The paper discusses the role of teachers in the inclusion of migrant students and provides some suggestions for the active engagement of teachers in developing intercultural education, with examples from Slovenia. To support teachers who develop intercultural competence among all students, it is important to include concrete learning objectives in the syllabuses, in the framework of which teachers will be able to teach about social diversity. It will also be necessary to introduce content about multiethnic, multilingual, and multireligious society into the academic programmes, so that (future) teachers are more prepared for a diverse school environment and the development of an intercultural society.
It is investigational as in a oriented of the modern system of education to activity of personality, independence in the choice of subjects and time of mastering of information. It is marked that passing to the new paradigm of education with the dominant of self-education, coincides with the individual necessities of people and takes place at combination of institutional education and self-education. The self-education of personality is considered as the sociocultural phenomenon, that is related not only to education but also with development of society on the whole.
In this article, I explore how the beliefs of preschool teachers that equality is the norm in their classrooms shape play periods in ways that may work to disadvantage girls. I argue that equality discourses mask the gender power children must negotiate in their play and that this leaves girls with fewer choices when they are accessing the play environment. With research grounded in fieldwork carried out in four public schools in a Canadian metropolis, I illustrate how liberal notions of equality reinforced the traditional gender binary in children's play. Moreover, drawing on the work of Jane Roland Martin, I show that liberal understandings of equality work to sustain a male-centered education for all students in preschool. To explore ways to attend to such gender inequalities, I turn to Nel Noddings's concept of an ethics of care and point to the need to challenge the gender binary in early learning.
Preliminary Material /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education in Context /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education as a Political Event in Papua New Guinea /Ann Ryan -- To Mine or not to Mine on Bougainville /Bert Jenkins and Kathy Jenkins -- Environmental Education in Fiji /Neil Taylor , Kelera Taloga and Sereana Tagivakatini -- Environmental Education in the Sultanate of Oman /Abdullah Ambusaidi and Ahmed Al-Rabaani -- Environmental Education in India /Kartikeya V. Sarabhai and Kiran B. Chhokar -- Environmental Education in a Troubled Land /Princy Selvaruby and Mike Watts -- Emerging from Limbo /Paul Pace -- Environmental Education Programs in Greek Secondary Schools /Evangelos I. Manolas -- Environmental Awareness and Challenges for Environmental Education in Poland /Joost Platje and Krystyna Słodczyk -- An Integrated Model for Environmental Education in Turkey /Muammer Çalik -- Waste Management and Disposal in Botswana /Joseph Thoko Matsoga -- Environmental Education in Botswana /Josiah O. Ajiboye -- The Status of Environmental Education in Namibia /Choshi D. Kasanda -- Environmental Education in Ethiopia /Temechegn Engida and Solomon Areaya -- Participation in School-Based Environmental Education in Tanzania /Upendo Mtaita -- Establishing Environmental Education in the Formal Curriculum in South Africa /Callie Loubser -- Addressing Climate Change in South African Business Education Curricula /Hennie Stoffberg and Paul Prinsloo -- Prospects for and Constraints to Effective Implementation of Environmental Education in Malawi /Gilbert R. Phiri -- Environmental Education in Southern and Eastern Africa /Henry Sammy Wanyama -- Environmental Education in Malaysia /Maria Salih and Noor Azlin Yahya -- Environmental Education in Context /May May Hung Cheng -- Environmental Education in Singapore /Kim Chwee Daniel Tan , Yew-Jin Lee and Aik-Ling Tan -- Helping Displaced People on the Thai-Burma Border Understand their Environmental Rights and Responsibilities /Glenda Kupczyk-Romanczuk -- Conceptions of Environmental Education in Malaysia /Mohd. Zaki Ishak , Hamzah Md. Omar and Mashitoh Yaacob -- Environmental Education in Bhutan /Wangpo Tenzin and Tom W. Maxwell -- Development of Environmental Education in Thailand Under the Philosophy of a Sufficiency Economy /Chanyah Dahsah and Tussatrin Kruatong -- Korean Students' Environmental Literacy and the Environmental Education Program /Hye-Eun Chu and David F. Treagust -- Non-Formal Environmental Education /Nguyen Minh Hang , Do Hai Linh , Nguyen Hong Phuc and Dang Anh Nguyet -- Environmental Education in Context:Observations, Conclusions, and Some Recommendations /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll.
During the 2005 legislative session, the General Assembly continued funding for technical assistance, professional development and recognitions for schools achieving at high levels. The General Assembly also supported improvements in the teaching of reading and increased the base student cost funding.
It is fairly clear that higher education, among other things, works a considerable income redistribution. In general, this redistribution is from the poor to those people who would be very well off even without education. The higher educational system increases the degree of income differentia tion in the society. People who have considerable natural talent, who would therefore have high incomes in any event, are given higher incomes at the expense of the taxpayer. There is a secondary aspect of income redistribution related to the higher educational system. It has been argued that the children of upper class parents gain more than the children of poor parents and that this difference is greater than the difference between the taxes paid to support education by these two groups. It is not certain that this is so; in any event, the question of the wealth of the parents of the students who receive the taxpayer's gift seems less important than the actual potential lifetime earnings of the recipients. Of course, it is possible to offset the regressive nature of the higher edu cational system by progressive measures in other parts of gov ernment; however, it would seem simpler to convert the higher educational system to one which provides less in the way of benefits for the rich at the expense of the poor.
Theory of change -- Evaluation -- Environment, sustainability, and climate change -- Environmental behaviors -- Environmental action -- Knowledge and thinking -- Values, beliefs, and attitudes -- Nature of connectedness -- Sense of place -- Efficacy -- Identity -- Norms -- Social capital -- Positive youth development -- Health and wellbeing -- Conclusion : resilience : adaptation and transformation.
The paper makes a comparative study on Public Schools and Government Schools in the contemporary social and cultural scenario with the importance of the parental care and how they are maintained by private owners and government officials respectively. The paper also discusses the role and responsibility of the important individuals – the father, the mother and the teacher – towards the spiritual and moral development of their children. Public schools, which are called 'Private schools' in our country, are symbols of modern feudalism. Public schools can also be described as & lsquo; private factories'. Teachers in private schools and colleges are under compulsion to show results to managements. Teachers campaign for admissions. When a teacher fails to secure admission, his job or his salary is under threat. There are popular Public (Private) schools but unfortunately there is no such popular government school. Under these circumstances, the question arises is how to create a good government teacher.
This study aimed at evaluating the performance of the Family Education Working Group of Education Office in Indonesia to oversee the implementation of the family education program. The research method applied a program evaluation through an analysis of policy stage formulation to the implementation of programs specified in government policy. Using primary data, which was collected by researchers through several instruments, namely: (1) filling sheet in the form of inventory checklist, (2) in-depth interviews, and (3) documentation analysis. The results of data analysis showed that the performance of the family education working group showed a positive results, as seen in the results of mentoring in the education unit more than half of the education units including family education program in the school program and class activities agenda.
