Language and Literary Education: The State of Children''s Literature in Kiswahili in Kenya, is a useful resource book for teachers, parents, teacher trainees, educators and educational administrators at primary, tertiary and university levels. The purpose of this study was to investigate the state of Children''s literature in Kiswahili in primary schools in Kenya by examining the reading habits of pupils both in school and at home. It highlights the following aspects: attitudes towards reading, the amount of reading materials available to pupils both at school and at home, the accessibility of the reading materials, the frequency of reading for pleasure, the reading environment that pupils are exposed to and any other activities that pupils engage in that contribute to enhancing and maintaining of reading habits. In addition, the study also investigated the role played by other stakeholders in developing and enhancing reading habits in pupils. These included: head teachers, Kiswahili teachers and parents.
The book is an empirical investigation into the relevance of Entrepreneurship Education at Colleges of Education. The book reviewed several literatures relating to Business and Entrepreneurship Education including relevant conceptual frameworks and theories in the field of Entrepreneurship Education. A survey of Business Education students was carried out in Edo State, Nigeria to ascertain their perceptions on the topic. Their perceptions were later subjected to statistical analysis and appropriate decision was reached. Based on the results, it was concluded that Entrepreneurship Education is relevant at Colleges of Education and the author thereafter advanced necessary recommendations aimed at repositioning the mindsets of all stakeholders in the field.
The book establishes a baseline on the practices of internal quality assurance workplace and culture in three Georgian universities in the context of the changing national higher education policies and recently established quality assurance surveillance system. Bounded by the new national policy, universities have formally been urged to build up IQA offices that would potentially enhance the quality of the primary processes in higher education. It looks at the recent developments in launching the national quality assurance agenda for universities and reflects on the impact they have had and/or continue to have on changing responses and behaviors at the institutional level from the empirical perspective. The book reviews noticeable organizational changes – changes in organizational arrangements, in relation to setting up IQA systems in universities while addressing the major question of whether there are elements of genuine learning within the respective academic organizations, as it is expected from various stakeholders, and what sort of “learning organizations” the selected universities are becoming with respect to IQA management.
The historical bases of education are very important to every educator. The aims and principles of education,the meaning, purposes, functions and forms of education from the individual, family and national perspectives have been addressed. The aims of education with special reference to curricular principles, values, types, development and process as well as the role the educator has to play are addressed. Curriculum, as related to national education policy objectives as well as specific controversial topics like authority, freedom, discipline and corporal punishment. Finally, the philosophical, educational principles, ideas and practices of selected prominent educationists relevant to our 21st century have been brought to the fore for further debate.
Peacekeeping and the role expected to be played by the UN have undergone serious changes. The shadow of Somalia deeply influenced the mandating of future mission while the U.S, through the PDD25, changed its course of policy towards UN Peacekeeping operations. The Rwandan 1994 genocide is of particular significance in the sense that it illustrates the challenges and difficulties encountered by the international community and the UN to correspond adequately to intra-state conflicts. The Rwandan genocide could not be prevented although UN Peacekeeping troops were on the ground prior to and during the massacres - in a period of hundred days, nearly one million people have lost their lives. Foremost, the book aims at evaluating the UN involvement in Rwanda, especially through the intervention of the United Nations Assistance Mission for Rwanda (UNAMIR). Subsequently, the mission''s mandate and its inherent challenges and difficulties encountered will be examined. The final part will scrutinize which, if any, lessons have been learnt from Rwanda and will portray weaknesses of UN Peacekeeping operations.
Early Field Recordings – A Catalogue of Cylinder Collections at the Indiana University Archives of Traditional Music
This study investigates the relationship between science academic literacy and learning culture among Yemeni science teachers and students at Sana’a University, Yemen. This study aims to identify the patterns of the literacy practices and find causal relationships between these practices with the constructs of learning culture practiced and valued in the Yemeni education environment. The instrumentations used include teacher and student questionnaires ,classroom observations and field notes, semi-structured interviews and official documents. The findings of the study revealed that learning culture has a significant relationship on the way students and teachers perceive and interact with their academic surroundings. There is also a significant mismatch between the teachers’ teaching style, and students’ learning style preferences and the National Science Education Standards. Thus this study has implications for the review of science teacher training programs at tertiary levels, as well as the urgency for increment in quantity and quality of science learning materials towards ensuring science literacy competencies of Yemeni students to meet the benchmarked standards.
Transitional Justice is a range of processes made by policies and measures that allow dealing with the evil past after a protracted civil war or dictatorship regime. It aims at accountability, putting an end to impunity and restoring relationships by reconciliation and in rendering Justice to the victims of mass violations of human rights. Justice in a post-conflict state is a baffling issue. It quests to know the truth about what happened, whose truth is it, and who is benefiting from it? In this course, we will focus on these 8 points: the origin of Transitional Justice, the success or the Failure of Truth Commissions, Indigenous Justice, Reconciliation, Reparative and Restorative Justice, Amnesty, international and national courts. We look at Indigenous Justice in Africa such as Kpaa Mende, Magamba spirit, Ubushingantahe and Gacaca. From the South African truth commission to the Gacaca jurisdictions, we will try to understand how the transitional justice mechanisms are shaped by circumstances. As this course is designed for Burundian students, particular attention will be paid to the establishment of the transitional justice in that country.
