The University of Dhaka is dedicated to the advancement of learning, and is committed to promoting research in all field of knowledge. As the pioneer and largest seat of learning in the country, the University of Dhaka has taken the task to foster the transformation process of the individual students and the country as a whole through its educational and research facilities keeping up with demands of the day. The University of Dhaka is at this one of the leading institutions of higher education in Asia. This research monograph is a study, where I attempted to analyze the statutes of Dhaka University (DU) Ordinance 1973, its feasibility to run the state funded university, theoretical and practically implementation gaps, loopholes of statutes on the view of present universal standard of university education. The paper also suggests that, how to removing Institutional weaknesses and putting an end to political and administrative interference in the functions of the university to make it more.
The present volume is the result of the National Seminar on “Developmental Challenges of Special Groups and Technological Determinism” organized under the UGC, ASIHSS Programme at Department of Education (CASE), Faculty of Education & Psychology, The Maharaja Sayajirao University of Baroda, Vadodaara, Gujarat, India. The seminar covered four important areas viz. Technology Integrated Teacher Education for the Special Groups, Policies and Programs for Groups of Special Needs, Technology Based Research Work for Special Groups, and Application of Technology in the Remedial Program for Special Groups. The present volume covers only the selected papers on the gender education, education for SC/ST and education for differently abled. We are sure the present volume will help the policy makers, practitioners and teachers in developing suitable means for developing and teaching to the weaker sections of the society.
Human Development, the new perception of economic development, introduces the formation of human capability as well as the use of the acquired capabilities. Disaggregated Measurement of Human Development is crucial with respect to domestic policy formulation. Measuring economic development is very difficult and a socio-economic composite measure is long felt want of the concerned think-tanks. The Human Development Index (HDI) of United Nations Development Programme (UNDP) provides the best solution. HDI, its componential indices (longevity, education and income index) and Gender- Related Development Index (GDI), gender disparity adjusted index, are measured by UNDP. Education for All Development Index (EDI) is estimated by UNESCO. All these estimations are made at national level. This research work has estimated these indices at national and disaggregated level in Bangladesh. The disaggregated results show considerable disparities among the estimated units. This book is for under graduate and at master’s level student of social science and business administration. Advanced learners, researchers and policy makers in economics and education are the targeted group of this book.
Elements of secular English literature have an impact on what Adventist Education system seeks to inculcate in students. This is because what secular literature teaches negates the philosophy of the Adventist education, which is an indication that there exists an antagonistic relationship. This antagonistic relationship, if unchecked can undo basic tenets that Adventist education stands for. Solusi University as an Adventist institution has an important function as the keeper and nurturer of the Adventist students within its spheres of influence. It may undo its wholistic approach to Christian education by allowing the learning of literary concepts that question its existence. Solusi University exists to promote and transform the spiritual ideals, beliefs, attitudes, and values of the church. Unconsciously the secular English literature classes, at Solusi University may have been breeding anti-Christian attitudes in Adventist students under its auspice. The study carried out a descriptive research to find out the influence of knowledge of secular literature on the attitude of students toward Adventist Philosophy of Education.
In the Fall of 2005, the Faculty of Education at Lakehead University implemented a twelve-week program aimed at providing non-traditional students an experience in higher education. The purpose of this study was to describe the perspective of the students on a) how well the program achieved its objectives, and b) how the program could be improved. Fourteen graduates were interviewed after completing the program. Results revealed that the objectives of the pilot program were accomplished. Recommendations for improvement included developing a pedagogy that is more appropriate for non-traditional learners and offering a genuine university-level experience by adjusting the expectations to better reflect the expectations of a true university course. Implications of results are discussed.
The rapid expansion of university education in Kenya has necessitated inevitable reconfigurations and innovations in access and finance issues. Part of this is evident in the high demand for university education that has seen the mounting of alternative platforms variously called parallel, self-sponsored or module II. As of necessity, such developments come with inevitable consequences, including altering the pattern of access by socio-economic groups as well as gender, in as much as they engender institutional differentiation manifested in the appropriation of private funds, occasioned by differential enrolment of paying students. The dualistic admission policy has the potential of engendering inequalities among social groups, gender and between institutions, principally because, by ‘liberalising'' education, it opens up university admission to those students able to pay the fees. This poses a threat to equitable distribution of education opportunities in public universities. It is for this reason that the current study investigated the equity issues in Kenya''s public university system since the mounting of the parallel platform.
This two-case study sought to demonstrate how adult education enabled the process of economic and social change and national development in Jamaica through a critical review of two cases of adult education provisions - The University of Technology, Jamaica (UTech)and the Jamaican Foundation for Lifelong Learning (JFLL) - in Jamaica since it gained independence in 1962. This case study did not aim to test any particular theory or to develop a new theory. Rather this study was an attempt to confront the analysis of adult education through highly developed comparative concepts (Stone, 2013). It therefore took an interdisciplinary approach that drew on several development concepts and educational perspectives to 1) describe the context within which adult education occurred at various periods of Jamaica’s history and 2) analyze the type of adult education provisions that enabled the individuals and the society to adapt to the social changes that occurred.
