Suchergebnisse

India has successfully achieved quantity benchmarks for education by making schooling accessible to all and making rapid strides in improving attendance. Next, India must improve the quality of its educational system, which is limited by large class sizes, limited teacher expertise, poor access to resources, and teacher absenteeism. ICT provides tools to address all these challenges. Historically, ICT has been used to improve educational coverage. Educational radio programs have been produced since 1972, and corporate initiatives have introduced computers to classrooms since the 1990s. Most radically, India even launched a satellite to broadcast educational content to remote schools off the grid. Yet the digital revolution provides the greatest opportunity for ICT to contribute to improved education and equality of opportunity across India. ICT has been applied to improve education in several ways. Teachers can gain access to improved lesson plans and teaching resources that incorporate multimedia and best pedagogical practices. Similarly, these platforms are used to deliver interactive teacher training that uses data to analyze teachers' strengths and weaknesses. Data can also be used to break down and isolate challenges for students or entire classrooms. Finally, communication tools embedded in these platforms provide teachers, students and parents with a more collaborative classroom experience. The MHRD's DIKSHA platform, powered by EkStep, is currently the most comprehensive and widespread societal platform in use. Integrating ICT into all aspects of education, DIKSHA incorporates quality user-developed content, student assessment tools, data collection and analysis, teacher professional development, and parent-teacher-student communication into a multilingual package now being implemented in several states. Additional general-purpose platforms include Karnataka's Meghshala, Gujarat's Learning Delight, and the Central Board for Secondary Education's Saransh. More specialized platforms also exist to fulfill specific needs, such as StoryWeaver, an initiative to develop mother tongue literacy material. EkStep and DIKSHA provide functionality to incorporate other platforms as specialized modules within their own system, a powerful integrative feature with the potential to consolidate the many different platforms in existence under one roof without sacrificing local adaptability or flexibility. Education policymakers should continue encouraging the consolidation of redundant platforms. While teachers often use ICT resources such as Youtube in the classroom, these freelance solutions do not provide the opportunities for beneficial synergies inherent in a platform. Additionally, implementers and end-users of education platforms should be more fully trained in the capabilities of these tools, with continuing support provided to increase familiarity and comfort level. Significant infrastructure investment is required to provide electricity to many schools, let alone digital connectivity, and opportunities exist for involving India's major industries in content production. Finally, the definition of a digital school must be clarified to incentivize and prioritize investments in ICT integration.

When approaching the question of the role of the state in education from the perspective of Arendtian thought, two problems present themselves. First, Arendt never formulated any comprehensive theory of the state of her own, even if she devoted a lot of attention to the shortcomings of the nation-state order that emerged in Europe between the two world wars. Second, some of the most distinctive ideas of her writings on education centers on the need for education to be conservative, non-political in character and kept apart from the world of politics. This may seem controversial in relation to contemporary debates on education. Recent attempts, however, to construct an Arendtian theory of the state provide some additional arguments for her insistence on the importance of keeping education non-political and sheltered from the world of politics.

Chapter 1: Problematizing the concept of rurality within the context of higher education Jabulani Sibanda -- Chapter 2: Social justice reconsidered: making a defence for a university of critique again YusefWaghid, FaiqWaghid, and ZaydWaghid -- Chapter 3: Accessing, participation, achievement and rurality in higher education Simon Nenji & Amasa P. Ndofirepi -- Chapter 4: Relational spaces: a possibility for enhancing first year undergraduate rural student experiences on campus Elizabeth S. Ndofirepi and Felix Maringe -- Chapter 5: The ruzevha/ekhaya coloniality neologisms and access to higher education in Zimbabwe universities Joseph Hungwe -- Chapter 6: African Rurality and African Epistemology: Lessons for African Universities Ephraim T. Gwaravanda -- Chapter 7: The Rural gaze: Access, participation, and success in higher education. Hellen Agumba -- Chapter 8: The Rural Graduate and Endemic Challenges: Responses by African universities Mngomezulu B. R -- Chapter 9: Student teacher preparation for rural education: an issue of social justice in a post-apartheid South Africa Thabisile Nkambule -- Chapter 10: Parallels and Divergences in Decentralised Training Approaches: Reflecting on the experiences of two schools in a South African university Ntsiki Mapukata, Alfred Masinire & Thabisile Nkambule -- Chapter 11: Gender, rurality and higher education: Implications for generational inequality in Nigeria. Adepeju Aderogba-Oti -- Chapter 12: University lecturers as agents of change and social justice within a rural South African context Phefumula Nyoni -- Chapter 13: Rurality and Social justice in multiple contexts: deliberations revisited Amasa, P Ndofirepi and Alfred Masinire.