The book analyzed the responses of three east African countries – Kenya, Tanzania, and Ethiopia – to the changes brought under the paradigm of EFA and Millennium Development Goals (MDGs) which spread the virtue of universal basic education and a new decision-making mechanism fostering partnership with external stakeholders. International environment since the late 1990s has effected systematic and wide-spread standardization, which resulted in less diversity of policies across countries. At the same time, the responses of the governments towards such external forces were different according to the conditions such as the respective countries'' historically developed educational system, ways of decision-making and operation in the bureaucracy, relationship among key actors, and socio-political, economic, and cultural contexts. Based on the in-depth interviews with key ministry officials, aid officials, NGO representatives, and academics involved in educational policy-making processes, the book shed light on the things happened in the process of making national education policies experienced by actors with different perspectives.
American university stakeholders criticize one another’s academic effectiveness, yet rarely partner for organizational improvement. As an experienced IT professional engaged in doctoral studies, Arden Lockwood observed ineffective methods at an American university as both an employee and a student. Coupled with her MBA and Project Management Professional (PMP) certification, Arden theorized that the wise application of project management concepts could benefit higher education organizations. Exploring data associated with 162 institutions, this research represents one of the broadest inquiries regarding project management across one nation’s universities. Faculty, administrators, students, and policy makers will each gain important foundations as they learn to explore together the potential benefits of project management to their university campuses.
Media organizations are facing significant challenges for relevance and survival and groping for possible lifelines. Media executives have been lobbying for tax breaks from Congress. Some are exploring opportunities to get free or low-priced content from non-profit organizations; others are involved in massive downsizings and cost-cutting measures; and still others are closing. These closings are leaving entire communities often lacking credible local news and information. One of the more promising programs to help sustain legacy media appears to be university-media collaborations that are modeled after a teaching hospital example. Since 2008, numerous medical residency type journalism programs have emerged and are considered by many to be a key part of efforts to revitalize legacy media. This book examines the history of experiential learning in journalism and then offers a close examination of two operating news service projects, one at the City University of New York Graduate School of Journalism and another at the author’s home school, Youngstown State University.
This book is a culmination of research that evaluated goodness of fit of test construction procedures utilized by the Kenya National Examinations Council (KNEC) and behavioural outcomes that Kenya Certificate of Secondary Education (KCSE) graduates should portray. The study analysed the distribution of examination questions along the cognitive domain of nine sampled 8-4-4 subjects in the KCSE examination. It investigated the extent to which the KCSE tested on low order and high order levels of the cognitive domain. Bloom’s (1956) Taxonomy of Educational Objectives and Piaget's (1976) Theory of Cognitive Development were the study’s theoretical framework. Findings indicated that except in Mathematics, most mental tasks demanded by examination questions required students' ability to reproduce subject content at the lower cognitive levels. Dr. Njoka opines that, in most subjects, secondary education in Kenya is a mere four-year rote learning period. He recommends that the Kenya National Examinations Council should regularly review its testing procedures to accommodate high order thinking. This book is recommended for educationists, educational policy makers and examination bodies.
The Projects “We are Learning About the Soil with Tipitop and His Friends 1, 2, and 3” were applied in Denizli by the Department of Preschool Education of Faculty of Education at Pamukkale University over three school years (2009-2010, 2010-2011, and 2011-2012) within “Schools of Nature and Science- code number 4004,” a project group, at the Scientific and Technological Research Council of Turkey (TUBITAK). The projects were established in order to train 5-6 year old children, attending kindergarten and residing in socio-economically disadvantaged regions, and their families, on the subject of soil.
The twenty first century presents unique challenges for higher education. Information and Communication Technologies (ICTs) are seen as the major driving force of the future economies of countries around the world. While complexities of the society are enforcing the need for more education, ICTs are increasingly expanding the reach and range of educational institutions by making it possible to access any course from anywhere in the world and at anytime. They offer the possibility of drawing students from many countries who are studying the same course together at the same time. They also serve both, the 'free market' (i.e. those markets where people are able and are prepared to pay the full cost of accessing services) and the 'social market' (i.e. those in need of on-demand education and training and do not have the resources to access or pay for such services, but who for reasons of both social justice and long term national economic development, need basic education, upgrading or retraining).
The main purpose of the book is to present the topic „multimedia in education” in different aspects: methodology of using multimedia at the lesson, influence on students' self-confidence, effectiveness of media-supported education, individualization of learning with using multimedia etc. Also a few research projects in this field are described. The book is based on own experiences of the author. These experiences were gathered in the past, during author's work as a teacher of mathematics and computer science, and recently, during her work at the university as an academic teacher who still cooperates with practicing teachers. The most important thing that author wants to pass by this book is: computers and multimedia are the tools that should help to teach students thinking: not treating computer only as a source of fun, but as a tool that can support thinking, discovering knowledge and can give a feeling of happiness that comes from successful learning. Also the book is some kind of invitation to cooperation referred to all Readers who are interested in the research on effectiveness (or other aspects) of multimedia-supported education.