It is now 18 years after the 1994 genocide against Tutsi in Rwanda. Many things have already been done regarding the national reconstruction process in which every Rwandan is expected to participate. How are educators taking part in this national reconstruction process? This study explores the level of participation of the National University of Rwanda academics in implementing national social cohesion recovery policies. Building from collected data that indicate a relatively low level of inclusion of peace building issues in academic activities due to limited expertise in peace and conflict studies, the study suggests a two-week-workshop as a peace education intervention in order to improve the National University of Rwanda academics’ skills in conflict transformation and education for sustainable peace and development.
The Chinese educational system stresses a variety of academic areas that include development of student character and personal orientations. One such area is the emphasis on human communication processes. This book offers a cross-cultural understanding of human communication objectives within the Chinese educational system. Wang Lei, Ph.D. (Beijing Normal University, 2011) is an Associate Professor & Executive Deputy Dean at the Chinese National Institute for Education Assessment and Deputy Director, Assessment Research & Development, National Education Examinations Authority, Chinese Ministry of Education. She is the National Project Manager of the Program for International Student Assessment (PISA) China. Jim Schnell, Ph.D. (Ohio University, 1982) is a Professor of Social & Behavioral Sciences at Ohio Dominican University. He retired from the USAFR, at the rank of Colonel, and his final 14 years were as an Assistant Air Attache to China. Schnell is a Fulbright Scholar and has taught at the University of Cincinnati, Miami University, Ohio State University and universities in China and Cambodia.
Co-authors Jim Schnell and Lei Wang address Chinese-U.S. cross-cultural competence themes as they blend to compose the larger context for intercultural relations between the U.S. and China. As such, they focus specifically on cultural themes, educational themes and military themes. Jim Schnell, Ph.D. (Ohio University, 1982) is a Professor of Social & Behavioral Sciences at Ohio Dominican University. He retired from the USAFR at the rank of Colonel and his final 14 years were as an Assistant Air Attache to China. Schnell is a Fulbright Scholar and has taught at the University of Cincinnati, Miami University, Ohio State University and universities in China and Cambodia. Lei Wang, Ph.D. (Beijing Normal University, 2011) is an Associate Professor & Executive Deputy Dean at the Chinese National Institute for Education Assessment and Deputy Director, Assessment Research & Development, National Education Examinations Authority, Chinese Ministry of Education. She is the National Project Manager of the Program for International Student Assessment (PISA) China.
The book presents the Higher Education(HE) System of Bangladesh and the role of National University(NU).The fundamental objective of this book is to trace out how the NU ensures and develops the quality of HE in Bangladesh. Within the broad framework,the specific objectives of the research are to: (a) Trace out how NU maintains quality in HE on the affiliation and inspection system, and takes required steps for the development of affiliated colleges; (b) Assess the measures of NU so far undertaken for maintaining quality in admission and registration, and other related issues; and (c) Explore the examination system of NU from the announcement of the examination routine, question formulation and moderation, arranging examination, publication of results, punishment against unfair means and certificate distribution system. The book contains nine chapters where a vivid scenery has been presented on objectives,Theoretical Framework,Bangladesh Education System, NU & Bangladesh HE,NU and Affiliation System, Admission & Registration,Examination System,Comparative HE system with a brief observation & Recommendation of Bangladesh HE.It is a informative book for researcher globally.
This book explains how the efficiency of formal and informal educational systems is key to the success of human resource development strategies in their facilitatory role to overall national development efforts. Muroki Thuo elucidates how a mutually reinforcing and positive relationship between educational development and national development is the target outcome for development planners and policy makers, and beneficial for all development stakeholders. The author investigates the external qualitative efficiency of Kenya’s university system in preparing university students for wage employment in the formal manufacturing sector of the industrial economy. He selected employers in the formal manufacturing industry in Thika industrial town of the workplace competencies. This book shows that perceptions of the university education management and educational programmes dispensers should also be included to complete the university education-industry-graduate employees’ web of interrelationships. This book is highly recommended for the lecturer, students and researchers.
Secondary Education has received a pivotal position in the educational system of a country. It plays the role of spinal cord in the life of national economy. It is a stage where destiny of a student is determined. At this stage aptitudes are directed and reasoning powers are developed. Physical development is utilized for high level skills. Students at this stage should be carefully nourished, nurtured, developed, taught and trained for peace, prosperity and progress of the country. Statistics indicate that education sector is improving over the decades. Although improvement in the education sector is slow but it is neither static nor declining. One of the reasons behind slow improvement is the ignorance of the Public sector towards education. Adequate educational reforms may place Secondary Education on the road to success.
The present peace of work deals with the implementation of peace education and its effectiveness in education. Peace education intends to prepare the child to learn concepts of peace to lead peaceful life. The study entitled “Implementation of Peace Education in Secondary Schools” aims at to inculcate the strategies and values of Peace among the mindsets of the students. Study of peace education could be more meaningful by verifying in oneself. This book is foundation for the prospective teachers to have relevant and responsible interventions with the learners. This book will definitely provide a platform to devoted students, scholars and teachers of peace and harmony to interact with inspiring thoughts contained in this book.
Carlos Fernandez-Lozano obtained his bachelor in Computer Engineering from the National University of Distance Education of Spain in 2009. Then he joined Alejandro Pazos' group, Artificial Neural Networks and Adaptive Systems (ANNAS) at the University of A Coruna. He finished his Master in Computer Science in 2011 as valedictorian of his class, and is currently working in his Ph.D at the University of A Coruna. His work lines are focused on Biomedical Imaging, Information Systems and Data Mining. Juan Ramon Rabunal obtained his BSc degree in Computer Science in 1996, the MS degree in Computer Science in 1999 and the PhD degree in Computer Science in 2002, all of them at the University of A Coruna. He also obtained a PhD degree in Civil Engineering in 2008 at the same university. Nowadays, he shares his time between his lecturer position at the Faculty of Computer Science of the University of A Coruna and the direction of the Center of Technological Innovations in Construction and Civil Engineering. He has also headed several research projects for the university, the regional government as well as the national government. His main research interests are artificial neural networks.
