Suchergebnisse

While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of structural adjustments in the 1990s, and are now attempting to pursue an African renaissance agenda. It demonstrates how adult educators can help create deliberative democracy by working with civil society to engage African communities in public discourse and empower the citizenry.

Em sociedades impulsionadas pela Internet, uma grande parte da aprendizagem agora é realizada online com a ajuda de ecossistemas de educação digital. Estas soluções para os problemas contemporâneos devem, necessariamente, responder à necessidade de fomentar as competências do século XXI, como a informação, a comunicação e a tecnologia (TIC). As competências digitais incorporadas aos conjuntos de habilidades de TIC são cruciais para a sociedade como um todo. Além disso, eles são ainda mais vitais para os alunos de hoje, pois os rápidos avanços na tecnologia, globalização e internacionalização deram origem a uma infinidade de mudanças na economia e nos mercados de trabalho - ambos os quais de repente exigem novas competências que não eram necessárias no passado recente. Para realizar o nosso estudo, retiramos a literatura de base do "Quadro de Competências Digitais para Cidadãos da Comissão Europeia" para determinar o que molda os conjuntos de habilidades em TIC, bem como com quais competências específicas os alunos devem ser promovidos pelos principais ecossistemas de educação digital. comparamos esta estrutura com a opinião percebida de 160 educadores que responderam ao nosso questionário online. Nossa metodologia processual foi baseada em uma abordagem quantitativa usando uma escala Likert de cinco pontos para medir o desempenho percebido dos ecossistemas digitais (a saber, Microsoft 365, Google for Education e outros), contra vinte e uma competências diferentes que são distribuídas nas cinco áreas que moldam a estrutura. Além disso, para classificar o nível de proficiência digital dos educadores, o que poderia ter um impacto sobre como alguém percebe o ecossistema de educação digital com o qual está mais familiarizado, os participantes foram solicitados a auto avaliar sua aptidão digital. A literatura para a auto avaliação foi obtida no Digital Competence Framework for Educators da Comissão Europeia. Em nossa análise, usamos dois métodos estatísticos, One-Way ANOVA e Kruskal-Wallis, para determinar o impacto dos diferentes ecossistemas digitais na promoção das tão necessárias habilidades de TIC para os alunos. Consequentemente, nossos resultados indicam que os ecossistemas digitais têm desempenho igualmente bom para a necessidade de promoção de tais competências; portanto, não há diferença significativa entre eles. Por outro lado, nossa análise também aponta que o que realmente faz uma diferença significativa no desempenho dos principais ecossistemas digitais em relação ao framework é o nível de proficiência digital do educador. Descobrimos que isso ocorre porque o impacto das soluções é percebido como aumentando em importância à medida que o nível de proficiência do próprio participante aumenta. Os resultados desta pesquisa serão de interesse de órgãos governamentais, como o Ministério da Educação e a Secretaria de Estado da Educação. Além disso, este estudo atenderá profissionais que realizam o trabalho educacional prático em instituições: diretores, diretores de escolas e professores do conselho pedagógico. Por último, esta dissertação também servirá para as empresas de tecnologia que estão atualmente por trás dos ecossistemas digitais educacionais citados acima, enquanto stakeholders querem estar, não só à frente da concorrência, mas também em alinhamento com os requisitos do conjunto de habilidades em TIC para o século 21. ; In internet-driven societies, a large portion of learning is now accomplished online through the aid of digital education ecosystems. These solutions to contemporary problems should, by necessity, respond to the need to foment 21st century skills, such as information, communication and technology (ICT). The digital competencies embedded in ICT skill sets are crucial to society as a whole. Furthermore, they are even more vital to today's students, as rapid advances in technology, globalization and internationalization have given birth to a multitude of changes in the economy and labor markets - both of which suddenly require new competencies that were not needed in the recent past. To perform our study, we drew the base literature from the "European Commission's Digital Competence Framework for Citizens' ' to determine what shapes ICT skill sets, as well as with which specific competencies students should be fostered by the leading digital education ecosystems. Then, we contrasted this framework with the perceived opinion of one hundred and sixty educators who answered our online questionnaire. Our procedural methodology was based on a quantitative approach using a five-point Likert scale to measure the perceived performance of the digital ecosystems (namely, Microsoft 365, Google for Education and others), against twenty-one different competencies that are distributed in the five areas that shape the framework. In addition, to sort out the level of digital proficiency of the educators, which could have an impact on how one perceives the digital education ecosystem he or she is most familiar with, participants were asked to self-assess their digital aptitude. The literature for the self-assessment was obtained from the European Commission's Digital Competence Framework for Educators. In our analysis, we used two statistical methods, One-Way ANOVA and Kruskal-Wallis, to determine the impact the different digital ecosystems have on promoting the much-needed ICT skills for students. Consequently, our findings indicate that the digital ecosystems perform equally well to the need of promoting such competencies; therefore, there is no significant difference amongst them. On the other hand, our analysis also points out that what really makes a significant difference, on how well the leading digital ecosystems perform against the framework, is the digital proficiency level of the educator. We found that this is because the impact of the solutions are perceived as increasing in importance as the proficiency level of the participant themselves increases. The findings of this research will be of interest to government offices, such as the Ministry of Education and the State Secretary of Education. Additionally, this study will serve professionals who carry out the practical educational work in institutions: such as, principals, school directors, pedagogical board faculty, and teachers. Lastly, this thesis will also be of service to the technological companies that are currently behind the educational digital ecosystems cited above, as the stakeholders want to be, not only ahead of competition, but also in alignment with the requisites of ICT skill sets for the 21st century.

