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The study examined Teachers' Continuous Professional Development Programmes and the implication for Quality Education in Basic Education Schools, Plateau State, Nigeria.
Quality education is fundamental to the achievement of functional education. With this understanding, the study was built on the premise that teachers, being the heartbeat of quality education, are key to achieving this goal. The research advanced six objectives from which six research questions and two hypotheses were put forward to guide the study. The research methodology was based on survey design. Survey, as a versatile tool, is adaptive to both small and large samples. A self-developed questionnaire, "Teacher Professional Development Programmes Exploratory Questionnaire" (TPDPEQ), was used to obtain the opinions of teachers. The questionnaire was based on a 5-point Likert scale. A test-retest reliability test gave a value of 0.85, confirming internal consistency. The test items were further subjected to face validity. The data obtained was analyzed using frequencies, mean, standard deviation and one–tailed t-test for hypotheses testing. The level of significance was at P<0.05. The findings of the study show that teachers' continuous professional development is closely linked to teacher quality and the quality of students' performance; teachers exposed to professional development programmes report a change in their competency skills and that access to such programmes hinges on overcoming identified hindrances. Teachers expressed the need for further professional development. It is recommended that governments at all levels need to prioritise the continuous professional development of teachers, who also desire to be involved in decisions involving competency skill choices for their continuous professional development. This should be backed by incentives to serve as motivation to participating teachers.

Geschichte der Politischen Bildung -- Das Politische feministisch gedacht -- Autorität, autoritäre Systeme, Autorotarismus und Populismu -- Wohin wollen wir bilden? Wie politisch darf es sein?- Politische Bildung aus queerer Perspektive -- Rassismuskritik in der Politischen Bildung -- Bildung, Demokratie und Menschenrechte -- Inclusive Citizenship Education: Politische Bildung in der Migrationsgesellschaft.

Intro -- Foreword -- Contents -- Editors and Contributors -- 1 Introduction: The Need to Take a Strengths-Based Approach to Facilitate Children's Educational Growth -- References -- 2 Latino and African-American Parental Resources, Investments, and Socialization Practices: Supporting Toddler's Language and Social Skills -- Theoretical Background -- Variability in Parental Investments -- Family Resources and Children's Language and Social Skills -- Parental Investments and Children's Language and Social Skills -- Parenting Practices and Children's Language and Social Skills -- Discipline -- Family Routines -- Current Study -- Methods -- Data Source -- Analytic Sample -- Measures -- Child Outcomes -- Home Environment -- Parenting Practices -- Control Variables -- Missing Data Analysis -- Data Analyses -- Results -- Descriptive Statistics -- Regression Analysis Predicting to Parental Investments -- Regression Analysis Predicting Children's Language Skills -- Regression Analysis Predicting to Children's Social Skills -- Discussion -- References -- 3 Concerted Cultivation Among Low-Income Black and Latino Families -- Parents' Academic Socialization -- Parents' Practices with their Children -- Parents' Goals and Beliefs About Children's Development -- Black and Latino Families' Socialization -- Reading and Math -- The Present Study -- Method -- Participants -- Procedures -- Measures -- Results -- Black Parents' Socialization of Reading and Math -- Frequency of Engagement in Reading and Math -- What Parents like and Look for in Children's Activities -- Latino Parents' Socialization of Reading and Math -- Frequency of Engagement in Reading and Math -- What Parents like and Look for in Children's Activities -- Comparison Between Black and Latino Families -- Summary -- Discussion -- Limitations -- Conclusion -- References.

Lagos State is the commercial nerve centre of Nigeria accounting for more than 25% of all economic activities in the country. The State is the major international gateway to Nigeria by air, land and sea. This makes it an attractive destination for rural-urban migrants who seek gainful employment or some kind of trade in order to achieve economic freedom for themselves and their families. To this end, government in collaboration with NGOs and private entrepreneurs has initiated various vocational and technical programmes. In addition, the Lagos State Government has taken the initiative in establishing the Technical and Vocational Education Agency to regulate vocational and technical education in the State. Government efforts notwithstanding, statistics show a glaring disparity in the gender of vocational trainees. This paper seeks to examine the reasons for this disparity and to point out the potentials of Open and Distance Learning (ODL) in bringing about a balance in Lagos State. With the aid of statistics, it shall account for the place of Lagos State in the Nigerian economy, the formal vocational training programmes available in Lagos State and gender issues in vocational training. The paper shall also show the relevance of ODL in reducing the levels of disparity and contributing to vocational training and economic empowerment. // Paper ID: 433

Argues that undergraduate programs should focus more on the scientific aspects of the discipline, because of its important role in public policy decisions; US.

This article summarizes the territorial and sectoral characteristics of the labor market, which should be taken into account when predicting the need for skilled labor. A procedure for the formation of public order at the regional level has been developed. scientifically-based proposals and recommendations were developed to solve the problem of the interaction of the labor market with the vocational education system, as well as to develop effective professional training in the country on the recommendation of the workforce.

The aim of this book is to document the experiences of institutions and states that are implementing bilingual higher education policies in the legal context, to identify the different approaches and to suggest some of the likely areas for future theoretical development. It examines the role of higher education language policies (medium-of-instruction policies in higher education) in mediating the tension between on the one hand the centralizing forces of stated-mandated policies and globalisation and demands for language rights by ethnic and linguistic minorities on the other

In this important work, the author analyses the contributions that Minsters for Education made to the Irish education system between the years 1919 and 1999. Covering the social, economic and political realities of the time, and taking in the involvement of the OECD, what emerges is a picture of how Irish education has been shaped over the twentieth century.

