Author: José Luis García Garrido
Publisher:
ISBN:
Category : Comparative education
Languages : en
Pages : 280

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Book Description

Author: International Journal of Educational Reform
Publisher: Rowman & Littlefield
ISBN: 1475816197
Category : Reference
Languages : en
Pages : 102

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Book Description
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Author: Ward Heneveld
Publisher: World Bank Publications
ISBN: 9780821334607
Category : Education
Languages : en
Pages : 118

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Book Description
World Bank Technical Paper No. 303.Reviews the design of 26 projects in Sub-Saharan Africa that were prepared by African governments and the World Bank for Bank funding. The report concludes that school-level factors need more attention in program design.

Author: Sujay Rao Mandavilli
Publisher: Sujay Rao Mandavilli
ISBN:
Category : Education
Languages : en
Pages : 149

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Book Description
Education is the fundamental pillar upon which any human civilization rests. As a matter of fact, no civilization in any meaningful form or degree has been possible in human history that has not been built on the bulwark and edifice of education. While literacy may have been limited to the privileged few in early ancient civilizations, it was these privileged few who controlled the masses and set the tempo for meaningful progress in such civilizations; educational systems have proven to be the bedrock and foundational pillar upon which much of human accomplishment and achievement have rested, too. In spite of the naysayers, the cynics and the pessimists, education has expanded greatly in the twentieth century; while the worlds’ earliest civilizations were not western in the canonical sense of the term, there is no denying that western civilizations have pulled away strongly since then. Riding on the shoulders on ancient Greece, western intellectualism has been the bulwark upon which the superstructure of modern civilization has been built. Even as recently as the middle of the twentieth century, the rest of the world (as opposed to the west) had a lot of catching up to do. Thankfully and mercifully, a lot has changed since then. India in the 1950’s and 1960’s emphasized higher education but neglected universal primary education as evidenced by low primary school enrollments, and a high rate of dropouts. Since then, programs and schemes such as the Sarva Siksha Abhiyan or education for all programs have increased primary school enrollment considerably; India now comfortably stands on the threshold of universal adult literacy. While the quantity of education has been augmented, quality has often failed to keep pace. The tenets and the essential doctrines forming a part and parcel of the foundational pillars of pedagogy and education are antiquated and are still steeped in the western experience. What is worse is that is very little awareness on the issue of the need for change; this must be the foundation of all meaningful change, but alas, that foundation has yet to be built. In this book, we draw upon our long list of papers on the social science, particularly anthropological pedagogy and the sociology of science, and propose the direction we believe pedagogy must take in the twenty first century. This can be no one man army; we invite other scholars to contribute in eminent measure. We also believe that this i.e., a foundational assessment of the concepts of pedagogy must become one of the more important and vital movements of the twentyfirst century. This work is also at the heart of our globalization of science movement as many, if not most concepts in various fields of the social science are based on old and archaic western-centric paradigms. There is also an unnatural gap between various fields of social sciences and the non-social sciences too, just as careerism is rampant across disciplines and what we called “institutional coherentism” is lacking. Scientists say “however, recent research has shown that…”. Does that mean that old research was wrong? Why was it wrong? Was it due to the absence of data, or was it methodological error? Why do we go round and round without a meaningful long-term direction? Very little scholarship is driven by the absolute desire to do good to society. As Thomas Paine once famously stated, “ A body of men holding themselves accountable to nobody ought not to be trusted by anybody”. We have theories, theories and only theories all driven by old-fashioned careerism or academic rivalry, and with limited explanatory power. All this needs to change in the twenty-first century, and practical application of knowledge emphasized. To quote C.S Lewis, “Experience: that most brutal of teachers. But you learn, my God do you learn.” Anand Mahindra and several other individuals have repeatedly called for a new world-class education system in India and elsewhere, but there is very little conceptual clarity on how we should go about creating one. Let a million scholars bloom! Let a million intellectuals bloom! Let a million scientists (social scientists included) bloom in different parts of the world, all in the twenty-first century! Why should we hold our tongue, and suffer in silence? Let intellectuals drive meaningful and productive change. Let better education systems form the backbone of better societies! Let there be a healthy rivalry among nations to develop better and better education systems! There is no need for only western nations to take the lead here. Those who have better ideas can indeed leapfrog everyone else. Those who think better and do better, win.

