Suchergebnisse

The purpose of this symposium is to pay tribute to Paulo Freire, one of the most influential theorists and practitioners in adult education and pedagogy in general. The first presentation provides a general background to Freire's work and it is followed by an exposition of Freire's central concept of 'Conscientization'. The discussion will then highlight two key strands in Freiere's work, namely the Marxian and Liberation Theology strands. The concluding section addresses Freire and postcolonial politics. Paulo Freire : from Pedagogy of the Oppressed to Pedagogy of Hope (Daniel Schugurensky) Conscientization as the Object of Practice (Sue M. Scott) Freire with no Dilutions (Paula Allman) Freire and Liberation Theology (Elizabeth Lange Christensen) Paul Freire and the Colonial Legacy (Peter Mayo)

This paper discusses the evaluation of higher education (HE) in Brazil; after presenting a short overview of HE evaluation in the country from the 1990s onwards, it asks questions as to the impact of evaluation systems on the relevance of education, on racial and regional equity, and on efficacy. By reviewing official statistical and quantitative data on a range of indicators, the paper questions not only the quality, but also the equity and the efficiency of HE in Brazil. We are furthermore concerned with discussing the rationales behind the introduction of evaluation systems in the country, since the current 'regulatory evaluation' seems to follow an international 'call for accountability'. The concluding section discusses different theoretical perspectives on this development. (DIPF/Orig.) ; Die Autoren argumentieren mit Blick auf den Hochschulsektor in Brasilien, dass Evaluation dort nicht als formatives, sondern regulierendes Instrument eingesetzt wurde. Sie zeigen anhand verschiedener Indikatoren, dass sich von 1994 bis 2008 trotz der Zunahme an Evaluationsinstrumenten die Qualität im Sinne von Relevanz, ethnischer und regionaler Verteilungsgerechtigkeit und Effektivität nicht verbessert hat. Die Ergebnisse diskutieren sie vor dem Hintergrund verschiedener theoretischer Arbeiten. (DIPF/Orig.).

Part 1: The State of Play -- Chapter 1. Introduction and Context -- Chapter 2. The Purpose of Education -- Chapter 3. Why Are We Falling Behind? -- Part 2: The Players -- Chapter 4. 'If I Could Just Teach' -- Chapter 5. The Pressures on, and of, Curriculum -- Chapter 6. Basic, Basal Skills and their Effects on Higher Order Thinking -- Chapter 7. The Standardisation of Teaching -- Chapter 8. Teacher Professional Assessment and Teacher Professional Development -- Chapter 9. Student Evaluation as a Driver of Education Delivery -- Chapter 10. Digital Devices, Online Learning and All That: How They Are Shaping Education -- Part 3: Playing Our Part -- Chapter 11. Which Future? A Note of Hope -- Chapter 12. Recommendations: What We Know and What We Can Do.

This book uses the global-local dialect approach to explicate education policy reform in Botswana and interrogates the practical effects of the various education policies on curriculum, pedagogy and governance of the Botswana General Education system. Considering the effect of three reform policies since Botswana's Independence in 1966, the book evaluates the performance of each of the policies and examines their consequences in terms of the interplay of global forces and domestic pressures. The result of this interplay has been an education landscape that, while reflecting globally circulating education discourses, markedly differs from those same discourses. The book argues that the State in Botswana has appropriated education policy to legitimate itself in times of crisis and that each policy has improved access to general education but, collectively, have failed to improve its quality, making suggestions for how this can be improved in the future. As the first book of its kind to delve into education in Botswana from a single-authored critical lens, the book will be a highly relevant reading for academics, researchers and post-graduate students of African education, comparative education, education policy and curriculum studies. This book uses the global-local dialect approach to explicate education policy reform in Botswana and interrogates the practical effects of the various education policies on curriculum, pedagogy and governance of the Botswana General Education system. Considering the effect of three reform policies since Botswana's Independence in 1966, the book evaluates the performance of each of the policies and examines their consequences in terms of the interplay of global forces and domestic pressures. The result of this interplay has been an education landscape that, while reflecting globally circulating education discourses, markedly differs from those same discourses. The book argues that the State in Botswana has appropriated education policy to legitimate itself in times of crisis and that each policy has improved access to general education but, collectively, have failed to improve its quality, making suggestions for how this can be improved in the future. As the first book of its kind to delve into education in Botswana from a single-authored critical lens, the book will be a highly relevant reading for academics, researchers and post-graduate students of African education, comparative education, education policy and curriculum studies.

