This book provides detailed treatement of how psychology is applied in the education system of teacher education and training. Knowledge and skills acquired would make the teacher trainee well equipped and capable of handling classroom teaching and learning effectively and efficiently. However, the target readers include teacher trainers in colleges of education and university faculties that train professional teachers.
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.
Economic literature conclusively establishes that the countries which invested heavily in education (and higher education) realized higher growth rates than those which neglected it. It has, therefore, become imperative for the developing countries like India, to give due importance to both quantitative and qualitative expansion of this sector. The expansion and growth of the university and higher education sector depends crucially, if not entirely, on the input of financial resources into the system. It is, therefore, important to analyze the flows of financial resources made into this sector. Thus, accordingly, the study makes an analysis of the trends in public expenditure on education sector (and its sub-sectors) over a fairly long period of almost a quarter of a century and that too taking into consideration the inter-state and inter-regional picture. Further, this book also studies the budgets of the several universities in the country by taking a huge sample of 25 per cent of the universities. Also keeping in view the fact that no such systematic study with national level and region-wise coverage is available, the study also tends to fill this gap in literature.
Non-Formal Education (NFE) in Bhutan was initiated by the National Women Association (NWAB) in 1990. From 1992 to l993, NFE programme was co-ordinate by the Dzongkha Development Commission (DDC). Considering the appropriateness of its place in the Education Division, the responsibility of implementing the programme became the sole responsibility of the Education Division from 1994. The NFE programme was attached with the Inspectorate of Schools till March 1996. With the ever growing need and demand to expand and strengthen the NFE programme in the Kingdom, a separate Section under the Education Division NFED was established in March 1996. In the year 2002 the adult literacy rate was estimated at 54% with women’s literacy as low as 20%.The adult illiterate population above 18 years is estimated to be between 150,000 to 180,000.
This review of neurosurgical conditions at the University Teaching Hospital of Butare highlights the challenges faced by the nascent field of neurosurgery in Rwanda. The reader will appreciate that neurosurgery is not a privilege of "five star hospitals" that can afford state-of-the-art technologies and that a lot can be achieved with little means and yet with acceptable results. Neurosurgery trainees and teachers alike in Africa will learn from this experience that the practice of neurosurgery is possible without over emphasized reliance on expensive equipment. However it is recommended to effectively train future neurosurgeons and to create working conditions that are appealing enough to attract medical students and young doctors to the specialty.
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.
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.
This book contains a study of cost and benefit of higher education in Bangladesh. By higher education is meant five years of study consisting of the four-year undergraduate Honours programme and the one-year Master’s programme at the public universities of Bangladesh. Higher education can have many benefits, but this study considers only financial benefits. In the analysis of cost and benefit of higher education, cost per student is estimated by adding private cost and recurring cost per student at the relevant university. The benefit per student, which is more difficult to estimate, is calculated by considering the sum of life time income minus what the student would have earned if he had no higher education, discounted by various rates of interest. The costs and benefits are then compared by applying three standard methods—the benefit-cost ratio (BCR), the net present value (NPV), and the internal rate of return (IRR). All three measures show that undertaking higher education is still worthwhile, but the difference between benefit and cost is getting narrowed down. The study discusses the implications of these results and makes some pertinent policy suggestions.
Praise for Inspired College Teaching «The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members; her ability to identify issues that are shared and solvable; and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. In addition, her personal and professional reflections on her long career as a faculty member, writer, and faculty developer expose tantalizing research questions that young education researchers might want to examine. The originality of this volume is its exploration of and reflection on a faculty member's career from a long-term perspective. The focus on iterative self and course renewal is personal and thus practical. In a way, it is a 'workshop between book covers' or perhaps several workshops!» – Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder «A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception.» —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis «Although I work at a faculty teaching center and encounter many books on teaching, I have seen very few that span the full arc of the teaching career and what steps can be taken at each stage in order to retain vitality all the way through the way that this book does. I look forward to getting my own copy and using it as a resource in the faculty development activities of my center. It will have a wide readership.» —Mano Singham, University Center for Innovation in Teaching and Education, Case Western Reserve University
The actuality of this book is determined by the urgent necessity of the comprehension of the modern situation in Russian media education, the realization of the theoretically and methodically grounded system of the media education, promotes the forming of the students' media acknowledgement and individual critical and creative thinking. As for future teachers, this system also prepares it for the conduct of the media education lessons, special courses in the schools, lyceums, colleges, culture centers. This book will be useful for media educators, scholars, university students, teachers.
