Suchergebnisse

Low literacy rate and poor quality of education are the major drawbacks of the educational system in Pakistan. Our education is influenced by a number of factors that cause this downfall. Some of them are more prominent, such as low enrollment and high dropout rate at the primary level, different standards of education, low budget allocation for education sector, political interference, low quality of curricula and textbooks, rapid growth in population, poverty and unemployment, poor quality of teachers and irrelevant induction of duties, and our substandard evaluation system. Although the government claims for some bold steps to overcome these problems, there is still room for improvement.

For a long time ago, Indonesia was identified as maritime country. The collective memory remembered from several islands in Indonesia shows that Indonesia is a large maritime space. The original name of the country was Nusantara, (called archipelago in English). From historical data in some location, there are some evidences about the glorious of the maritime kingdom in the continent. However, maritime perspective is not to be 'important issue" in the mind of Indonesian people nowadays. History education makes an important rule at the moment. Indonesian independence needs history education based on political perspective, especially to enhance nationalism. The orientation is continued until the New Order, and it is especially focused on the rule of Indonesia military. Reformation since 1998 should make democratization in Indonesian history teaching, but the reality, the tradition of writer in history education, was still stagnant. The content of maritime history in Indonesian History Education still become a big problem. This paper aims to analyze the development of the maritime content in Indonesian History education at school and to give the new alternative in teaching history based on maritime content. The alternative curriculum based on local competitiveness in maritime history related with regional and global region, is the best solution for it.

The landscape of international higher education has been changing since the turn of the 21st century. The globalisation of our societies and economies implies a changing role of the higher education institutions. Accompanying the challenges associated with development, especially in developing countries, are initiatives championing regionalisation as a locus of development. This article positions the debate on the relationships among globalisation, regionalisation, and internationalisation in the context of Africa and its sub-continent, showing that, although these concepts have emerged at different times and contexts, they are still related. Using case studies of two regional political and economic organisations and their higher education counterparts, this article shows that regionalisation is not a new phenomenon but has been part of and has been used in the post-colonial era to serve new social, economic, political, and development purposes in the current period. Le monde de l'enseignement supérieur n'a cessé de changer depuis le début du XXIème siècle. La mondialisation de nos sociétés et de nos économies a pour conséquence une modification du rôle joué par les établissements d'enseignement supérieur. Les défis posés par cette évolution sont, en particulier dans les pays en voie de développement, associés à des initiatives soutenant la régionalisation comme locus de développement. Cet article centre le débat sur la relation entre la mondialisation, la régionalisation et l'internationalisation dans le contexte de l'Afrique et de son sous-continent, et démontre que, bien que ces concepts soient apparus à différentes époques et dans des contextes variés, ils sont encore liés. Cet article s'appuie sur une étude de cas de deux organisations régionales politiques et économiques et de leurs équivalents dans le domaine de l'enseignement supérieur pour montrer que le concept de régionalisation n'est pas un phénomène nouveau, mais qu'il a fait partie de et a été utilisé pendant l'époque postcoloniale pour satisfaire ...

Acknowledgments -- Preface -- Race and racism worldwide : a panorama of perspectives and contextual complexities / Diane Brook Napier, University of Georgia, USA -- Illusion of a lost past : educational co-habitation of five ethnies in Manchuria: personal biographical notes and methodological reflections / Shinichi Suzuki, Waseda University, Japan -- Education and the end of the myth of racial harmony in New Zealand / David Small, University of Canterbury, New Zealand -- Beyond social justice agendas : indigenous knowledges in pre-service teacher education and practice in Australia / Juliana M. McLaughlin, Susan L. Whatman, Queensland University of Technology, Australia, and others -- Is the Kenyan child still weeping? : a quest for education within the backdrop of colonial and post-colonial violations / Judith J. Jefwa, University of Nairobi, Kenya -- Official bilingualism and clashing colonial legacies in Cameroon : a historical analysis since reunification in 1961 to the present / Willibroad Dze-Ngwa, University of Yaoundé I, Cameroon -- The making of identity and Africa : voices of the struggle to be African in South Africa / Crain Soudien, Yusuf Sayed, Shervani Pillay, University of Cape Town, South Africa, and others -- European policies on the education of roma children : the case of Spain / Luis Miguel Lázaro, Violeta Álvarez Fernández, Victoria Martín de la Rosa, University of Valencia, Spain, and others -- Special educational needs and foreign children in Italy : interpretations and ambiguities / Melita Cristaldi, Studio Interdisciplinare di Scienze Sociali e Umane, Italy -- Racialisation through "time" in Brazil's cooperation in higher education : an ethnographic case study of UNILAB / Susanne Ress, University of Wisconsin, USA -- Rethinking Costa Rica's racial exceptionalism : race relations, language policy, and development / Joanna Greer Koch, North Carolina State University, USA -- You look and sometimes sound the same : unpacking racism towards Nicaraguan immigrants in Costa Rica / Steven Locke, Carlos J. Ovando, University of Wyoming, USA, and others -- The role of Cuba's educational system towards eliminating racial discrimination / Lidia Turner Martí, Elvira Martín Sabina, Isora Justina Enríquez O'Farrell, José Varona Pedagogical University of Havana, Cuba, and others -- Discrimination and exclusion in the construction of social relations : case study in the telesecundaria of Zozocolco of Hidalgo, Veracruz, Mexico / Sonia Comboni Salinas, José Manuel Juárez Núñez, Universidad Autónoma Metropolitana, Campus Xochimilco, México -- Racism and multicultural education in Canadian schooling / K.P. Binda, Tara J. Hall, Nadia Binda-Moir, Brandon University, Canada, and others -- Quebec identity politics and anti-muslim bias in Quebec secondary schools / Naved Bakali, McGill University, Canada -- Understanding institutional racism from the perspective of racialised female student activists in the Canadian context / Mahtab Nazemi, University of Washington, USA -- Index.

