Suchergebnisse

People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language-written, widespread, sometimes used in school-surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility-and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect lang

Education and training for productive employment play a crucial role in the social and economic plans of a developing country like the Philippines. Technical and vocational education and training (TVET) in the country has been viewed as a tool to help equip the people with the necessary skills for employment. In effect, this increases their income potential, and eventually, remove them from poverty. To reach more people, more so, those in the remotest places, TESDA introduced information, communications, and technology (ICT) into TVET and launched the TESDA Online Program (TOP) in 2012. TOP is the first Philippine institution to offer massive open online courses. Current TESDA statistics estimate that more than a million Filipinos were able to access and utilize the TOP. This study assesses how ICT has enabled the Filipinos to have access and use online technical education offered free by e-TESDA program. It also acknowledges the unlimited opportunities offered by TOP through its courses and the potential number of users/beneficiaries. The vision of a globally competent Filipino workforce with advanced skills can be realized with the encouraging results of the TOP accreditation and certification. Read more about the recommendations on how to improve the current TOP in this study.

""This book examines emerging methods and trends for creating accessible and inclusive educational environments and examines the latest teaching strategies and methods for promoting learning for all students. It also addresses equal opportunity and diversity requirements in schools"--Provided by publisher"--

First of all, this article gives an inventory control of employment with global learning resp. political development education in a scientific context with the result that there do exist English-speaking scientists that deal with the pedagogical mainstream debates. Proceeding from that the objective target and the research agenda of the Research Centre on Development Education (London-University, Institute of Education) are formed. (DIPF/Orig.) ; Der Beitrag leistet zunächst eine Bestandsaufnahme der Beschäftigung mit Globalem Lernen bzw. entwicklungspolitischer Bildung im wissenschaftlichen Kontext vor und kommt dabei zu dem Ergebnis, dass es zwar im englisch-sprachigen Bereich einige Wissenschaftler und Wissenschaftlerinnen gibt, die sich mit diesem Arbeitsbereich befassen, dass das Thema aber keinen Eingang in den Mainstream der erziehungswissenschaftlichen Debatten gefunden hat. Ausgehend davon werden die Zielsetzung und die Forschungsagenda des Research Centre on Development Education (London-University, Institute of Education) dargestellt. (DIPF/Orig.)

v.1. Report of the committee of the General Purpose Fund on the state of the schoolmaster of Scotland (1821) -- v.2. Letter to the Lord Advocate on the claims or the parochial schoolmasters (1825) -- v.3. Heads of a bill for altering, &c. the act (1845) -- v.4. The peasantry of the border: an appeal in their behalf / by W.S. Gilly (1841) -- v.5. The school in its relations to the state, the church, and the congregation. (1847) -- v.6. Letters to the Right Hon. Lord John Russell, first Lord of the Treasury, on state education / by Edward Baines (1847) -- v.7. Speech of the Right Hon. Adam Black, Lord Provost of Edinburgh,. (1847) -- v.8. A plan for the establishment of a general system of secular education in the county of Lancaster (1847) -- v.9. Remarks on the government scheme of the national education as applied to Scotland / by Lord Melgund (1848) -- v.10. Lord Melgund and the parish schools / by a churchman (1849) -- v.11. Minutes of the education committee of the Church of Scotland (1849) -- v.12. Remarks on the government scheme of education, as applicable to Scotland. / by David Milne (1849) -- v.13. A letter on the excercise of the legislative functions of the Church of Scotland. / John Wilson (1849) -- v.14. Constitution of the Educational Institute of Scotland -- v.15. Report on the subject of schools of industry, juvenile begging,. / by Bailie Mack (1846) -- v.16. Reoprt of a discussion regarding ragged schools;. (1847) -- v.17. A plea for ragged schools;. / by Rev. Thomas Guthrie (1849) -- v.17. A second plea for ragged schools;. / by Rev. Thomas Guthrie (1849) -- v.19. The United Industrial Schools of Edinburgh (1848) -- v.20. First annual report of the Williams Secular School (1850) -- v.21. On the introduction of religion into common schools / by Andrew Combe -- v.22. A letter to the Most Noble the Marquess of Lansdowne on the reform and extension of the parish school system of Scotland / by Robert S. Candlish (1850) -- v.23. Thoughts on the educational question; or, "The Battle of Scotland" / by Hugh Miller (1850). ; Mode of access: Internet.

In the years following Independence (1961 for Tanzania, then Tanganyika; 1963 for Kenya) the two countries adopted similar stragtegies in education & development. The growing divergence in social, political, & educational policies after the Arusha Declaration (1967) is documented, & serves as a basis for discussing more recent educational developments, both formal & informal, in each country. Certain comparisons are offered of both educational policy & accomplishment, but these are not made against any rigorously defined set of criteria. Delineated are the difficulties facing Kenya & Tanzania in implementing their objectives. 3 Tables. AA.