This reader offers a collection of papers on the discourse of formal and non-formal education in South Africa in the period 1981-88 when particular efforts were made to reconstruct education outside the traditional frames of schooling and tertiary education, ie. efforts from the private sector which were aiming at changes within the workplace as well as community-based efforts by the "popular resistance movement". (DÜI-Eng)

Creative thinking measurement for everyone in different domains is the most crucial critical subject. Therefore, the current discussion continues whether creativity in various fields different.This study aimed to measurement the students' creative thinking scores in various domains disciplines to reveal differences. The main research question was as followed: Do whether students'creative thinking scores of students in art and non-art education differ significantly? The method was a causal-comparative research design. Participant students (N = 456, meanage = 16–21) were equivalent regarding some variations; as education disciplines and ages. While however, the art and non-art education students were the domain-specific was art education students, the and domaingeneral,was non-art education students respectively. The present study determined a significant difference between domain-specific and domain-general on creative thinking scores in favor of the non-art education students in the range of ages 16 to 21. The study concluded that alternative instruments with domain-specific content needed to measure individuals' creative thinking in the domain-specific. This study suggested future research to conduct creativity measurement comparatively individuals in different age ranges and domains fields.

A historical sketch of the development of biological education and science at Kyiv National Taras Shevchenko University for the period 1959-1988 is given.

The appropriate way to teach the management curriculum depends on the learning outcomes one seeks to accomplish. This article develops a model that depicts teaching style in terms of participation and influence in the classroom. Five learning outcomes (facts, methods judgment, skills, and creativity) are paired with appropriate teacher/student relationships. The teacher/student relationship is potentially an experience in empowerment. As students move from the acquisition of facts to developing skills and creating for themselves their capacity to influence, the learning process increases. The reader is provided with practical as well as conceptual examples of the teaching and learning process.

Better-educated parents generally have children who are themselves better educated, healthier, wealthier, and better off in almost every way than the children of the less educated. But this simple correlation does not prove that the relationship is causal. Neeraj Kaushal sifts through the evidence from economics and public policy and reviews large national and international studies to conclude that, indeed, education has large intergenerational payoffs in many areas of children's lives, and that these payoffs persist over time.

Kaushal shows that, if anything, traditional measures of returns to education—which focus on income and productivity—almost certainly underestimate the beneficial effects that parents' education has on their children. She reports causal positive effects not only on children's test scores, health, and behavior, but also on mothers' behaviors that can affect their children's wellbeing, such as teenage childbearing and substance use. Her findings suggest that, as a component of two-generation programs, helping parents extend their education could go a long way toward reducing inequality across generations and promoting children's healthy development.

Thus the rationale for two-generation programs that boost parents' education is compelling. However, Kaushal cautions, the U.S. education system reinforces socioeconomic inequality across generations by spending more money on educating richer children than on educating poorer children. By themselves, then, two-generation programs will not necessarily ameliorate the structural factors that perpetuate inequality in this country.

