Suchergebnisse

This book draws together for the first time expertise in cultural geography and geographical education that synthesises the main ideas in these fields to improve our cultural understanding of the world and to demonstrate how such understanding may be interwoven into the geography curricula at different levels of education. Its aim is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding, and education. Through contributions from international researchers and educators, this publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and, wherever possible, improve them for future generations of citizens. Therefore, geography can be effective in the promotion of lifelong learning for groups of people who interact in both real and virtual worlds in the twenty-first century

This pioneering volume applies critical whiteness studies in a variety of educational contexts in the United Kingdom. The author uses ethnographic, biographical and documentary research to show how whiteness 'works' in education. The book also considers policy issues, and discusses how critical whiteness studies might function in anti-racist practice, shows how 'white supremacy' continues to dominate educational discourse and practice and discusses how this can be resisted.

SummaryThis paper enquires whether education and age at first birth, both strongly associated with completed fertility, are related to the timing of fertility, in particular the timing of the first three births, among once married white women. Analysis of data from the June 1985 United States Current Population Survey indicates that education is related to the timing of fertility; this relationship has remained relatively constant over time. Age at first birth is associated with the timing of fertility among older but not younger women.

Modern-day slavery, in the form of human trafficking, is an issue that affects countries, communities, and individuals around the world. In the United States, the National Human Trafficking Hotline receives an average of 141 calls per day, a number that doesn't even encompass the many victims without access to or knowledge of this resource. Despite the prevalence of human trafficking in the United States, many Americans are uninformed and unaware of the realities of human trafficking. In the face of this growing concern, the United States must employ new tools and tactics to raise awareness, support victims of trafficking, and prevent future victims from being targeted. This paper evaluates anti-trafficking education reforms within four sectors: professional counseling, the healthcare system, the public education system, and law enforcement. These reforms would help to directly combat the negative effects of misinformation that allow traffickers to go unnoticed and victims unsupported, and increase understanding of human trafficking. The four sectors were evaluated based on efficacy, cost efficiency, practical feasibility, and political and public acceptability. This thesis concludes that education reform for law enforcement best fulfills the criteria, as law enforcement officers often act as the "front line" of human trafficking identification, prevention, and response.

Vols. for 1986?- issued in 4 parts. ; Microfiche. ; Mode of access: Internet. ; Prepared for the use of the House Committee on Education and Labor, and the Senate Committee on Labor and Public Welfare.

Seventh Pan-Commonwealth Forum on Open Learning Keynote Plenary - Girls' & Women's Education, 4 December 2013, International Conference Centre, Abuja, Nigeria by The Honourable Margaret Mensah-Williams, Member of Parliament, Vice-Chairperson & Coordinator of Committees, National Council, Parliament of Namibia

Offprint: The Annals of the American Academy of Political and Social Science. (September 1916). ; "Publication 1049." ; Mode of access: Internet.

Funding policies in the education sector have undergone significant change over the years in India. In recent years, one such big change is the integration of three major flagship programmes for education, namely: Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) & Teacher Education (TE) under one umbrella scheme known as Samagra Shiksha Abhiyan (SMSA). As financial year 2018-19 is the initial year for implementation of the scheme, hence, this paper explores the planning and budgeting aspects of the Samagra Shiksha Abhiyan in selected states of India. The study has been carried out for the eight states, viz., Andhra Pradesh, Bihar, West Bengal, Uttarakhand, Uttar Pradesh, Himachal Pradesh, and Delhi, for the period of 2018-19 to 2019-20. The paper studies the financing of education under SMSA. The paper also analyses the distribution of support from the union government under the scheme. Drawing on the lessons from such analysis, the historical background and past experiences of implementation of previous education schemes, viz., Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education, the paper examines the design and ground level challenges of the Samagra Shiksha Abhiyan in selected states of India.