Citizenship education in Turkey has been a part of the state-centric modernization project involving the transformation of public and private lives of Turkish citizens. Although there has always been a separate course on civics, citizenship education emerges as a cross-curricular theme in the Turkish educational system which aims at creating a self-sacrificing and patriotic citizen. Besides its particularistic content, however, Turkish citizenship education also involves references to a universal conception of citizenship in line with Turkey's aspiration to be a member of the European Union. This paper presents a historical frame and breaking points for citizenship education in Turkey from its foundation to the present. It critically examines paradoxical content of the current citizenship and human rights education curriculum.

Historically, local control of education has been a sacred part of the American political culture. Since the early 1960s. however, there has been an unprecedented growth of state influence over local education. States require minimum days of school attendance, courses of study, and standards for teacher licensing, as well as minimum tax levies and expenditures. During the 1970s, states intruded heavily into school finances, initiating reforms to equalize educational opportunities.

Publication in the context of the 1994 UN Year of Small Island States. It provides information on the role of environmental education as a tool for environmental conservation in small island states and case studies of successful environmental education programmes in island nations. Chapter on the role of the Commonwealth of Learning. (DÜI/CESO)

Scheduled Tribes have always been a geographically and socially isolated group in Indian society, besides being a culturally-economically marginalized society. Their areas were by and large sparsely populated and had evolved over centuries their own system of maintaining law and order. The British also allowed them to live according to their own way of life. The national leaders, however, were aware of their backwardness and were eager to take measures for their betterment. As a result a few provisions were adopted in the Government of India Act 1935.During the post-Independence period, the policy makers have made sincere and concerted efforts for overall development of these groups both economically as well as educationally. Despite these efforts the performance of the tribal groups is much lower when compared to other marginalized groups like Scheduled Castes and Other Backward Castes. The available literature on tribal primary education suggests, most of the time the policymakers' approach was only to develop a national curriculum instead of giving importance to their skill-oriented, practical capabilities which has impacted their life in a more serious manner.

The UAE has long prioritized education within its development plans, with the aim of creating a diverse and competitive economy based on improvements in the efficiency and quality of educational output. This book examines the various challenges of educational advancement on which success over the coming decades depends. Such challenges include diversifying the student population, schools, and curricula; improving the quality of the school environment; overcoming the limitations of traditional methods of education; creating effective approaches to development, evaluation, and assessment; improving educational guidance for students; and achieving greater family involvement in the educational process in an attempt to promote high levels of educational attainment, self-confidence, and a sense of citizenship. By analyzing the present state and future challenges to education in the UAE, this book is essential for all those interested in the development of education in the Gulf, and the wider Middle East

Language education policy is a branch of language policy. The research on language education policy in academic circles has not been developed for a long time, but the research methods and research scope have undergone significant changes. The ethnic and cultural diversity of The United States is highly similar to the coexistence of multi-ethnic languages in China, especially the bilingual teaching research. Scholars began to study the language education policy in the United States in the 1960s. Up to now, it has experienced nearly 60 years of development, producing many valuable research methods and ideal research results. This paper summarizes and analyzes the studies on language education policy in the United States in the recent 60 years, so as to draw lessons from the methods and measures that can be referenced and absorbed in the formulation of language education policy research in China.