Presenters describe the goals of the information, education and communication strategy as: to draw and test innovations in technology and information packaging and dissemination among SANREM partners and to effect increased awareness, develop positive attitude and persuade and motivate farmers to adopt technologies and practices towards sustainable agriculture and natural resource management. The objectives of the strategy are: popularize, package and disseminate project outputs using an innovative communication strategy; provide timely and appropriate information that will help strengthen capacities for environmental decision making among communities, government and academic institutions; mainstream research results into the formal curriculum in the Philippines and Vietnam;

Rechtsextremismus und Schule: Herausforderungen, Aufgaben und Perspektiven -- Rechtsextremismus, Rechtsradikalismus, Extreme Rechte, Rechtspopulismus, Neue Rechte? Eine notwendige Klärung für die politische Bildung -- Rechtsextremismus als Herausforderung für die Schule -- Schule und Rechtsextremismus?! Eine Diskurskritik -- Rechtsextremismusprävention als Schulentwicklungsthema -- Was Schulen dazu beitragen, Diskriminierung zu (ver-)lernen. Exemplarische Überlegungen zu schulischen Diskriminierungserfahrungen von Sinti und Roma -- Wider das Märchen von der Neutralität. Wie Schule mit der AfD umgehen sollte -- Rechtsextremismus als Herausforderung für den Unterricht. Empirische Zugänge und didaktische Perspektiven -- "Aus meiner Sicht richtet er keinen Schaden an!" – Schulforschung und Pädagog*innenkonzepte -- "Politische Bildung" als Format der Prävention und die Bedeutung des Beutelsbacher KonsensVom Heckerlied zum Sommermärchen – Rassismuskonstruktionen in rechter Musik im Wandel der Zeit -- Jugendstudien und "rechte" Jugendliche – was sagt das zu Politik-Unterricht? -- "Der Islam" im Fokus von rechts: Was heißt das für die Lehrkräftebildung? -- Dem Hass begegnen – Demokratielernen und Antidiskriminierung als Herausforderung für die Ausbildung pädagogischer Fachkräfte -- "Wir brauchen mehr Lehrkräfte mit 'Migrationshintergrund'!" Die kritische Reflexion einer politischen Forderung

Decision makers do not act in a policy vacuum. As they develop their programs, they are aware of and influenced by available historical examples. If we look closely at the European Commission's education policy (measures as well as discourses), we notice the existence of similarities in the strategies that it deploys in this field and dynamics deployed much earlier by states engaged in nation building (that is, the redefinition of peoples' spatial representation of their community of belonging; the creation of a framework of shared values; and the process of "detemporalization-naturalization").This observation leads us to believe that if the European Commission decided to become involved in the field of education at an early stage in the integration process, it was not only—as most people believe—to ensure an effective implementation of the Common Market in 1957 or the Single Market in 1987. Rather, through its education policy, the Commission also hoped to create and foster an EU identity that the founding fathers and subsequent "Europeans" considered necessary for achieving their goals of creating "an ever closer union."

El discurso que sigue persigue poner de manifiesto las semejanzas y diferencias observadas en aspectos fundamentales de la Educación Especial (EE) en los contextos de España y Portugal, así como las necesidades candentes en cada contexto. Para ello, se han realizado contrastes legislativos y documentales, de una parte, y estudios de casos, de otra. Los primeros se refieren a las leyes educativas y decretos significativos y a obras relevantes de sendos contextos. La segunda constituye el estudio de campo, consistente en estudios de casos de personas especialmente relevantes por su historia profesional ligada a la EE; en concreto tres personas en el contexto portugués y otros tres en el español. ; o relatório que se segue pretende trazer a manifesto as semelhancías e diferencías observadas nos aspectos fundamentais da Educaçao Especial (EE) nos contextos de Espanha e Portugal, assim como, as necessidades evidentes em cada contexto. Para ele, tem-se realizado contrastes legislativos e documentais, de urna parte, e estudos de casos, de outra. Os primeiros referem-se as leis educativas e decretos significativos e a obras relevantes de ambos os contextos. A segunda constitui o estudo do campo baseado em estudos de casos de pessoas especialmente relevantes pela sua história profissional ligada a EE; em concreto tres pessoas do contexto Portugues e outros tres do contexto Espanhol. ; This paper highlights the observed similarities and differences regarding the Special Education's key factors within the Spanish and Portuguese context. In the same way, it also presents current issues evolving in each context. In order to achieve this, we have compared legal and non-legal documents and, on the other hand, we have conducted a case study. The former refers to education laws and decrees, and documents related to both contexts. The latter constitutes a case study which includes three Spanish and three Portuguese whose professional career is intimately linked to Special Education.