This work is aimed at pinpointing the role of 9YBE policy in promoting access to E.F.A in Rwanda, by analyzing the obstacles to the implementation of the 9YBE policy, and suggesting measures to be undertaken in order to facilitate the policy to contribute a lot to the sustainable development of the country. The study was conducted in some Districts of Rwanda, namely Rulindo and Musanze. In the sampling framework, the above-mentioned Districts were selected as a case study of the research to represent other Districts since all Rwandan Districts possess the 9YBE schools. It was believed that results from this research should be applied to the rest of the entire territory of Rwanda mostly because all Rwandan Districts share almost the same characteristics with regard to the policy. The information obtained from the research proved that the education given in 9YBE schools should play the ultimate role in the development of Rwanda. The findings of the study revealed that the 9YBE policy plays a paramount role in promoting access to Education For All in Rwanda though its implementation faces a number of challenges due to different factors and circumstances.
In the Pakistani context higher education reforms represent a complex and multifaceted process carried out by the interplay of various stakeholder institutions and organizations. It includes the Ministry of Education, Higher Education Commission (HEC), and a small number of private and public sector universities. Since last one decade HEC has been struggling to overhaul the higher education sector in Pakistan with research and development as a top priority in its reform agenda. Given the contextual realities of the country, developing a strong research base in universities has remained an uphill task for the HEC. This study explores the role of the Higher HEC in facilitating and promoting educational research in Pakistani universities through policy analysis as research methodology. The role has been explored by the analysis of policy provisions, structures and processes developed by HEC to facilitate and promote educational research. Experiences of two Pakistani universities, one from public and one from private sector- has been analysed to explore that role. Findings of the research have been supplemented with discussion and recommendations for improvement.
The integration of intellectual and spiritual development of young people is a major concern of education. This book is written to offer inspiration, challenge and guidelines to policy makers in Education and in Religious organisations, to teachers and principals of schools and to all concerned for the holistic education of the young. The author discusses Church teachings on Religious Education, government policy regarding religious education and worldwide challenges facing religious education in schools. It sheds light on the implementation of the Programme of Pastoral Instruction (PPI) in primary schools in Nairobi-Kenya, the attitudes and perceptions of various stakeholders, challenges facing its implementation, and possible strategies for improvement. The insights in this book can be used towards the effective implementation of any non-examinable subject that is in the curriculum for its role in the holistic education of the child.
Contribution of NGOs in Promoting Basic Education in Wa West District, Ghana is the first book to present a comprehensive and detailed overview of NGOs and their operations in basic education in the district. The study was descriptive and cross-sectional in design aimed at assessing the nature and extent of NGOs’ intervention in the context of the challenges facing basic education in the district. It brings into perspective the statuesque of basic education in the district highlighting on issues on school infrastructure, school performance, enrolment and staffing. Profiles of the studied district and NGOs and a synopsis of basic education in Ghana are also presented. This book further reviews the involvement of NGOs in basic education in Ghana making comparisons with the situation in Malawi. It further discusses recommendations and opportunities available to NGOs and the basic education sub-sector. This book can thus serve as reference material for Policy Makers, District Assemblies, NGOs, Educationists, Researches and Students. It can also be used as a baseline for subsequent researches in related areas in Ghana and other developing countries.
Continuing education is within the challenges of globalization and technological development and communications, the rapid development of society and education as a whole, are important in the face of challenges and narrowing the cultural gap resulting from the speed difference between all aspects of life faced by the knowledge society. And continuing education play an important role in promoting national dialogue and intellectual security, and planning programs that the national dialogue and intellectual security in the context of continuing education, ensuring sustainable development, stability and cultural identity in the knowledge society. Through continuing education, it can deepen the sense of belonging and patriotism based on conscious awareness of the balance between rights and duties, and this spirit will enable the young people of the State's participation in all aspects of the Renaissance in the Kingdom of Saudi Arabia, and must also establish authentic values of Saudi society, and strengthen the cohesion social fabric, and religious and, through that is raised quality in all services provided to Saudi society, and requires to determine the quality standards that mus
Education is expected to play a key role in South Africa''s overall transition from apartheid to full democracy over the next few decades. Contemporary education policy discourse in the country reflects the complexity involved in giving effect to this reconstruction agenda. While the trajectory of change in education was unexpected, the dynamics of policy development is largely misunderstood. Engagement in educational politics and policy processes necessitates greater understanding of these dynamics. The main aim of this book is to provide an analysis of education policy development in South Africa between May 1994 and mid-1997. The focus is on the post-apartheid state''s policy vision for the reconstruction of an equitable and united education system. The book provides an understanding of the nature of policy that underpinned the government''s efforts to lay the basis for a reconstructed education system.
The 1994 genocide against Tutsi in Rwanda, also saw an increased number of young people with disabilities and related special educational needs. 'The Grassroots Community in the Prospects for Inclusive Education' is a community-oriented research work, that also draws from the long experience of the author in Rwandan education. It brings out the persistent socio-economic marginalization of young people with disabilities,often mediated through a fragile socio-political dynamics. It stresses the importance of locally-generated measures in finding a way forward for sustainable inclusive education developments. The work demonstrates that the success of an effective inclusive education education programs that suits young people with disabilities in Rwanda, is still depend on the clear-sightedness of the education planners, the implementation mechanism thoughtfully put in place to counteract the ills of flaw policies and ineffective education managements, while promoting healthy partnership with active grassroots community actors that are able to respond correctly to the local needs and priorities.
