Refugee protection has a controversial role within the modern human rights system, as well as within education policy-making and national welfare system. The creation of an international system of refugees’ rights has lead to the emergence of normative incongruities and disparities in the enjoyments of fundamental rights. This study investigates the enactment of the right to education for refugee children within national policy discourses and practices, adopting a comparative European perspective. It analyses two different levels of the policy-making process related to the right to education for refugee children (international and national), and it is undertaken in two stages. The first stage includes critical discourse analysis of international human rights documents, and British and Italian education policies. The second stage involves semi-structured interviews with international and national policy makers. Although limited in scope, the study intends to highlight the ‘aporetic nature’ of human rights, and the gap between promise and performance in the enactment of the right to education for refugee children.
This research focused on Information Accessibility regarding visually impaired students in the context of Higher Education in the Iraqi Kurdistan Region. The motivation behind the research was the early history of this region, showing huge amount of atrocities, which has left a wide community of disabled people. However, in spite of this situation, there was no evidence of research, data, and information to show the current figure of the problem area. The case study explored and assessed the current situation of information accessibility for visually impaired students within a university in the region through evaluating visual impairment rate, finding problematic areas related to information accessibility, which affects their education, and the level of awareness of information accessibility regarding visual impairment at the university.
The law in this area developed from the middle of the nineteenth century. In 1977, two additional protocols to the 1949 conventions were adopted. These built up and developed the earlier conventions. However,Common article three rooted humanitarian consideration in international law. The four Geneva conventions of 1949, state the principles of international law as they had by then emerged, in relation to the treatment of sick and wounded combatants, on land (i) And at sea (ii), prisoners of war (iii) and civilians (iv). It specifically prohibits murder, torture, hostage-taking, outrages up on persons dignity and extra-judicial and covers any military, police or guerilla action which has the deliberate result of killing or maiming civilians or prisoners. The international criminal tribunal for Rwanda and the Special Court for Sierra Leone were established to prosecute persons responsible for genocide, war crimes, crimes against humanity and the violations of the laws and customs of warfare. The success stories of these two international instruments had established international jurisprudence, and had contributed immensely to precluding impunity and augmenting international peace.
Youth unemployment is a pervasive problem. A number of countries faced with similar challenges have developed and implemented various labour market programs and interventions aimed at redressing the youth employment problem. Any scan of national financial literacy strategies in OECD countries will show that the youth are by far the leading priority target group. The realization of Kenya’s Vision 2030 and the attainment of the Millennium Development Goals critically depend on the degree of inclusion of the youth in the development agenda (Kenya National Human Development Report, 2009). This book, therefore examines the influence of financial education program on business growth among youth groups in Homa-Bay County focusing on: entrepreneurship information, financial access, debt management, savings and business development services as variables. The significance of financial education as a preventive approach would be useful to government agencies or policy makers’ incharge of youth affairs, private sector, NGOs, Financial Institutions and youthful scholars to ensure investments are made towards building capacity of the vulnerable youths on the thematic area of financial education.
Ferdinand worked with one of the prestigious media houses in Ghana as a Media Manager from 2005 to 2008 where he witnessed the systematic exclusion of some of the most vulnerable persons in society from active engagement in national activities. Ferdinand became motivated to research on how these gaps could be bridged to ensure the inclusion of every citizenry in society. His dreams were fulfilled when he was offered to study International relations at Brock University, ON in 2008. His research focused on “Women and Democracy in Ghana". Ferdinand decided to go back to pursue another research degree, but this time with the Centre for Applied Disability Studies at Brock University where he focused on “Creating Sustainable livelihood for persons with intellectual disabilities”. The aim is to advocate for “inclusiveness” as a worthwhile goal in communities, societies and countries. His research was also selected as the best from Brock University for the National Trudeau Foundation scholarship award. While at Brock University, he was the Vice President of the Graduate Students Association. He was also the Local Arrangements Coordinator for the 2014 SSHRC congress for CDSA and ANSER.
The study was conducted at national level and data was gathered from all four provinces of Pakistan.The major purpose of the study was to investigate the nature and extent of the contribution of private sector in the development of primary education in Pakistan.The main objectives of the study were to prioritize the problems faced by the private sector, to find out grass root level data regarding enrollment at primary level; and to find out quality of education provided by the private sector. THe study helped in finding the enrollment of both male and female students of sample cities of all provinces of Pakistan. Data regarding school management, school organization,category of school, physical faclities and academic situation of private sector was gathered from private sector. The study also helped to find out the problems faced by the private sector and measures to improve the standard of primary education in Pakistan.
This book addresses the operationalization of culture in U.S. military intelligence. It draws from the expertise developed by Dr. Jim Schnell’s 35 years in the military intelligence community, most notably serving as a HUMINT officer in the U.S. Defense Attache System (retiring at the rank of Colonel) and as the Lead Social Scientist, U.S. Army Culture & Foreign Language Office (as a civilian). This practitioner experience is enhanced via his theoretical background in civilian higher education. Schnell’s Ph.D. (Ohio University, 1982) in human communication processes and relevant scholarly publications, focusing on cross-cultural relations, provide ample context for analyzing U.S. military intelligence operations. His work as a Fulbright Scholar and multiple fellowships at the East-West Center (Honolulu) has served to cultivate insights relevant for the civilian academic community and military intelligence professionals. He has held teaching posts at Beijing Jiaotong University, Ohio State University, Royal University of Phnom Penh, University of Cincinnati and Ohio Dominican University.