Rwanda and Burundi are transitional states recovering from internal conflicts. In these states, the unleashing of instruments of war created security, governance as well as socioeconomic challenges that threatened both the lives of individuals and the survival of the state. The existence of armed groups, militarized and uncivil society and governments with questionable legitimacy in these states limited their ability to supply major political goods to their citizens due to limited authority. In the two states, substantial peacebuilding and sustainable peace work that uses different strategies has been going on since the end of their respective conflicts to create sustainable peace. Peacebuilding initiatives in the two countries have used different strategies leading to comparable outcomes. While the Rwanda peace process was endogenous the Burundi peace process was more exogenous. The study compared the peacebuilding strategies used in the two countries. This book is useful to scholars in Peace and Conflict studies as well as the general International Studies discipline.
This work is aimed at pinpointing the role of 9YBE policy in promoting access to E.F.A in Rwanda, by analyzing the obstacles to the implementation of the 9YBE policy, and suggesting measures to be undertaken in order to facilitate the policy to contribute a lot to the sustainable development of the country. The study was conducted in some Districts of Rwanda, namely Rulindo and Musanze. In the sampling framework, the above-mentioned Districts were selected as a case study of the research to represent other Districts since all Rwandan Districts possess the 9YBE schools. It was believed that results from this research should be applied to the rest of the entire territory of Rwanda mostly because all Rwandan Districts share almost the same characteristics with regard to the policy. The information obtained from the research proved that the education given in 9YBE schools should play the ultimate role in the development of Rwanda. The findings of the study revealed that the 9YBE policy plays a paramount role in promoting access to Education For All in Rwanda though its implementation faces a number of challenges due to different factors and circumstances.
Telling of Peace Education documents the narratives of five peace educators who use dialogical interactions among their students to create a culture of peace within the context of the Israeli-Palestinian conflict. The overall intentions of these peace educators are to promote critical thinking, dialogue and to empower their students to make decisions for themselves. I use narrative inquiry to examine deeper understandings of people-to-people engagement of peace education at the community level. As such, I present the narratives that represent the experiences of the peace educators I interviewed for this research. In addition, my field notes document my own narrative as the researcher, traveling back and forth between Bethlehem and Jerusalem to conduct the interviews. My intention for conducting this narrative research is to learn: (a) What stories can peace educators tell us about their efforts in the context of Palestine and Israel? (b) How do they implement peace education programs in their communities? (c) What are their fears, hopes, and aspirations? (d) What challenges do they face in the development and delivery of peace education?
Economic literature conclusively establishes that the countries which invested heavily in education (and higher education) realized higher growth rates than those which neglected it. It has, therefore, become imperative for the developing countries like India, to give due importance to both quantitative and qualitative expansion of this sector. The expansion and growth of the university and higher education sector depends crucially, if not entirely, on the input of financial resources into the system. It is, therefore, important to analyze the flows of financial resources made into this sector. Thus, accordingly, the study makes an analysis of the trends in public expenditure on education sector (and its sub-sectors) over a fairly long period of almost a quarter of a century and that too taking into consideration the inter-state and inter-regional picture. Further, this book also studies the budgets of the several universities in the country by taking a huge sample of 25 per cent of the universities. Also keeping in view the fact that no such systematic study with national level and region-wise coverage is available, the study also tends to fill this gap in literature.
The book comprises several educational datasets. Instead of using mapping based only on artificial aggregation within predetermined boundaries of the countries, geographical information systems (GIS) techniques have been used to identify and map new areas of education provision in Rwanda. Therefore, GIS mapping highlights spatial distribution of education in Rwanda and the comparison between different locations enables the identification of areas of need for effective and efficient geographical provision of education in Rwanda.
This book analyses English Language Teacher Education (ELTE) at Maseno University. The work assesses the implementation of the ELTE curriculum at the University, the students’ uptake of English Language and pedagogical knowledge, skills and attitudes and application of knowledge and skills acquired in the actual secondary school classrooms. The book describes in details the ELTE curriculum, its implementation, the classroom interaction by the teachers who had undergone ELTE at Maseno University, and their perception of ELTE in light of their classroom needs. The findings reveal the serious challenges facing ELTE at the University, which reduce the trainees’ confidence in the curriculum design and implementation. Given the fact that the typical Kenyan classroom was found to be characterized by severe shortages of English Language Learning resources in quality, quantity and variety; the ELTE courses were found to be lacking sensitivity to trainees’ classroom needs. This work, which contributes immensely to the understanding of University English Language teacher education in Kenya, recommends a re-think and changes to ELTE specifically, and to university teacher education in general.
Globalization has dramatically changed the dynamics of competition among Universities. Competition among universities was previously limited within the national boundaries but this notion has changed. Worldwide various universities have responded to the changing trends by organizing University education across borders. East African Universities have responded to the trend of cross border education but with limited results. Whereas integration of East Africa was viewed as a catalyst but has not fully yielded much fruits. The book advocates for East African Universities to quickly adapt to the environmental changes, match global trends so as to become more competitive and enhance effectiveness in cross border education. The book highlights historical trend of cross border education in East Africa, arguments for and against cross border education, strategies and approaches together recommendations for the most effective means of organizing cross border University Education by East African Universities. Entrepreneurs and Managers of public and private Universities will find the book handy in addressing the dilemma for organizing cross border education.