Learner participation in Unviersity extension education is a unique and well written book. it provides a holistic picture of facteors encouraging learner participation in University extension programmes and also looks at whether or not this programmes meet the needs of learners.The book looks at how the community has responded to this type of education and the constraints that University extension education programmes encounters in chipata district Zambia.
This collection of reports, prepared by students affiliated with the Security & Intelligence Program at The Ohio State University, addresses topics that students see as being relevant to the intelligence community. It spans the globe and a range of concerns. It captures a point in time. Their observations, and how they approach their work, offer a glimpse into the future that is nested in the present and rooted in the past. These insightful orientations will be the foundation from which they will work and, as such, convey insight to what they (and their generation) see as being noteworthy. This collection is edited by Jim Schnell. His career in the U.S. intelligence community has involved assignment to the Defense Intelligence Agency, Special Operations Command/Pacific, Joint Special Operations University, National Security Agency and U.S. Army Culture & Foreign Language Directorate. He is a Fulbright Scholar and has held teaching posts at The Ohio State University, University of Cincinnati, Miami University, Ohio University, Ohio Dominican University, Beijing Jiaotong University (China) and Royal University of Phnom Penh (Cambodia).
The genocide of 1994 resulted in the immediate death of more than 800,000 people. The loss of more than 10% of the population of Rwanda in less than 100 days has been called the most ruthless genocide of modern times. In an effort to rebuild from the utter destruction of the violence, Rwandan officials and educators turned to their school system as a key leverage point in reconstructing a nation. On a continent struggling to move schools towards reform, Rwanda is a unique case. Three key initiatives form the framework for this historical dissertation: 1) student-centered pedagogy, 2) language, and 3) enrollment. Those three form the structure that has enabled Rwanda to rebuild and push ahead in efforts to establish an education system that will drive long-term development efforts from within.
This book investigates the distance education in Library and Information Science offered by Department of Library and Information Science at Allama Iqbal Open University (AIOU), Islamabad, Pakistan. It also explores experiences, perceptions and core competencies of alumni of Master of Library and Information Science program of the University. The study gives recommendations and provides different aspects for further research on the topic for improvement of distance education through AIOU.
This study aimed at proposing a Model of Total Quality Management at the University of Jordan based on the possibility of Integration between quality tangible and intangible dimensions. The population of the study consisted of higher administrators at the University, including the President, Vice-Presidents, Deans, Vice–Deans and Directors of the administration units. The researcher applied synthetic analytical approach as a mean of recognizing the concept of TQM through conducting a survey and analysis of the available subject literature, such as primary and secondary sources for the aim of exploring the results of the research and studies in this field. The researcher aimed through this to draw a general framework for developing a proposed model to apply the TQM at the University of Jordan. A questionnaire was used. Moreover, face-to-face semi-structured interviews with experts in educational administration, and key personnel in quality assurance in the Ministry of Higher Education, were conducted. The results indicated that the participants of the study; the higher administrators agreed that the specific proposed TQM model is suitable for developing the University of Jordan.
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.
This book is a result of a research carried out in selected schools in the Katanga province in the DRC on possibilities of introducing peace education in the curriculum of secondary schools in the DRC.As a writer, I was motivated by the various conflicts that have happened in that country, and bearing in mind that the DRC is one of the countries having a large number of teenagers participating in one way or another into these conflicts in various parts of the country. This pushed me to carry out a research in some selected schools so to come up with views and suggestions on how this new study can successfully be introduced in the curriculum.
Within the context of rampant individual, national, and international violence, Hsu’s research examines essential elements of adult peace education by focusing on the writings of Paulo Freire, Mahatma Gandhi, and Thich Nhat Hanh. It suggests ways to empower students for peace work through critical citizenship, conflict resolution, active social engagement (including nonviolent social change), and contemplative spiritual practices.
