Suchergebnisse

"Investigates the study of Sumerian by nonnative Akkadian speakers during the Old Babylonian period in areas outside major cities whose schools have been studied extensively. Provides transliterations and translations of 715 cuneiform school exercise texts"--

This article reports on the implementation of global education in Canadian element- ary schools. Curriculum analysis and 76 interviews at school, ministry, and district levels revealed limited coordination among ministry, district and NGO efforts and little support for curriculum development and teacher training. In schools, fund- raising for international charities is often equated with global education, while other aspects of global learning are neglected. Equating global education with fundraising raises concerns for less affluent communities. We argue that more comprehensive and systematic government support for global education, and greater collaboration among ministries, NGOs, and schools is needed for Canadian children to receive an equitable, quality introduction to global citizenship. Key words: global citizenship, non-government organizations, social studies, teacher support Cet article fait le point sur l'implantation de l'éducation planétaire dans les écoles primaires au Canada. L'analyse des programmes scolaires et 76 entrevues menées dans des écoles, dans les ministères et dans des arrondissements scolaires ont révélé qu'il existait une coordination restreinte entre le ministère, les arrondissements scolai- res et les efforts des ONG et peu de soutien pour l'élaboration de programmes scol- aires et la formation des enseignants. Dans les écoles, la collecte de fonds pour des organismes de bienfaisance internationaux est souvent assimilée à l'éducation planét- aire tandis que d'autres aspects de l'éducation interculturelle sont négligés. L'assimilation de l'éducation planétaire aux collectes de fonds soulève des préoccupa- tions pour les collectivités moins fortunées. Les auteurs soutiennent qu'il faut un soutien gouvernemental plus exhaustif et systématique de l'éducation planétaire et une collaboration accrue entre les ministères, les ONG et les écoles pour que tous les enfants canadiens reçoivent une initiation de qualité à la citoyenneté mondiale. Mots clés : citoyenneté mondiale, organisations ...

The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

The World Bank has been supporting the Universalization of Elementary Education (UEE)program for India through its support to the flagship program of the Government of India, theSarva Shiksha Abhiyan (SSA). The Bank's ongoing support to SSA is a little over $ 1 billion.With reducing national level budgetary allocation and scarcity of resources for publicly-fundededucation, it is important to analyse the efficiency and effectiveness of the investments in thesector. It is critical that financial investments made have been used efficiently and yield a highreturn in terms of children's access to education and learning outcomes. With this objective, the World Bank as a part of its ongoing support to SSA, undertook a Value for Money (VFM) analysis that could assess the returns from public education expenditure. This paper attempts to calculate and benchmark the economic value of any increases in children's access to schooling and in students' learning levels that may result from increases in public education spending over time.

Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders ( n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the worksheet participated more equally in the domain-related dialogue, and a larger proportion of the group dialogue was task oriented and spent on exchanging domain-related explanations in comparison with the control group. However, adding the worksheet helped only low-ability children to increase their level of knowledge. Future research should look into possibilities for children's learning outcomes to benefit more from improved heterogeneous group dialogue.

Purpose
– The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the impact of additional funding on the progress of elementary education across states. Fourth, the author demonstrates how funding under SSA reinforces rather than reduces interstate disparity in school funding. Finally, the author concludes with certain policy implications for reforming federal transfers in Right to Education (RTE)-SSA, which can easily be extended to Rashtria Madhya Shiksha Abhiyan (RMSA) to be more responsive to educational inadequacy, effort and capacity across states.


Design/methodology/approach
– The author uses box plots for illustrating interstate disparity across various indicators on financing and growth of elementary education. Box plots are good at portraying extreme values and illustrate differences between distributions. Because the thrust of the paper is examining difference in distribution across and within states, box plots appropriately portray the distribution of both. Further, coefficient of variation is estimated in education funding and its impact variables.


Findings
– Interstate disparity in additional to the funding of SSA through discretionary transfers is examined by looking at two principles of inter-governmental transfers, viz., adequacy and absorptive rates. In a way, it appears that the educationally backward states getting the highest shares and also as per the requirement of the child population, but not necessarily so in terms of their relative proportions of enrolment, schools and teachers. Yet another revelation is that actual absorptive rates are much less than apparent absorptive rates. Unambiguously, additional resources coming from the Center for Development of Education can have a positive influence only after states have achieved a certain threshold level of absorptive capacities. As evidenced, fiscal disability is not compensated by transfers via SSA, as matching shares are uniform across states.