Author: Aggarwal J.C.
Publisher: Vikas Publishing House
ISBN: 9788125925316
Category : Education
Languages : en
Pages : 620

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Book Description
Published In The Silver Jubilee Year Of Its Existence The Ninth Edition Of This Book Has Been Thoroughly Revised. Apart From The Regular Updating Of Information And Statistics Throughout, Two Chapters Have Been Totally Rewritten As Education In The Tenth Five Year Plan And Recent Initiatives In Educational Development In India , And One New Has Been Added, Namely, Comparative Data On The Development Of Education . Updating Has Been Done Using The Following Publications: (I) The State Of The World S Children 2007, Unicef; And (Ii) Elementary Education In India-Progress Towards Uee, Nuepa. 2007, And Following Publications Of The Government Of India: (I) Annual Report 2004-2005, Ugc; (Ii) Economic Survey 2006-2007, Ministry Of Finance; (Iii) India 2007, Ministry Of Information And Broadcasting; (Iv) Annual Report 2006-2007, Ministry Of Hrd; (V) Selected Educational Statistics 2004-2005, Ministry Of Hrd.

Author: M.L. Dhawan
Publisher: Gyan Publishing House
ISBN: 9788182051614
Category : Education
Languages : en
Pages : 314

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Book Description
The present work provides authentic information regarding the current trends and issues in Indian education. Topics discussed are elementary education, Kothari Commission,1966, Yashpal Committee, POA, 1992, education for employment and social development, constitutional provisions of education in India, with special reference to Article 45 (4EE).

Author: Ministerio de Educación
Publisher: Ministerio de Educación
ISBN:
Category :
Languages : en
Pages : 172

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Book Description

Author: Michel Candelier
Publisher: Council of Europe
ISBN: 9789287153128
Category : Political Science
Languages : en
Pages : 210

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Book Description
The project "Ja-Ling" ("Janua Linguarum", "The Gateway to Languages" following the title of a work by Comenius) aims at more widespread dissemination and curricular insertion of activities promoting linguistic and cultural education in their diversity. The main objective is to create synergy between linguistic learning, within the framework of the teaching both of more languages and more diversified languages.

Author: Liz Jones
Publisher: McGraw-Hill Education (UK)
ISBN: 0335225985
Category : Education
Languages : en
Pages : 238

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Book Description
“A celebration of the tremendous strides made towards the achievement of a multiprofessional early years workforce, and a challenge to those responsible for training the next generation of professionals… Students and trainers, policy makers and practitioners have a duty to be knowledgeable, to be able to reflect on their beliefs and practice and to articulate concerns, share their views, convey their enthusiasm and act as advocates for young children. This book will help them do just that.”Lesley Abbott OBE, Mancester Metropolitan University Early Childhood Studies critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice. It draws upon case studies to help the reader make practical sense of theoretical ideas and develop a critical and reflective attitude. Hard and pressing questions are asked so that beliefs, ideas, views and assumptions about notions of the child and childhood are constantly critiqued and reframed for the post-modern world. The first part of the book explores the early years, power and politics by looking at child rights, the politics of play, families, and working with parents and carers. The second part explores facts and fantasies about childhood experiences, such as anti-discriminatory practice, the law, child protection, and health issues. The final section encourages the reader to explore what childhood means from historical, ideological and cultural perspectives, and looks at how popular assumptions arise. This is a key critical text for early childhood students, academics and researchers, as well as practitioners who want to develop their reflective practice.

Author: Douglas Ray
Publisher: Routledge
ISBN: 1351812157
Category : Education
Languages : en
Pages : 385

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Book Description
First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems. The essays in this volume examine three forms of inequality in global society: aboriginal societies in modern industrial states; long-established communities that have been denied full status; and differences arising from recent population migrations. In doing so, it considers how education might support the efforts of all members of society to pursue the goal of equal status for all.