The aim of this book is to understand the effects of neo-liberal economies and globalization on education policies where they create inequalities and conflicts. However, the main goal of education is defined as a radical democratization in the schools through the transformation of knowledge. Curriculum plays important role in the transformation of knowledge and it is crucial to build a radical transformation of the societies. From this perspective, three alternative curricula, namely Peace Education, Conflict Resolution Education, and Peace Education and Conflict Resolution Education combined are implemented and evaluated to investigate the effects on pre-service teachers’ Emotional Intelligence, Self-Concept, and Conflict Resolution Skills. The findings indicated that the Peace Education, Conflict Resolution Education, and the Peace Education and the Conflict Resolution Education combined curricula has significant effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills. Among these three curricula, the Peace Education and Conflict Resolution Education combined has the highest effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills.
National Academy Press: Education For The Manufacturing World Of The Future (pr Only)
From time immemorial it has been observed that the education system of India is very much enriched in respect to peace and harmony. Here various education systems have been experimented time to time. Integral education is one among them. This education system is propounded by Sri Aurobindo and the Mother. How this system implies universal love, sympathy, fellow feeling, understanding and how the Integral education centers engage themselves in pursuance of peace and harmony; a few case studies have been presented in this paper. It also highlights the influence of Integral education in the global scenario. Some suggestions are also given for establishing peace and harmony through education in general and teacher education in particular. The educators, planners, curriculum framers and scholars have to understand better its influence in the field of peace and harmony and to facilitate its implication and to prioritize its practices which would enhance peace and harmony through education in general and teacher education in particular. It will be also helpful for all who want peaceful life and real development of human civilizations.
Prof. Dr. Rukhsar Ahmed’s working experience spread for 25 years in business and legal research includes 10 years (1988—97) of experience as an executive in trading, export, textile and insurance industry, and fifteen years (1998—2012) of teaching and research in Business and Law. He had taught in several management and human resources development programs for business, law, sales and marketing of financial institutions, including M.Phil/Ph.D program at Institute of Business & Technology, BIZTEK. The research work of PhD completed under the guidance of supervision of two great scholar personalities. Such as former director IBA another PhD supervisor is professor and Dean of the University of Karachi. Done master in Business Administration, another Master in Islamic Studies from Karachi University, Received Law degree LLB and LLM. The Higher Education Commission also certified his degree into M.Phil in Law. He had written more than sixteen publications. The research work appeared in research journal University of Karachi and several national and international publications.
The broad purposes of this study are to determine: (a) whether university accounting education in Hong Kong should observe the AECC initiatives from the perspectives of the practitioners, the accounting educators and the profession, as well as the factors affecting implementation, ie. emphasis on teaching versus research, faculty mix and implementation of the 150-semester hour accounting degree programme; and (b) how might other factors, ie. those pertaining to (i) the environment, (ii) employers’ perceptions and expectations, and (iii) accounting academics’ responses to views from the big-four firms, affect accounting education. The overall conclusions are two-fold: (a) AECC initiatives should and can be adopted in Hong Kong, subject to achieving a proper balance between teaching and research at public institutions, etc., and (b) university accounting education can be affected by: (i) the business and educational environment, (ii) expectations of employers with an emphasis on generic over technical skills, and (iii) universities’ ability, with some limitations, to work out viable solutions for skills enhancements in response to practitioners’ expectations.
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.
Inclusive education and its perceived role in bringing about more inclusive and caring societies and improving the educational and social achievements of learners with special educational needs has been widely discussed. Rwanda’s first experiment with inclusive education started in 1997 when the first students with visual impairment ever to have a secondary school education joined Gahini High School. Given the generally negative attitudes towards disability in Rwanda, the inexperience of general school teachers in meeting the learning needs of students with special needs in education and the possible effects of vision loss on educational and social outcomes, it was important that the experiences of students with visual impairment in this first experiment at inclusion be investigated for purposes of improving practice both in this school and any other schools that would wish to take the inclusive route. This book outlines a study conducted to explore the experiences of students with low vision in Gahini High School.