Moral and character building is the major aim of education. All of national educational policies have placed religious education at vital position and our education system has been imparting religious instruction since its inception. However, at present, the intensity of religious education in our country has become a hot issue nationally and internationally. Moral development of children through the subject Islamiyat and complete religious education given in Deeni Madaris is under question. The syllabi have been changed. It was the need of time to investigate whether religious education is supporting the moral development of children and what is the difference between moral reasoning of students of Deeni Madaris and that of public schools. The research has revealed the effect of religious education with different intensity at different stages. The book will help religious practitioners to identify optimum age level to impart religious instruction and to adopt appropriate strategies to inculcate universal moral values in children.
This book contains proceedings of monthly Public Forum Discussions organized by the Zambian Open University. They were primarily aimed at opening up discussions on key national development issues with a view of finding ways of addressing the challenges faced and improving upon their strengths. The book contains the following paper presentations: Culture: the Missing Dimension in National Development; Climate change and Vision 2030; The Triangle of Separation of Powers in Zambia: Where do our Law-makers belong?; Corporate Governance: The case of private companies in Zambia; Fuel Supply Chain in Zambia; Photo Reporting: The Ethical Challenges affecting the Media; Science Literacy and Vision 2030; Opportunities and Challenges of the Zambian Budgeting System for Growth and Development of Zambia; and Impact of Child Labour on Education in Zambia. This book has a wide readership, ranging from researchers, students, practitioners (lectures, teachers, adult educators), community leaders, Non-Governmental Organisations, Faith-Based Organisations, traditional leaders to the Government. The readership has a paramount responsibility of being significant actors in development processes.
Gaudencia Ndeda shows how in 2005 the Government of Kenya launched the Sessional Paper No.1 on Policy Framework for Education, Training and Research which provided for the upgrading of the national polytechnics to offer degree programs in their areas of expertise without dropping their traditional tertiary programs. It therefore became necessary to upgrade the existing Diploma in Technology curricula offered in these institutions in order to make them compatible with global requirements of Technical, Vocational Education and Training (TVET) both at diploma and at degree levels. The Kenya Polytechnic University College established a program to improve and upgrade the existing Diploma in Technology syllabi and to develop new degree syllabi to address the need to expand access to higher education, bridge the gap between science, technology, innovation and provide a way for diploma students to access higher education in their area of specialization. The book will help the lecturers and principals in high institutions for decision making in similar undertakings.
Domestic abuse is hardly a fully explored and documented phenomenon in Ethiopia. Few researches have indicated that the incidence to be at above 70%. The availability of services to victims of abuse is limited to one shelter and police stations. The legislation is amended to highlight the significance of the danger associated with ‘private’ matters. Being a victim of a domestic abuse is still considered the shame of the woman. Studies have also indicated that Ethiopian women tend to keep it a secret. This qualitative case study identifies coping strategies of Ethiopian married women who are living in abusive relationship. Fourteen participants were purposely selected and in-depth interviews conducted. The study revealed that the participants have deployed both problem focused coping and emotion focused coping to stop or minimize the abuse without losing the relationship altogether. Types of domestic abuse, severity of abuse, frequency of abuse, belief system and prior coping efficacy were identified as factors affecting the meaning giving process of women to partner violence. Conclusions and implications for social work education, practice, policy and research are discussed.
After decades of civil war and passing through different political regimes, real peace had finally returned to Cambodia in the early 90s. The development plans introduced public administrative, fiscal, judicial and banking reforms. Decentralization reforms were initiated in 2002 along with the first Commune/Sangkat Councils election. The objectives are, firstly, to increase the efficiency and performance of local authority; and secondly, to shorten the gap between the citizens and central government. The reform proved to be very successful as the local citizens were invited to participate in development planning decision making, particularly in infrastructure development projects. Both parties shared mutual benefits. The study zooms in the relationship of different stakeholders in society, mainly between the public service providers and its recipients.
Knowledge economy initiated important transformations in labour markets and in the nature of education. This process brought about new understanding of lifelong learning and the restructuring process in universities. On the other hand, within the context of knowledge economy cities are also in transformation. As the economic development responsibility is left to the individual cities, urban politics gains significance and providing local economic development appears to be the main policy area for cities. As a product of these intertwined transformations, University Continuing Education Units appear to be key actors for cities for their contribution to local development. This work explores this fact in detail, and analyses to what extent these units in the case of Turkey serve for this function. The results obtained in this study and the policy proposals developed will hopefully increase University Continuing Education Units’ contribution to local development.
Early Childhood Care and Education(ECCE) is considered to be crucial intervention for providing an enabling and stimulating environment to the child to ensure a sound foundation for both lifelong learning and development.ECCE contributes significantly to improvement in enrolment, retention, participation and learning level of children in formal schooling. The need for meaningful ECCE programme has been emphasized in the National Policy on Education (1986) and Programme of Action (POA, 1992) in India .The significance of ECCE has also been confirmed in the National Plan of Action (2005) and the National Curriculum Framework (NCF),2005 at national level and the Global Monitoring Report of UNESCO (2007) at international level. The NCF-2005 suggests that young children should be provided with care, opportunities and experiences that lead to all round development-physical, social, mental, emotional and school readiness.The book outlines poor quality of early childhood education in government schools of Odisha in India.