La enseñanza de la Educación Física en Argentina ha sido interpelada en el marco de la situación de pandemia, producto del COVID 19. Hoy, la modificación del sistema de dictado de clases presenciales hacia una modalidad a distancia (por motivo del cierre de edificios escolares), ha puesto de relevancia las dificultades de implementación de acceso y permanencia en el sistema. Este trabajo sitúa su estudio en el sistema de educación secundaria de gestión pública, tomando como caso la provincia de Buenos Aires, con el objetivo de analizar el Plan de Continuidad Pedagógica implementado por la Dirección General de Cultura y Educación de dicha provincia, en el área de Educación Física, en el primer ciclo del nivel secundario (1°, 2°, y 3° año). Partiendo de las disposiciones vigentes nacionales y provinciales de la entidad que reglamenta el trabajo profesional de profesores y profesoras de las escuelas públicas de la región, el artículo discurre entre el derecho público y el hecho político, recuperando la investigación de Giorgio Agamben en el Estado de excepción, con el fin de analizar la propuesta de enseñanza de la Educación Física en secundaria básica que incluye a 1ero, 2do y 3er año. ; O ensino da Educação Física na Argentina tem sido questionado no âmbito da situação de pandemia, produto do COVID 19. Hoje, a modificação do sistema de aulas presenciais em direção a uma modalidade a distância (devido ao fechamento das escolas), manifestou as dificuldades de implementar o acesso e permanência no sistema. Este trabalho tem como foco de estudo o sistema de ensino médio de gestão pública, tomando como caso a província de Buenos Aires, a fim de analisar o Plano de Continuidade pedagógica implementada pela Direção Geral de Cultura e Educação da referida província, na área de Educação Física, no primeiro ciclo do ensino médio (1º, 2º, e terceiro ano). Com base nas disposições atuais – nacionais e provinciais – da entidade que regula o trabalho profissional dos professores das escolas públicas da região, o artigo discorre sobre o direito público e fato político, recuperando a Investigação de Giorgio Agamben no Estado de exeção, a fim de analisar a proposta de ensino da Educação Física no ensino médio, que inclui 1º, 2º e terceiro ano. ; The teaching of Physical Education in Argentina has been questioned due to the context of the pandemic situation, COVID product 19. Today, the modification of the teaching system of face-to-face classes towards a remote modality (due to the closure of school buildings) has highlighted the difficulties implementing access and permanence in the system. This work places its study in the secondary education system of government admimistration, taking as its points Buenos Aires province, with the aim of analyzing the Plan of Pedagogical Continuity implemented by the General Culture and Education Directorate of that province, in the area of Physical Education, in the first cycle of the secondary level (1st, 2nd, and 3rd year) Based on the current provisions – national and provincial – of the entity that regulates the professional work of teachers in the public schools of the region, the article runs between public law and political fact, recovering Giorgio Agamben's research in the State of emergency, in order to analyze the proposal for teaching physical education in basic secondary school that includes 1st, 2st and 3rd year. ; Instituto de Investigaciones en Humanidades y Ciencias Sociales

The purpose of this study was to examine Nyerere's educational thought in relation to his four reform proposals: integration of the educational system, education for manpower and for self-reliance, and the decentralization of school decision making. Also, it was intended to determine the extent to which these proposals could be a potent force in changing the Tanzanian society. Using government records and case studies, these reform policies were analyzed in terms of their intended and unintended policy effects on the structure, content and governance of Tanzania's educational system. The analysis revealed that despite increases in school enrollment at all levels, the notion of "self-help" in education has not created the type of schooling that is consistent with the diverse needs of those who have been affected by its programs. The educational system seemed to be limited in changing the Tanzanian society. Political, social and economic factors are more important in fomenting social change than factors within the educational system. But the efforts of Nyerere in using his four reform proposals in education in changing the Tanzanian society should not be interpreted in terms of the failures of a scholar but in terms of the progress made by a politician who had to satisfy many competing self-interest groups: parents, students, bureaucrats and professional educators. In this connection, the effort to eliminate racial discrimination in the educational system was successful, but because of the self-serving interests of various groups, deep-rooted ethnic biases, regional imbalances, and the insidious effects of the ill-distribution of wealth, disparities still remain in the system. The number of trained personnel has increased from 10,000 in 1967 to 30,000 in 1976. But low-wage jobs were not provided for the masses, the majority of Tanzanians. The Universal Primary Education Scheme has increased the number of graduates but it has also heightened their unemployment and migration from rural to urban sectors. The emphasis on alternative self-help programs only in the rural sector has the effect of reinforcing a dual system of education that would stream pupils in the urban sector into mental jobs while those in the rural sector into manual jobs. The policy implications of these developments for Tanzania were considered in the light of creating alternative self-help education programs that are rich and diverse in order to motivate all those to be affected by these programs. ; Ph. D.