Affective domain is believed globally to be one of the main areas of human experience and development. While affective education is generally valued as a significant aspect of education, its interpretation and realization may vary across countries and cultures. The primary purpose of the present research is to investigate how affective education is conceptualized and implemented in contemporary China. To achieve such an aim, a qualitative case study was conducted in the capital city of Guangdong Province- Guangzhou. A middle school in the city with uniqueness in its practice of affective education was selected as the case school for study. Fieldwork was carried out from the year of 2005 to 2007 to investigate the perceptions of school leaders, teachers and students about the concept and practice of affective education. Multiple methods were employed in this research. Data were drawn from in-depth interviews with the present and former school principal, Communist Party Secretary at school, teachers and students of the school. Evidence was also collected via on-site observations, analysis of textbooks, learning materials and school documents. A shadowing approach of observation to the principal was also launched. A total of 42 informants were interviewed and 25 sessions of participant and non-participant observations were conducted in the campus. Different sources of the data were categorized, thematically analyzed, and triangulated. The functions, content elements and the practice of affective education were identified. Findings showed that affective education was implemented in the name of Meiyu which meant aesthetic education in its broadest sense. The salient functions and content of Meiyu as affective education were closely related to character formation and Chinese traditional values as well as political ideology. An essential feature of centralized management of affective education in a collectivistic culture was also illuminated in the study. The findings revealed the essential class teachers' pastoral task of being role models for character development and providing comprehensive care and support to individual student and at class level. It was also affirmed that time-honoured moral values were particularly dominant for creating school climate in a Chinese context. The provision of affective education as shown in this study involved a direct concern for the moral development of students. Playing the role as an agent imparting moral values, affective education in China cultivates a unique affective experience- Chinese affect to nurture moral individuals with the ultimate goal of serving the interests of the collective. The unique approach of implementing affective education in a Chinese pastoral care structure also witnesses the tension of regulation of self versus liberation of self. While this study reaffirms mainland theorists' framework about affective moral education, it also informs the extant theories of affective education that though affective education in the East and the West are concerned about enhancing students' affective development, they differ much in their emphasis. ; published_or_final_version ; Education ; Doctoral ; Doctor of Philosophy

"The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context? Contributors are: Mario Alarcón, Bruno Broucker, James Calleja, Ida Iselin Eriksson, Magdalena Fellner, Hugo A. García, Corinna Geppert, Carmen Heidenwolf, Andrew S. Herridge, Torstein Nielsen Hole, Pablo Hormazábal Saavedra, Lisa J. James, Kerstin Janson, Cindy Konen, Gergely Kováts, René Krempkow, Alice Laufer, Clare Milsom, Darlington Mutakwa, Mark O'Hara, Attila Pausits, Pascale Stephanie Petri, Julia Rathke, Florian Reisky, Katharina Riesinger, Christian Schemer, Marit Ubbe and Denyse Webbstock"--

By their very nature, attempts by civil society organizations to promote democracy abroad involve cooperation and contact across the borders of nation states. The dissemination of the ideas and practices of the promoters is often essential; in the case of Swedish democracy promotion, popular education or folkbildning has been important. This thesis investigates the dissemination of ideas and practices by civil society organizations in Sweden and Estonia in the field of popular education. More specifically, a number of projects run by member organizations of the Swedish study association ABF (Workers' Educational Association) and member organizations of the Estonian AHL (Open Education Association) are studied. These projects are also part of democracy-promoting activities whose funding comes mainly from Swedish donor agencies. The thesis aims to understand not only what has been spread but also how ideas and practices have been translated to fit the Estonian context. The primary theoretical concept used is therefore translation, even though one aim of the thesis is to systematize the field of study concerning processes of dissemination and to enrich the concept of translation with the aid of previous work on diffusion and socialization. The main contribution of the thesis consists of the in-depth study of cooperation between Swedish and Estonian popular education organizations. It also contributes to the theoretical development of the concept of translation by identifying different phases in this kind of process and important elements of these phases. Popular education is an important part of Swedish democracy promotion and this study also contributes to this rather undertheorized subject, and also to the discussions of transnational civil society cooperation, by demonstrating an analytical framework that can be of use in future research into these issues.