 3) Legal Construction of Higher Education Structures; and 4) Managing Change. ; UNESCO European Centre for Higher Education

Even in new theories of nation, which claim that nations were invented in modern times by the intellectuals, we still find some foundations for making the difference between "real" & "artificial" nations. This binarism usually introduces the "People" nations of the modernist first-comers, & "Volk" nations of all the others, as in "The Federalist Papers" introduction of representative democracy, & in Herder's "Ideas on the Philosophy of the History of Mankind." In both cases, national art is treated as an artificial constructive pillar of the nation & nation state. Comparing the case of Slovenia (the nation-founding story of "Martin Krpan" by Fran Levstik from 1858) with the cases of Greece as "the Dream Nation" & of new African nations, the author concludes that nations are not fictitious inventions of the intellectuals but necessary products of history, & that in their production art had an important position due to its aesthetic function. This function makes it possible to bridge & to universalize on a territory without any certain grounds & limits, across the gap of any modernist binarism. 21 References. Adapted from the source document.

Chapter 1: Introduction -- Chapter 2: Non-State Violence, the State and Primitive Accumulation: A Theoretical Discussion -- Chapter 3: The Genesis of Indonesia's Predatory Capitalism and the Evolution of Non-state Violence -- Chapter 4: Exploiting the Void: Mobilising Disorganised Urban Poor for Reactionary Politics -- Chapter 5: Establishing Predatory Alliances and Reproducing Non-state Violence -- Chapter 6: Gangsters, Local Politics and Rural Land Grabbing in North Sumatra -- Chapter 7: The Islamisation of Non-state Violence in Post-Authoritarian Indonesia -- Chapter 8: Conclusion.

Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critique. Forthright and critical, the contributors are unafraid to challenge current orthodoxies. Offers thought-provoking insights into modern education policy

Abstract Objective: To identify opportunity areas in elementary school to develop integrative educative process for health education in food. Materials and methods: A case of study in 30 elementary schools in a Tabasco was made. About 9293 students were attended. Data was collected and defined by elements of analysis in observations and interviews. Results: Most schools had at least minimal infrastructure for an integrative breakfast preparation and development of the content teaching projects. There were identified three primordial problems: A) in the scholar's breakfast practice there was a dynamic that does not follow the guidelines of the governmental office that regulates them. B) The preparation and distribution of meals was unrelated with the teaching of content. C) There were contradictions in the contents of different educational materials and among these contents and scientific evidence. Conclusions: Nevertheless infrastructure breakfast preparation and subject teaching was cut oneself off. The results of this search are the basis for the design of educative strategies that integrate content from various school subjects, and the development of scholar projects that involve students, teachers, and families to join the activities of food preparation with the construction of concepts, skills and values. Keywords: Healthy feeding; Health education in food; Food attitudes; Innovative programs.