It is extremely difficult to expect quality in teaching and learning in the university in the absence of sufficient support. The environment just has to provide resources that can sustain an organization such as a university. Human, material and financial support just have have to be available so as to expect any positive results. This work unveiled the extent to which lack of resources may impact on teaching and learning processes. The study focused on the University of Zimbabwe as the case, where diminished resources existed. A plethora of challenges prevailed that negatively impacted on the quality of teaching and learning. Findings of this study were perculiar to the situation that prevailed at the University of Zimbabwe at the time of the study only and cannot be generalized. However, the findings may be applicable to other higher education institutions that may be in similar circumstances while the given recommendations may be of great assistance too.
The research presented in this book assesses the importance of multicultural education as perceived by future educators members of the National Education Association Student Programme (NEA-SP). This research also assessed the importance of multicultural education as it is addressed as a component of teacher preparation programs. Research questions formulated for this study are as follows: (a) Do future educators believe that students in low-socioeconomic areas have the same opportunity for academic success as students in higher income areas, (b) Should multicultural education be an essential component of teacher preparation programs, (c) Should teacher preparation programs include trainings related to students with disabilities. The research presented purports the need to expand multicultural education as a part of continued professional development opportunities at future National Education Association-Student Program events.
Institutions of higher education have a profound role in the battle against climate change. From making large purchases to educating thousands of people in a localized setting, universities and colleges can truly make a difference. While instituting large-scale changes are difficult and can take years, small initiatives are necessary to achieve to the overarching goal of creating a sustainable university. The purpose of this book is to look at electricity consumption in student housing and specific techniques to achieve energy reduction at this level of the university. The paper seeks to advise the University of Pennsylvania’s Facilities and Real Estate Services and the Sustainability Team at Penn on potential techniques to reduce energy in student housing on campus.
The prevailing day to day demonstrations, riots, and chaos waged by university students in Tanzania are a result of poor education policies, one of them being the financing of higher education policy. This book examines the policy and how the poor can access education. It notes that the Higher Education Students’ Loans Board which is charged with the task of providing loans to poor students has failed to do the job since it disburses loans to whoever manages to fill up the loan forms. Yet, one can get the loan at certain percentage or at times one cannot get even a single coin. The book may be useful to higher education financing policy actors and students in Tanzania and beyond.
This study sought to investigate strategies and implementation of inclusive education in Zimbabwe. The study involved thirty-four teachers from four primary schools practising inclusive education in Bulawayo. The study found that inclusion of children with special needs operated at different levels. In the private school, total inclusion was realized as all the teachers in the school were positive about it. In the other three schools, partial inclusion had been achieved. Basing on the results of the study, possible way forward could include enhancing teachers'' understanding of inclusive education by training them at pre-service and in-service level. There was need for creating partnership among all key stakeholders, improving accountability and ensure resources and funding for inclusive education. There was need for the government of Zimbabwe to hold national workshops where it could articulate clearly its national plans of action on inclusive education. Inclusive education need to be guided by a clear legislation framework which was not the case at the time.
How to offer good opportunities to pupils at risk or even high risk in mainstream education? Policies, measures and practices were assessed comparatively in 23 European countries. Pupils at (high) risk of failure and exclusion from mainstream education are a major and urgent challenge for educational policies and practices – in classrooms, schools, the national political arena, public debate and the international research community. Challenges regard the foci of the present book, being: - The reduction of early school leaving, - Educational priority measures for the most disadvantaged groups, such as immigrant pupils, pupils belonging to minorities, Roma pupils, etc., and civic socialization for all, - Appropriate mainstream education for challenging and special needs pupils, - The management of safe educational conditions and the prevention of bullying and harassment, - Support measures for the teachers of pupils at (high) risk. The author extended the existing body of knowledge of pupils at (high) risk and these foci, and so of their perspectives in mainstream education, in relation to public debate, to effective policies and to best practice in schools and classrooms.
In this era of science and technology, Science Education is an area of great debate at an international as well as National level, at government and school levels for many causes. Science is a core National Curriculum subject, training, recruiting and retaining the excellent science teachers is the challenge in front of many countries in the world. Teachers entering the world of science education must have through knowledge about science content, pedagogy and evaluation in science. They have also responsibility to develop interest and ability in science of their students. Science Education is a reference book for science teachers, science teacher educators, researchers in science education to be used for the evaluation of students’ interest and ability in science. The aim of this book is to help the science teachers to become more aware of how to evaluate the school students’ interest and ability in science and to impart the quality science education at school level. This book is also enabling the teachers and researcher to develop the science ability test, science achievement test and science interest inventory. This is the an output of the authors’ meticulous research work.
This book reports on an intervention research study focusing on critical reading in English as a Foreing Language. The theoretical framework is transdiciplinary and integrats humanistic, cognitive,and socio-cognitive perspectives on critical reading. The intervention study was conducted using a qualitative, discourse analytic methodology inspired in Complexity Theory and Systemic-Functional Linguistics. The participants in the study were a group of college-age Mexican learners of English. The results indicate that rhetorical genre knowledge, or knowledge of the communicative functions of genres, acts as a control parameter in inferencial comprehension when attempting to discover authorial ideologies, positions, intentions, and targeted audiences. The study also highlights the complexities and challenges of reading ideological texts across cultures in a developing country where conservative perspectives have become naturalized. The theoretical, methodological, and practical aspects of this research study will be of interest to scholars in applied linguistics, intercultural education, reading comprehension, first-language education, and foreign language education.