When the first edition of The Shaping of American Higher Education was published it was lauded for its historical perspective and in-depth coverage of current events that provided an authoritative, comprehensive account of the history of higher education in the United States. As in the first edition, this book tracks trends and important issues in eight key areas: student access, faculty professionalization, curricular expansion, institutional growth, governance, finance, research, and outcomes. Thoroughly revised and updated, the volume is filled with critical new data; recent information from specialized sources on faculty, student admissions, and management practices; and an entirely new section that explores privatization, corporatization, and accountability from the mid-1990s to the present. This second edition also includes end-of-chapter questions for guidance, reflection, and study. «Cohen and Kisker do the nation's colleges and universities a much needed service by authoring this volume. The highly regarded histories of American higher education have become badly dated. They ignore the last quarter century when American higher education was transformed. This volume provides comprehensive information on that era.» – Art Levine, president, Woodrow Wilson National Fellowship Foundation, and author, When Hope and Fear Collide: A Portrait of Today's College Student «The second edition of The Shaping of American Higher Education is a treasure trove of information and insight. Cohen and Kisker provide us with astute and straightforward analysis and commentary on our past, present, and likely future. This book is invaluable to those seeking to go to the heart of the issues and challenges confronting higher education.» – Judith S. Eaton, president, Council for Higher Education Accreditation «Arthur Cohen and his collaborator have now updated his superb history of American higher education. It remains masterful, authoritative, comprehensive, and incisive, and guarantees that this work will stand as the classic required resource for all who want to understand where higher education came from and where it is going. The new material gives a wise and nuanced perspective on the current crisis-driven transformations of the higher education industry.» – John Lombardi, president, Louisiana State University System «The Shaping of American Higher Education is distinguished by its systematic approach, comprehensive coverage, and extensive treatment of the modern era, including the first years of the twenty-first century. In this second edition, Arthur Cohen and Carrie Kisker are especially adept at bringing historical perspective and a balanced viewpoint to controversial issues of the current era.» – Roger L. Geiger, distinguished professor, The Pennsylvania State University, and author, Knowledge and Money
This book is important because it identifies the system of education which I inherited from the colonial powers that claimed Rwanda. Education often amounts to taking in information from the teachers, committing it to memory, and returning it to the teacher on paper or orally. there is an absence of critical analysis and critical think. As Paolo Freire (1993) puts in his book, Pedagogy of the Oppressed, the concept of education as a temporary bank loan, encourages students to receive, memorize and repeat deposited knowledge imparted by teacher. the teacher imparts knowledge. This students take the material and information as imparted without processing it in many instances. It does not become knowledge for students. It is the students' job to memorize it and repeat it whatever asked for by the teacher. This system of education has been inherited from the colonial powers that claimed Rwanda. It promotes a slavery of sorts in Africa. Many professors still use this colonial-based system of education. What is required is a the education that frees the students to think critically, to be creative, to dialogue, to learn from one another, and to question (liberating form of education)
Nations globally have been facing the difficult question of how to handle national unity and an increased diversity of cultures within national boundaries. With the concept of multiculturalism researchers have, for several decades now, been trying to find answers to the question. One way of achieving a national solution was the introduction of multicultural education as an integral part of most subjects taught at school. However, since there is a lack of consent on what multicultural education should mean, there have been global discrepancies on how multicultural education was and is applied. This book broadly categorizes multicultural education into five strands in order to trace their individual influences on a popular Belgian history book for secondary education. The aim of this book is to shed more light into how the political and academic struggle for a definition of multicultural education translates into the design, structure and content of a school book.
Registering and Enforcing Security Interests: A Comparative Analysis Between Mexican and American Law, is my Thesis submitted to the faculty of the James E. Rogers, College of Law, at The University of Arizona, as a requirement for the degree of Masters of Laws in International Trade Law. Part of this work was selected by faculty of the College of Law to be presented at the North American Consortium for Legal Education student working competition, in Mexico City, on October 2009.
Courts in Conflict focuses on the practices of the United Nations International Criminal Tribunal for Rwanda (ICTR), the national Rwandan courts, and the gacaca community courts in post-genocide Rwanda. It emphasizes that, although the courts are compatible in law, an interpretive cultural analysis indicates how and why they have often conflicted in practice.