Innovation is a process by which entrepreneurs convert opportunities into marketable ideas. It includes a complex interaction between human activities, technology and market place. This study investigated the role of vocational education and training in promoting technological innovation among small scale enterprises in Tanzania, specifically metal working enterprises in Dar as Salaam. Literature on innovation and the role of vocational training on innovation were extensively reviewed. To measure innovation, three groups of entrepreneurs were used for comparison, namely; those trained by VETA, those with apprenticeship and VETA and Non-VETA. However, those with apprenticeship and VETA were used as a control group. To achieve the desired results, questionnaire, interviews and field observation were used for data collection. Study findings revealed that the role of vocational training in promoting technological innovation among small scale enterprises in Dar as Salaam was low. The study recommends that periodic modernization of training facilities and replacing older training equipment and tools with new ones is required.
The EU and Egypt as key partners are deepening their relations within the framework of the EMP and ENP. In this partnership the EU has a long standing commitment to promote women’s rights and gender equality, which is reflected in the EU-Egypt Action Plan. In this regard, the EU has developed some instruments to reinforce this process, such as the European Instrument for Democratization and Human Rights (EIDHR). Women’s accession to the judiciary in Egypt has been a hot button issue among judges for at least 10 years, between those who are pro and anti women judges within the judicial reform movements. Thus, as a reaction to such issue, the EIDHR came to support the domestic "Campaign for Women Judges" in Egypt. Despite the positive impact of the EIDHR, there were few drawbacks and obstacles that hindered partially the effectiveness of such instrument. The success and the drawbacks of EIDHR were influenced by two groups of factors: "external factors" related to the EU policy design to fit within the Egyptian Institutions, and "internal factors" related to the response of the Egyptian institutions and how they implement women’s rights programmes adopted and funded by the EU.
Since the 1950s, expanding community radio has been given increasing attention. The decentralization and democratization process also contributed for the flourishing of this alternative media to the local communities. Since Public and commercial broadcasting services may not cover all values of the diverse communities, countries including Ethiopia are turning their faces to this endeavor of expanding community radio to the local communities. Community broadcasting services, in general, have their own distinct characteristics as compared to public and commercial broadcasting services. Hence, various aspects of supports from governments and stakeholders in promoting the service are a must. This book focuses on the legal and practical realities of treating ethno-linguistic diverse groups in community radios in Ethiopia in particular reference to some federal countries.The enhancement of community radio requires continuous research works. Hence this book might inspire further studies on the topic. It can also be reference books for the students of journalism.
The whole work attempts to identify the role of supervisors in policy implementation at school level in government education system in Karachi, Pakistan. Policies and decisions are made in a center and supervisors carry them out to schools to implement and ensure the enactment on them. Also, they report and inform the Centre about the realities in schools. Being one of the developing countries we assume that policies are made and do not implemented. Policy implementation, in short, is cumbersome in education system because of the continuous changing scene of education. So, this research explores different channels through which the policies and decisions are communicated to supervisors and by supervisors to teachers. Also, discusses the channels used by supervisors to report back to their superiors. This will tell us about the processes of policy implementation and about the successes and reasons of failure of policy implementation. Within the qualitative research paradigm an exploratory case study approach was used to carry out this study. Semi structured interview guide, observation and document analysis as tools were used for data collection.
Ecuadorian law requires a balance of conservation and sustainable development in planning for the Galapagos island communities to coexist with the celebrated World Heritage Site of Galapagos National Park. What is the current development policy? What main social issues challenges sustainable development policy? What role does education play in resolving these issues? The central hypothesis is twofold: human development is a vital co-condition to achieve a balance of conservation and sustainable development, and education plays an important, though not independent, role in achieving better leadership, equitable governance, and collective behavioral change to meet sustainable development policy goals. Research findings suggest that, while education does play a role, lessons learned in informal education processes (living in community) have a greater impact on whether citizens will adapt their lifestyles to sustainable development policy or not. This work thus recommends actions to strengthen all education processes and public administration in the islands. Collectively these efforts will not only help educate for sustainability but also promote adapted lifestyles as well.
One of the major components of SSA is promoting the retention of children in the school, the emphasis has been on giving pre-eminence to people’s involvement, including association of non-governmental agencies and voluntary efforts, inducting more women in the planning and management of education. Village Education Committee (VEC) plays a major role in bringing the positive attitudinal change in people towards education and in mobilizing the community and motivating parents/ guardians to send their children to schools, especially girls and children from disadvantaged groups. They are also responsible for school construction and maintenance, purchase of materials, school mapping and micro- planning exercise, preparation of Village Education Plan and school management as well as teacher performance.The village education committee performs activities regarding management and maintains of the school and is particularly useful in monitoring and supervision of primary school.
This book illustrates various impediments in promoting school education among Khonds - a Primitive Tribal Group of India. It presents a new approach to understand the difficulties to raise the literacy among Khonds. It represents good ethnography and offers contemporary profile of an excluded primitive tribal group of India. It has important insights on processes and problems of education among PTGs and has the potential of making significant inputs into the framing of a relevant and meaningful educational policy for the Khonds and other comparable tribal groups. Based on intensive field work in Visakhapatnam District, Andhra Pradesh, this work explores the key issues involved in the education of Primitive Tribal Groups in India.
The book comprises several educational datasets. Instead of using mapping based only on artificial aggregation within predetermined boundaries of the countries, geographical information systems (GIS) techniques have been used to identify and map new areas of education provision in Rwanda. Therefore, GIS mapping highlights spatial distribution of education in Rwanda and the comparison between different locations enables the identification of areas of need for effective and efficient geographical provision of education in Rwanda.