India and China, the two most populated countries in the world, have both experienced explosive economic growth over the past thirty years. This growth has been accompanied by transformational changes which have necessitated changes in how citizens are trained to participate in their economies and societies. ICT has served as a key tool in both countries for both expanding quality education to all citizens and directly training them in the skills necessary to participate in a rapidly changing work environment. China, having led the way in ICT4ED adoption, has provided India with a set of unique lessons as India also seeks to leverage ICT to provide the greatest possible education to the greatest number of people. China's "national campaign" approach to achieving goals set by the central government has inspired creativity and innovation at lower levels of government to achieve those goals, but it has also encouraged narrow achievement of specific targets rather than the broader goals behind them. Likewise, failure to define targets in the most comprehensive possible detail allows room for the need to meet goals to influence how success is reported and defined, causing numbers to improve without a concurrent improvement in education quality. Furthermore, a national top-down approach that does not actively promote horizontal collaboration between lower-level policymakers will struggle to identify and implement best practices nationally. With this being said, China's policymaking process has produced numerous innovative initiatives to address the gaps that have emerged, initiatives India would also be wise to implement. Examples of such initiatives include the Nongyuan rural-modern distance education project, the "One Village, One College Student" plan, and village and township digital learning demonstration centers. Finally, although much potential exists for India to use ICTs to improve education quality, such efforts will be futile without a significant increase in funding for education by the government.

This article addresses three questions: what is the precise relationship between democracy and education in the present times? What do we learn from the results of the latest international PISA survey on the state of democracy in the most advanced countries (the West)? Finally, what do the recent results of the elections in the United States reveal about the situation of democracy but also the needs in terms of education? The analysis shows that, at a time when economies are globalized and in the era of the knowledge and digital economy, it is necessary to rethink the role that education must play in relation to democracy. The analysis also shows that there is a risk of a decline in democracy in Western countries due to an increase in the number of young people with very low education and a decrease in those with an excellent education (i.e. the elite). Finally, the paper states that, in the face of rising nationalism and totalitarianism (particularly in the United States), raising the level of education of the population is certainly the best answer to be given. ; Cet article s'adresse à trois questions : quelle est la relation précise entre démocratie et éducation dans les temps présents ? Que nous apprennent les résultats de la dernière enquête internationale PISA sur la situation de la démocratie dans les pays les plus avancés (soit l'Occident) ? Enfin, que nous révèlent les récents résultats des élections aux Etats-Unis, de nouveau, sur la situation de la démocratie mais aussi sur les besoins en termes d'éducation ? L'analyse montre que, dans un temps où les économies sont mondialisées, et à l'ère de l'économie de la connaissance et du numérique, il faut repenser le rôle que doit jouer l'éducation vis-à-vis de la démocratie. L'analyse montre aussi qu'il y a un risque de recul de la démocratie dans les pays occidentaux dû à l'augmentation du nombre de jeunes ayant une très faible éducation et à une diminution de ceux en ayant une excellente (c'est-à-dire l'élite). Enfin, le papier établit que face à une montée du nationalisme et d'un certain totalitarisme (notamment aux Etats-Unis), élever le niveau d'éducation de la population est certainement la meilleure réponse à apporter.

This paper examines the introduction and subsequent withdrawal of religious knowledge curriculum in Singapore schools. The analysis of this curriculum innovation is located within the larger canvas of socio-religious change in Singapore and the use of the school system as a major tool of socialization via various forms of values education. The reasons given both for the introduction and subsequent withdrawal of the curriculum are analysed and the paper concludes that given the need to manage socio-religious change in Singapore, the schools should continue to play a role. (AJPS/DÜI)

Following the development of a "Concept Note" for the World Bank Education Strategy 2020, the World Bank engaged in a series of activities to garner feedback about the new strategy. In early 2011, a revised strategy was published entitled, "Learning for All: Investing in People's Knowledge and Skills to Promote Development." The document ranges from explaining the role of education in development to the philosophy behind a new strategy and concludes with details about performance and impact indicators. To bring together the scholarly work and both evidence and expert opinion about the development practices of the Bank, this volume includes chapters/authors with a range of research interests, practical experience, and ideological backgrounds.

Schooling, Ideology and the Curriculum By Len Bartonet al. (eds.)Education and The State By Roger Daleet al. (eds.)The Missing Half: Girls and Science Education By Alison Kelly (ed.)

Higher Education Institutions among all educational structures are vested with significant responsibility in implementing the concept of Sustainable Development, both to incorporate this concept within their activities (teaching, research, operations) and to widespread Sustainable Development in the society and business world. The report is the final product of Work Package 3 (WP3) entitled "Identifying sustainable and user-friendly Good Practices". The objective is the identification and diffusion of Good Practices concerned with Education for Sustainable Development (ESD) in Higher Education Institutions. The topic is analysed in a broader sense, on one side considering the characterisation of the political and institutional framework, and on the other side describing formal and informal learning experiences in Higher Education Institutions. 36 Good Practices are discussed and presented in systematic forms, that have been categorized according to the following topics related to the implementation of Sustainable Development education: policies, institutional activities, teaching and practical experiences. The Good Practices represent a wide range of situations concerning different European countries, institutions, typologies of the initiatives, geographical levels of implementation. However in this diversity some characterizing aspects emerge: the holistic and interdisciplinary approaches to ESD, the attention in achieving tangible results, the involvement of local communities and the bottom-up approaches, the importance of partnerships and networking, the capacity building, the innovation of the initiatives, and the attention in building a framework favorable to Sustainable Development. The Good Practices were selected in a wider range of case studies, emerging from a "State of the Art" analysis in the field of Sustainable Development in the University Studies of Life Sciences in Europe, carried out within the ISLE project, and from the research of the project partners. The selection has been done in accordance with the criteria of transferability, pertinence, capacity building, user friendless, innovation, networking capacity and interdisciplinarity. ; peer-reviewed