The importance of education in a developing country like Egypt is obvious. ?Education has been the entry point to progress and prosperity in the ?countries that have changed their status and counted among the advanced ?ones, and is,therefore,the potential solution for any nation seeking to ?achieve the breakthrough from a developing to an industrial nation. ?Education has been nationally recognized as a pivotal factor in Egypt’s ?social and economic development.This study has been organized to examine patterns and dynamics of the pre?university education in Egypt,from a developmental and demographic ?perspective. The subject is important enough to warrant increasing attention ?from researchers, planners, and policy makers. Preuniversity education ?represents the very foundation of the educational system in the country,and ?consumes most of the educational budget; and,thus,deserves detailed ?examination.The work is, also,deemed to be illustrative while handling the different ?educational models and techniques utilized, so that other researchers can ?apply them properly and efficiently using data of coming periods of time for ?comparison purposes.?
In the last few decades, universities have come under much pressure to expand access to affordable university education through a more innovative mode of delivery – distance education. In Ghana, although many public universities have adopted this alternative mode of instructional delivery for nearly two decades now, not up to half of qualified applicants are able to gain access to university education. Yet, very little literature has examined the operations of the Ghanaian innovators. In response to this educational crisis, this book assessed the effectiveness of four public sector Distance Education Programs (DEPs) in Ghana by examining elements of accessibility, affordability, equity, funding, program offerings, and administration. The evaluative study, conducted at both individual program and across-program levels, revealed that the DEPs were only 25% effective, particularly in their pursuit of national interests. As a result, the book made many innovative recommendations for the Ghanaian DEP operators and any other organizational leaders who may be interested in achieving stated missions of their organizations.
The purpose of this study is to discover the state of diversity management in university campuses with particular reference to Ethiopia, BahirDar University. For a variety of reasons many higher education institutions struggle to embrace issues of diversity. This study explores some of the strategies higher education institutions employ to manage diversity among students, faculty, and staff at personal, institutional and classroom levels. It starts with a discussion of basic diversity and diversity management mechanisms employed in BahirDar University. The study further examines the experiences of USA and Nigeria. These issues are highlighted through a case study conducted in campus of BahirDar University.
The LRA conflict is one of Africa’s longest lasting civil conflicts, which has been characterized by abuse of human rights, violence, brutality and desperation in the lives of over a million people in the Acholi region. The main objective of this research is to critically analyse the impact of the Lord’s Resistance Army conflict on women in Northern Uganda and how war experiences have transformed and impacted women, and to determine whether it stimulated them to contribute to peace efforts at the grass root, regional and National levels. The prolonged insecurity in the region led to collapse of education, health, communication and commercial activities, resulting in absolute poverty and the underdevelopment of women. Despite the efforts made by the Ugandan Government and many humanitarian organizations to provide for the needs of internally displaced persons including women, peace and reconciliation seem to be hard to achieve due to the failure in concluding the peace talks in Juba, Southern Sudan. I conclude by, emphasizing the impacts of the LRA war on women socially, economically, psychologically, physically, morally, and culturally which influenced their actions for peace.
With higher education facing growing demand, severe budget limitations, and rising costs globally, countries are developing different means of increasing funding resources. This book examines the policies of financing higher education in Egypt, looking at the elite programs that use English or French as the language of instruction. The distinctiveness of these programs, as a policy of financing higher education, lies in the implementation of “private” units within public universities that charge high tuition to some students even though tuition is prohibited by the constitution. This book offers the first empirical examination of the impact of high tuition fees charged in the Foreign Language Instructed Programs (FLIP) on generating non-governmental resources, increasing student satisfaction, and maintaining equitable access. The author also investigates the forms of cost sharing policies applied in Egyptian universities. This work is especially timely in light of heightened attention to the innovations of financing higher education. The analysis sheds light on a unique policy, and should be useful to policy makers and scholars interested in higher education finance and policy.
This book is a product of a study on the teaching of English in Kenya. Specifically, it explores the influence of Policy, Teacher Education and Classroom practice on the Secondary School Curriculum. The study was based on field studies that collected data from teachers of English, Education officers from the Ministry of Education, the Kenya Institute of Education and the Kenya National Examinations Council. The author established that the teaching of English in Kenya is not supported by clear educational policies. He observes that the Language educational policies and the experiences in Teacher Education and Classroom practice are at variance. Prof. Barasa argues that there is need to re-define the role of English in the School curriculum to reflect the socio-cultural context in which it is being taught and learnt. In addition, the study appreciates the need for a comprehensive University programme for Language Teachers that emphasizes the use of theories of language learning in the learning situation. This book is highly recommended for English Language teacher educators and educatees, teachers and policy makers in the field of Language Education.
This book critically analyses the extent to which discourse affects the experiences of higher education in the UK for its participants. The concept of "discourse" was introduced to the social sciences by the French philosopher, Michel Foucault (1926 - 1984) and this concept refers to the knowledge, beliefs and values that are held by societies, such as attitudes towards deviance. Foucault argues that all knowledge is socially constructed, hence knowledge is shaped by discourse. As education constitutes the study of knowledge, it then follows that education is shaped by discourse. Hence, discourse affects the experience of education for its participants at all levels. The key aims of this academic study were to examine the extent to which discourse impacts upon the educational experience of UK university students, to consider the role played by discourse in shaping UK universities' equality and diversity frameworks, and to reconsider UK universities' equality and diversity policies in the light of information collected, and observations made in the course of this study.
Higher Education Institutions in Brazil usually run projects together with local communities called ‘Extension Projects’. The central aim of these extension projects is to prepare students to be involved in their local communities as critical citizens, by thinking critically, and developing a sense of social responsibility, autonomy and independence. However, on the whole, those involved with extension projects fail to adhere to this aim and education for citizenship is generally not very developed. This research is a case study of the Brazilian policy of university extension based on the State University of Ponta Grossa (UEPG). It draws on the Brazilian historical process of the development of citizenship and conceptions of education for citizenship. Three kinds of practices (training, altruistic and critical) were observed as being developed in the extension projects.