The right to education is an essential tool conditions for the development of an emancipated societies, to maintain and strengthen their cultural identities, ethnic and linguistic minorities. Education can promote (though not guarantee) understanding, tolerance, respect and friendship between peoples, ethnic or religious groups and can help create a universal culture of human rights. So education is an individual expression of freedom that it is an economic necessity from which depends the development of the country.Provision of education should be considered as a long term investment with high priority, because it develops human resources as an asset in the process of national development. So full realization of the right to education can be achieved by improving the economic, social and cultural rights through a political commitment and cooperation of the all. From historical point of view, the education in Europe, before the age of enlightenment, was primarily the responsibility of parents and the church. Education began to become public affair and state responsibility only with the constitution of the modern secular state. In the century XIX, the emergence of socialism and liberalism placed education, more strongly, in the field of human rights. Liberal and anti-clerical ideas of the XIX century influenced to the definition of the right to education which aimed to protect and advance the ideas of freedom, of science, of research and teaching against the every influencing forms from the church and the state. Principles of the right to education was included in the Universal Declaration of Human Rights and national constitutions and various international and national instruments charge states with the obligation to respect, protect and fulfill all the rights to education because the fundamental right to education entitles all individuals to provide appropriate forms of behavior from their respective governments. Ensuring citizens with many civil and political rights, such as the right to information, freedom of expression, the right to vote and to be elected, and many others, depend on at least a minimum level of education. So thats why its so important the right to education as far as it provides to the citizens more control over the course of their life, in particular, control over the actions of the state against the citizens in general. DOI:10.5901/mjss.2014.v5n19p155

This paper describes the conflict situations that teachers and students faced when a new problem- and case-based approach to democracy education was used in Palestine. The data for the study were six documentary cases written by teachers who participated in the three-year project, supplemented by the observations and interpretations of the author as a participant observer. The study describes how dedicated and tactful teachers generally succeeded to teach democracy in a largely undemocratic context, and shows that teaching democracy in the manner described perturbed the system, and students and teachers were faced with internal and external conflict situations. These conflict situations sometimes facilitated radical change in the knowledge, beliefs, and behavior of teachers and students. The study underscores the importance of internal cognitive and emotional conflict, in addition to external conflict, in learning, as well as draws attention to the dialectical relation between teachers' efforts to introduce educational change and their own change and professional development. ; peer-reviewed

<p><em>Human Resource Development is a continuous process. It helps to increase the competencies of people as per the changing requirements in present day world. The development of human resource (teaching Faculty) in higher education department is of utmost importance. The higher education department is responsible for providing skilled and competitive workforce to organizations at global level. Higher education department also contributes towards the economic growth of the country. It can fulfill the workforce need of organizations only when its own workforce is developed and competitive as per present day requirements. Keeping in view the role of higher education in economy, and importance of higher education department at global level, this paper is an attempt to highlight issues / problems faces by college teachers working in different colleges of Jammu and Kashmir State.</em></p>

In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on 'reciprocal learning' (Sigmon, 1979) where the 'head, hands and heart' can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner's efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994).

This paper compares two normative theories of education in Chile, one centered in the republican tradition, mainly in the XIX and partly in the XXth century, and the other imposed by the military dictatorship and who uses the market freedom and the market efficiency as justificatory devices. The republican theory argues in favor of a central role of the state in the design of a public, universal, obligatory and tuitionless educational system, understood as essential to the formation of citizens in common and to the construction of an egalitarian society. One can think of education, in this perspective, as a common property, a public good of which nobody can, in principle be excluded.To the market theory, education is conceived as a consumer good –or, in another version, as an investment– who means high rates of return to individual users and for that reason must be paid by them. From another perspective, a private system of education is justified in terms of the freedom to offer educational goods in the market, and the freedom to choose this goods by theconsumers.In Chile an educational system very similar to the republican one, has existed till 1973. This system has had a relatively peaceful coexistence with private education in all levels. In current discussions on education, this mixed system is considered a good thing. The paper argues that this coexistence is no more possible with the actual market model who seeks to exclude any other system, which is incompatible with a strong public system of high quality and who points therefore to the destatisation of all education. ; En este artículo se comparan dos teorías normativas sobre la educación en Chile, durante los siglos XIX y XX, la teoría que sustenta la educación en la idea de república, fundamentalmente en el siglo XIX, y el modelo que impone el régimen de Pinochet que recurre a la utilidad y la libertad de mercado como conceptos justificatorios. La teoría republicana argumenta a favor de un papel central del Estado en el diseño de un sistema educacional ...