Suchergebnisse

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

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Against Value in the Arts and Education proposes that it is often the staunchest defenders of art who do it the most harm, by suppressing or mollifying its dissenting voice, by neutralizing its painful truths, and by instrumentalizing its ambivalence. The result is that rather than expanding the autonomy of thought and feeling of the artist and the audience, art's defenders make art self-satisfied, or otherwise an echo-chamber for the limited and limiting self-description of people's lives lived in an "audit culture", a culture pervaded by the direct and indirect excrescence of practices of accountability. This book diagnoses the counter-intuitive effects of the rhetoric of value. It posits that the auditing of values pervades the fabric of people's work-lives, their education, and increasingly their everyday experience. The book uncovers figures of resentment, disenchantment and alienation fostered by the dogma of value. It argues instead that value judgments can behave insidiously, and incorporate aesthetic, ethical or ideological values fundamentally opposed to the "value" they purportedly name and describe. The collection contains contributions from leading scholars in the UK and US with contributions from anthropology, the history of art, literature, education, musicology, political science, and philosophy.

Equity-focused accountability has the potential to refocus our higher education system on its most important purpose: successful outcomes for all groups of students. Congress must build upon current policy to create an accountability system that pushes institutions to serve students especially low-income students and students of color well. This report recommends three areas that should be prioritized. ; The Education Trust

Delinquency is a plague which can be fought only with education, in particular religious education. The government should help the Church in this difficult task, one that has become increasingly difficult since religion has been removed from public schools. Joseph Bernardin notes that Church and society are traditionally recognized as having distinct, important roles in a child's education. Therefore a good and conscientious cooperation among parents and educators is necessary. Catholic schools, the Cardinal asserts, better prepare children both for life and for successive educational steps. For this reason the number of lay teachers and administrators in Catholic schools has recently increased, giving rise to further challenges and perplexities.Another serious concern regards the media. Advertisement that publicizes the use of contraceptives or shows violent scenes should not be aired because it violates parents' rights and responsibilities to provide clear guidance to children. Another aspect is increased financial support in the private sector by the government so that low‐income parents have the option of choosing Catholic education for their children. Elitism, Cardinal Bernardin concludes, does not belong to the Catholic heritage.