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 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.
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.
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.
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.
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.
Originally published in 1948, and derived from the fifth annual lecture of the National book league in 1947, this text by classist and university administrator Sir Richard Livingstone affirms the importance of universities as centres of higher learning, but also critiques their shortcomings and examines the various forces then shaping undergraduate education. This book will be of value to anyone with an interest in the history of education, and university education in particular.
This study aims to investigate the perceptions Lecturers' Conceptions of Ethical Citizenship Education at the Hashemite University in Jordan. The results of the study indicated that the lecturers perceptions includes that universities provide the students with knowledge, skills and attitudes but it's not concerned mainly with the ethical citizenship values of them. The lecturer's conceptions of their students were mainly focused on the academic dimensions. Implementing ethical citizenship education at the university has its obstacles and difficulties and it needs a shared decision, support and communication at all the levels.
DropOut Patterns Among Female Students in Rwanda Secondary Schools Research is intended to provide Policymakers, Educationists and Researchers an understanding of why secondary school education is affected by female dropout in Rwanda. The book covers a wide range of issues that concern female dropout at the secondary school level in Rwanda. It explores debates and reviews literature on processes that surround dropout. One unique contribution of this research is that it shows how ‘time’ (girls’ time spent on domestic labor) could impact negatively on girls’ secondary school education in Rwanda.The book outlines recommendations on emerging issues and concludes by suggesting strategies that could be used by Policymakers and Educationists in Rwanda to reduce the problem of female dropout at the secondary school level.
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 work centers around the development of university education in India from 1857-1887. It analyses the historical and chronological developments of the university education in relation to the changing socio-political situations. Data were mainly collected from printed official reports and surveys. In analysing the development of higher education in India the methodology adopted was obviously historical and the problem is looked at from the point of view of relevant social science disciplines and there is an attempt to write it in the light of new history of education that has emerged in the west. The study highlights the fact that the university system was strongly influenced by the British model of higher education.
This book adds to the existing literature on peace education. It examines various approaches to peace. Predominantly examining the Gandhian approach to peace and peace education, it also examines the approaches of some of the renowned pacifists like Henry D. Thoreau, Albert Schweitzer and contributions of some peace activist leaders. Being emphatic upon the need for orienting and training of individuals in nonviolent and peaceful resolution of conflicts, the book provides practical inputs and suggestions based on actual field studies. The book focuses on the need for including in peace education the non-traditional dimensions of peace like human security, human rights, environmental protection, etc. and emphasizes upon the need for promoting peace education world-wide, especially in the Afro-Asian countries.
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.
The System of Education in Morocco is in Arabic till high school, whereas higher education is still conducted in French (for scientific subjects alone, literary studies are carried out in Arabic). The shift of the medium of instruction from Arabic to French may hinder students' achievement at the university and other related institutes. This division of the system of education may result in having two types of graduates: Frenchified ones who may get lucrative jobs and Arabized ones left with not well paid ones. By investigating the implications of Arabizing the system of Education on the level of achievements of first year students at the university, this research tries to shed light on a more complex issue which is the ability of these faculties to provide good quality graduates who are able to contribute to the development of the country. It attempts to investigate the impact of the shift in the medium of instruction from Arabic to French on students’ achievements at the university and to look at the impact of Arabizing the system of education up to high school on the quality of university graduates, and to what extent such plan has promoted the sector of higher eduction.
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?