This monograph is a dissertation submitted in partial fulfillment of the requirement for the degree of Master of Arts in Educational Planning and Administration at Jamia Millia Islamia, New Delhi. The research study was conducted on Manipur University, Canchipur. Since Manipur University was the only state university in Manipur and it has affiliated seventy-two colleges which exist in the State. In this study the investigator attempts to distinguish the problems in educational administration from the problems in education as such and conduct the study which can lead to better understanding of the field of educational administration including its function. The focus of this study has been the problems of academic administration at the departmental level in relation to various aspects of management. The investigator took up this problem of academic administration in institutions of higher learning to study organizational structure, financial management and problems of academic administration. In the publication of this monograph, it is hoped that it would serve the need of students of education, researchers, teachers and educational administrators & planners.
This study is about assessing conversational skills at four North-western European schools of Social Work. The goal of the research is to find out what skills are assessed and how this is done. Thereby the researcher studied the way the schools are working on increasing validity and reliability. Besides studying the way the schools assess the conversational skills, a survey was submitted towards examiners of conversational skills to measure their perception about the level of conversational skills their graduates do have. Included in the study were the following schools: Hogeschool van Arnhem en Nijmegen (HAN) (the Netherlands); Arteveldehogeschool Gent (Belgium); Metropolia University of Applied Sciences (UAS) Helsinki (Finland) en University of West London (UWL) (United Kingdom). The study is designed as a ethnographic collective casestudy where the focus laid on comparing the actual practice of assessing conversational skills at multiple universities (of applied sciences). By analyzing course documents, interviewing examiners at the different schools and a short survey, the questions are being answered.
The book examined policies and practices of quality assurance in higher education in Ghana and New Zealand in order to identify those practices in New Zealand which are potentially applicable to the Ghanaian Higher Education context or which, at least, may suggest a direction for the Ghanaian government to consider for development, critically examined quality assurance literature. Detailed evaluation of national tertiary education policies (policy objectives) of the two countries,formal discussion of the functions and mandates of the external quality assurance agencies for higher institutions,assessed the methodologies employed by the higher institutions and the external quality assurance agencies for the improvement of quality in higher education.
Revision with unchanged content. Financing higher education remains one of the most controversial yet unresolved policy challenges in Africa. With the threat of “massification“ and financial austerity, higher education in Africa has suffered myriad challenges – deteriorating academic infrastructure, poor faculty recruitment and retention, poor research management capacities, and inadequate instructional facilities, inter alia. Cognizant of these quagmires, and realizing the importance of higher education to national development, the Ghana Education Trust Fund (GETFund) Act 581 was passed in 2000 to provide supplementary financial resources to education at all levels. With a context of legislative intent and documentary evidence of effectiveness, this book examines the perceptions of key stakeholders as to the accomplishments, thus far, of the GETFund in addressing some principal objectives and challenges. Through the lens of stakeholders’ perception, recommendations are offered for potential enhancements of the GETFund and for its adaptation in other national circumstances.
Today, translating Kinyarwanda fairy tales offers one among many other opportunities to provide reading materials for children in foreign languages in order to cope with linguistic challenge of the education system in Rwanda. Translating fairy tales will provide reading materials in English for children, with Rwandan characters, plots, settings, history, and so forth. Although it is widely acknowledged that African rich oral traditions eclipse the print culture (reading and writing), there is also another important aspect of lack of relevant material that helps readers to identify themselves with their tradition. In order to facilitate the transition from an oral culture to a literate culture, it is important to avail reading materials from oral traditions based on local stories through translation. This particular case of providing reading materials to children through the collection,transcription, and translation of the many oral modes of expression is a contribution to the success of the education system in Rwanda. There are indeed many genres in children's literature that run the risk of falling into oblivion. Translation brings them back to life.
University is renowned as the seat of learning and repositories of knowledge. It is responsible for the building of intellectual capital and its dissemination. In the process of pursuing its mission, the university endeavours to bring to realization the fulfillment of the objects that were set in the enabling legislation. It is in view of the need for realization of the organizational functions and objectives that the university employs line officers to carry out the mandate thereto assigned. A competent line officer ensures that members of the organization Are afforded a healthy working environment; he/she maintains stability within the organization’s operations; and, is usually in good control of the strategy-making processes.
The objectives of the study were, to find out the factors motivating girls towards higher education in the women campus of I.I.U.I The data elicited through questionnaire indicates that the atmosphere of this university is conducive to promote Islamic values, the degree of this university is of International level and the teachers of this university are better qualified as compared to those of other universities. It is concluded that girls are getting education from this university because of separate women campus, so steps may be taken to provide more facilities for the women campus and provide more hostels for the women to attract more female students in I.I.U.I.It is also concluded that the teachers of this university have sound knowledge about Islam so, Islamic courses may be offered for the teachers in all the departments of this university so that, they may have sound knowledge about Islam; they may follow Islamic values and guide their students towards Islam.