Suchergebnisse

Education is a key element in the prevention of child labor; at the same time, child labor is one of the main obstacles to Education For All (EFA). Understanding the interplay between education and child labor is therefore critical to achieving both EFA and child labor elimination goals. This study largely confirms the conventional wisdom that child labor harms children's ability to enter and survive in the school system, and makes it more difficult for children to derive educational benefit from schooling once in the system. The evidence also suggests that these negative effects are not limited to economic activity but also extend to household chores, and that the intensity of work (in economic activity or household chores) is particularly important in determining the impact of work on schooling. This evidence indicates that both the school quality and school access can play an important role in household decisions concerning whether children study or work.

In many parts of the world, migration has become a controversially debated issue and a policy priority. Indeed, also development policies are increasingly including efforts to prevent migration with foreign aid. Education and TVET (Technical and Vocational Education and Training) are a part of the toolkit. Yet, while political attention is high, research on the potential role of education and TVET in mitigating migration pressure is scarce. Existing findings suggest that higher levels of education might be among the major drivers for emigration rather than the opposite.

This article explores the relevance of journalism education in Nepal based on personal observations of university teaching-learning practices. In particular, I focus on the triangular relationship between corporate, educational socioeconomic challenges of journalism/media education. I also analyze the recent trend of journalism and mass communication education in Nepal shedding light on the challenges of Nepalese media education system especially in the university level. I further suggest how media educators help determine what news is (not), and at the same time describe avenues for engaging media educators, policy makers and content producers for meeting the market demands. DOI: 10.3126/bodhi.v3i1.2809 Bodhi Vol.3(1) 2009 p.21-34

[The] article falls into two chief parts. Part I provides an introduction to religious education in Europewhile exploring six key characteristics. Part II presents European developments concerning guiding principles, developments in the European institutions and comparative European projects as well as existing networks. Finally [the author summarises] some perspectives for religious education. (Orig.).

Even though large amounts of government budgets have been devoted to embedding Information and Communications Technology (ICT) in schools, teachers do not appear to use these to transform teaching and learning, a goal declared by policy agendas. Previous studies focused on the capacity of policy itself, and especially on the implementers to explain the level and outcomes of implementation. This paper turns the attention to the context in which implementation takes place and views implementation from an institutionalist perspective. Schools are seen as organisations within the broader educational system and therefore, the paper focuses on a specific case to explore implementation. This paper integrates the results of two studies looking at ICT implementation in the Cypriot centralised and bureaucratic educational system, and attempts to interpret them differently from previous studies. It is suggested that unless the system is transformed and modernised, the institutionalisation of innovations, such as ICT, faces the threat of failure ; peer-reviewed

Women's education is the most productive investments a society can make in terms of socio-economic development of a country. Keeping this thought in mind the paper has been written to find out whether the technical education and vocational training can act as a tool of self esteem and can give confidence to the female part of the society. What would be proper way to bring out the talent and skill of the less fortunate women of a society? The paper has highlighted the prospects and importance of vocational training and technical education for girls and women in Arab world. The aims and objectives to achieve a successful program on technical education and vocational training have been discussed briefly over here. The paper has also included the systematic approaches and strategic developments of this program. As an inspiration, some outstanding examples were incorporated to illustrate the initiatives of government and their support to empower the female part of the society. Several target groups had been developed and different proposals were given to empower women according to the need and scope of each target groups. Local and International case studies were given to raise the awareness among the Arab women and to encourage them to take part in the social and economic development.

Abstract in Portuguese by Aziz Choudry included. ; The role of social movements and social and political activism as educative processes and milieus is often overlooked by scholars of social movements and those working in the field of adult education. Yet social movements are not only significant sites of struggle for social and political change but also important – albeit contested and contradictory- terrains of learning, knowledge production and research. Grounded in insights from the author's longstanding involvement in multi-scalar social movement organizing, education and research, this article draws primarily from his current research on activist research practice in social movements and non-governmental organizations (NGOs) which work closely with them. It traces the dialectical relations between informal and non-formal learning and education in social action, research, education and action. Drawing on interviews conducted in 2012-2013 in the Philippines, South Africa, Canada and the UK, the article focuses on the ways in which research is carried out by movement research activists "in the struggle", located outside of university institutional contexts or partnerships. Emphasizing the social character of all knowledge production, it argues that everyday struggles are not only the means to build movements, alliances, and counter-power but are generative of, and in turn informed by the learning/knowledge aspects of this activity. ; peer-reviewed

The maritime education is generally developed in two directions: training of seafarers and port specialists. Nowadays, the shipping business is changing rapidly and in the era of digitalization the working staff should be able to use computerized information systems and to understand the capabilities of automated programs in order to respond to existing and future requirements in this area. The main goal is to prepare highly skilled personnel trained to work in continuous change in the digital era. The current state of the job market for maritime personnel requires the introduction of new approaches and more practically directed learning methods. The acquisition of the basic science and fundamental engineering courses required for seafarers or port specialists are not sufficient. They need to achieve more practical and cognitive skills throughout their education and training courses. This paper discusses some innovative methods and approaches used for learning and training considering important changes and ongoing digitalization in the maritime industry combined with necessary soft skills management. The proposed adaptive self-correcting model of training course is developed based on the authors' experience in maritime education with students and on empirical method of research and system analyses performed with seafarers and port specialists with long practical experience.

AbstractFinancial literacy represents the knowledge necessary to manage one's financial affairs in a way that contributes to overall wellbeing, yet financial literacy and financial education are understudied in sociology. While emerging adults have low rates of financial literacy overall, this article focuses on college students due to increasing college access and student loan debt. Based on the limited literature that assesses college financial literacy education, it appears that these types of programs may serve to advance college students' financial knowledge. Additional mechanisms that serve to develop college students' financial literacy include parent socialization, banking experience, and high school financial education programs. However, not everyone has the same access to these resources. Thus, given the magnitude of the US student debt crisis and persistent economic inequalities, college financial literacy education may prove beneficial for all students, particularly those from economically vulnerable backgrounds. This article serves as an invitation to sociologists to consider financial literacy education as both a worthwhile pursuit in application and as a research topic.

The educational policy in India since liberalization shows a marked predilection towards market fundamentalism coupled with universal access through Right to Education Act (RTEA) and Sarva Sikshya Abhiyan (SSA). This has ensured both unfettered access and equity in primary education with proliferation of private universities increasing the Gross Enrolment Ratio (GER) in the tertiary sector. The Annual Survey of Educational Research (ASER) Report however reflects the scant concerns for basic infrastructural provisions for schools, apathetic attitude of teachers and high degree of student dropout. The higher education segment also does not reflect a commitment towards research, innovation leading to poor turnout in terms of patents and quality research papers. The paper brings out these trends as also the allocation apathy for educational sector. In this backdrop, the unique experiment of Kalinga Institute of Social Sciences (KISS) Odisha, a private sector initiative without governmental support, reflects a unique template of funding and quality which will be worthy of replication on a national scale. The Make in India initiative should factor in the quality concern from the primary stage of education in order to reap the rich demographic dividend that beckons India's aspirational youth cutting across caste, class, gender and religion. Article visualizations:

A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO updated its 1994 report federally funded programs that provide or support education or child care for children under age 5, focusing on: (1) what portion of the budget authority for these programs was used for education and care for children under age 5 and how many children in this age group participated in the programs; (2) what types of children these programs target and what services are provided to these children; and (3) what information is needed to assess whether the current array of federal programs is duplicative and what issues should be considered to improve overall efficiency of early childhood education and care programs."