Research limitations/implications
– One significant limitations of the study is its use of administrative data. Often, administrative data from developing countries especially on social sector like education report inflated figures. The study uses primarily such but published secondary data sources.


Practical implications
– Finally, the author suggests certain policy implications for reforming federal role in the current RTE-SSA, which can easily be extended to RMSA, a CSS in secondary education, to be more responsive to state effort and capacity.


Social implications
– Though SSA attempts to address regional imbalance, the accumulated initial advantage of better-off states with uniform norms under SSA funding widens the interstate disparity rather than reduce it. It is, hence, mandated to look at building capacities and enable states for a level-playing field.


Originality/value
– It adds value to existing studies in two ways: rarely studies examine SSA expenditures and its impact on development and financing of elementary education, and examine a question on horizontal equalization mechanism whether additional allocation under SSA induce or reduce interstate disparity.

Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children's age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.

Given the pervasive silence that surrounds sexuality in elementary schools,Halloween provides a rare opportunity to explore its tangible manifestations. Schools sanction overt displays of sexuality and transgressions of certain school norms on this day. A time of celebration, it is perceived as a festive event for children, innocent and fun. Yet, because Halloween is the one school day where sexuality is on display, sexuality literally becomes a spectacle. Halloween serves as a magnifying glass to examine the operation of sexuality in the institution of elementary schools, illuminating a nexus of attendant relationships—social, economic, political, and cultural. These relationships lie buried beneath the veneer of fun and play that is popularly imagined as integral to the holiday. Drawing from ethnographic data collected over the 2010-2011 school year, I explore how processes of citizen creation through schooling are abetted by the U.S. consumer market, which strategically targets children, and girls in particular. This paper examines the ways in which elementary school Halloween celebrations bring to light the significance of sexuality in a culture that creates and exploits children's desires.

""Mussolini's Children" uses modern theories of race and biopolitics and the lens of state-mandated youth culture--elementary education and the auxiliary organizations designed to mold the minds and bodies of Italy's children between the ages of five and eleven--to understand the evolution of Fascist racism"--

Elementary education is a basic level of education that will affect a person's character in the further. If children are educated by good and appropriate educational method in elementary school, they will perform as a good quality or character of person. The aim of this study was to evaluate the achievement of character education in different types of elementary school. There are three types of school observed, that is public, religion, and culture school, and two schools for each types. There were six principal characters evaluated were faithful, pious, noble, self reliant, democratic and responsible. The results showed that Islamic boarding schools and cultural based schools reinforce the character education to students more frequently than the public school. The achievement of character of students in Islamic boarding schools and cultural based schools better than that in public school, indicated by higher grading. While the characters of faith and piety in elementary schools, is generally in need very serious attention.

This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as field experiences, programs of study, and methods instruction impact teacher education in elementary social studies in more important ways than student testing.

In the era of globalization, various roles and responsibilities of the state, i.e. who known as Nation-State has increased and diversified. Under such diversification, a role of nation-state has also increased. One of the primary duty of the state, is to provide elementary education to its future citizens – children. However, in case of fulfilling these duties, state has most of the home felt incompetent to do so. Hence therefore these responsibilities along with other responsibilities have been diversified to non-state actors and institutions. One such institution set up is known as Madrasah. Though claimed as institutions only for Muslim minorities, it has however not been free from criticism. One such general criticism has been the inclination of religious educations, inspite providing elementary education needed for all round development of individual. However, has madarsah been able to fulfill its duty in providing elementary education? what in the role of religious institution as such madarsah, in any democratic setup? what has there been significant reason for their existence? How effective can such religious institution like Madarsah be for non-muslim weaker section's children? Therefore, I would like to analysis such questions through this work and will try to look answer to these questions.

Afghanistan that remained the epicenter of terrorism and insurgency in the post 9/11 incident, suffered irreparable loss in both human and infrastructure, is now heading towards an era of peace and political stability. The signing of the peace agreement on February 29, 2020 by both the US government and the Taliban is a great development for strengthening democratization and power-sharing among the stakeholders in Afghanistan. However, certain hurdles stand in the way of peace and stability. This paper discusses some of the key areas such as the dilemma of Afghan presidential elections, Pakistan's controversial role, role of neighboring countries and the Indo-Afghan Nexus. Lacunae in the US-Taliban agreement to the exclusion of the Afghan government in the agreement and the threat of the ISIS are some of the other hurdles in bringing peace and stability in the country. Bargaining among the US and Taliban and the various stakeholders of Afghanistan is the only viable solution to the problem which provides the basis for theoretical framework. Keywords: Peace, Hurdles, Afghanistan, Taliban, US